体育课程综合模块教学的实践模式构建研究

以游戏等运动形式,构建职业相关性、娱乐性、体验成功性的综合职业体能模式,以体育欣赏、担任教练、组织比赛、设计工间操等综合模式为课程内容,以职业场景激发学生对体育的激情,以角色变换激发学生对体育知识的自身需求,从而达到终身体育、增强体质与增进健康的最终目标。     

高职国际商务专业一体化教学改革与实践——以江西外语外贸职业学院为例

近年来,一体化教学在高职院校教改中应用越来越广泛,成效也很显著。但高职文科涉外专业如何开展一体化教学仍是教育界面临的一大难题。本文以江西外语外贸职业学院为例,探讨国际商务专业一体化教学改革与实践所取得的成绩和面临的问题,并提出一些可行性建议,以期为其他高职院校国际商务专业的建设和发展提供一些有价值的参考。     

Integration of Study Abroad with Social Media Technologies and Decision‐Making Applications

This article describes the design and delivery of a program, “Global Business in a Digital World.” The program integrates the use of social media technologies and business applications in a series of courses that include short‐term study abroad components that focus on emerging markets. The objectives are to: (1) provide additional options for study abroad; (2) broaden the scope of the international business program to include more emphasis on emerging markets; (3) provide integration across business and liberal arts; and (4) integrate social media technologies into the study abroad experience. To achieve these objectives, students study business in the host country, interact with local company executives, and experiment with social media and related technologies. A conceptual framework describes the course structure and its relationship with the four categories of social media classified as 4Cs: Communication, Connection, Cooperation, and Collaboration ( Cook, 2008 ; Enterprise 2.0. Burlington, VT: Gower Publishing Limited). Conclusions reveal improved student learning outcomes after exposure to the study abroad, but also suggest the study abroad experience requires specific skill development. A research framework gives direction for future work.     

国际经济与贸易专业《国际商法》双语教学模式探索

为培养复合应用型人才,国内各高校积极实施教学改革,其中实行双语教学就是一项重要的教改内容。在国际经济与贸易专业实施《国际商法》双语教学有一定难度,但该专业也具备双语教学的优越性。在国际经济与贸易专业实行《国际商法》双语教学要改变教学方式,采用国内学者编著的教材与自编讲义相结合,同时注重师资队伍建设,以取得良好的教学效果。     

隐喻认知导向的高职商务英语教学

隐喻是语言现象,又是思维方式。基于隐喻的认知本质,本文从词汇教学、语篇理解和文化教学层面探讨了隐喻模式对高职商务英语教学实践的意义和应用,以帮助学生理解言语表达的深层认知规律,从而逐渐提高学生在国际商务活动中的英语交际能力。     

文化视觉中的商务日语走向问题

战后日本经济的快速发展使日本比较顺利地进入了西方经济强国阵营。对以东亚为主要地区的投资拉开了日本对海外经济扩张的序幕。作为日本经济体的衍生体,商务日语也随着日资企业的进驻出现在被投资国高校的专业设置当中。在后资本主义经济时代,经济、语言、文化三位一体的传播方式加固了日本在东亚和世界的地位,为日本经济更加快速发展起到了积极的推动作用。     

商务英语立体化教学模式的探讨

随着商务英语学科在我国各高校的迅猛发展,商务英语教学和研究也逐渐受到更多的热议,其中关于商务英语的教学模式尤其引起了教育界的广泛关注,文章在建构主义理论的框架内,探讨商务英语立体化教学模式,为广大商务英语教学者提供了一个新的视角。     

大众化进程中的中美高等教育层次结构比较研究

大众化进程是高等教育结构发展变化最为剧烈的一个特殊时期。以毛入学率为比较的标准,对1998-2007年我国高等教育层次结构与1929-1959年美国高等教育层次结构的发展演变进行对比分析发现,我国用了10年时间达到了美国用了20年才完成的高等教育毛入学率的增长幅度。虽然中美两国高等教育历程各不相同,但我国高等教育层次结构的发展变化呈现了较多与美国大众化阶段相类似的规律。但同时,层次失重的问题仍然存在,特别是不同学科门类人才培养层次的失重现象。为此,我们应尊重高等教育内部各要素的协调以及其自身发展逻辑,适应社会发展需要做好人才培养规划,建立起长效的高等教育结构优化的动态调整机制。     

Kohlberg and Piaget: Aspects of their Relationship in the Field of Moral Development

Abstract:

Kohlberg's system of moral judgment development has some important links with Piaget's work on moral judgment, though Piaget's work is not the only influence on Kohlberg's ideas. Piaget's system of moral growth is briefly examined, and the extent to which subsequent research has validated it, is noted, thus placing Kohlberg in a historical context. The ways in which Kohlberg extends or departs from Piaget's system of moral growth are examined. The concept of stages and the nature and processes of stage development are discussed, and in this context the relationship between Kohlberg's moral development and Piaget's cognitive development is examined. It is concluded on the basis both of logic and evidence that the relationship, although complex rather than isomorphic, is likely to hold considerable potential for future research.     

A Study of the Views of Full-time Further Education Lecturers Regarding their College Corporations and Agencies of the Further Education Sector

Full-time lecturers in further education colleges in England form an occupational group which has been subject to many varied and demanding changes, particularly since the incorporation of colleges in 1993. Prior to 1993 lecturers were employees of local education authorities and, as such, were part of an often remote local authority personnel administration framework. Since 1993 full-time lecturers have become employees of college corporations. Most corporations have introduced human resource management practices which have changed the distant employment relationship lecturers had with LEAs. At the same time, the consequence of financial constraints and increasing competition in the further education sector has emphasised the already existing core-periphery organisational model in colleges which has now led to fewer full-time lecturers (core) and more part-time lecturers (periphery). The question of the professional status of lecturers has also been raised by, for example, College Employers Forum rhetoric in the early post-incorporation phase to encourage contractual change; the development of Qualified Teacher Status for primary and secondary teachers only; the debate about further education membership of a General Teaching Council for England, and the expansion of a new vocational curricula which seemed to dilute the educational experience of students. This article considers the views that a sample of full-time lecturers have about their employment experience and is an initial report of a research study which looks at the employment relationship between full-time lecturers and their college corporations. Views and perceptions of 687 full-time lecturers' responses to a postal questionnaire are presented and reviewed. This initial report suggests that, unlike the picture nationally for the UK workforce (as presented in a recent Institute of Personnel and Development report - Guest & Conway, 1998), full-time lecturers in further education colleges may be experiencing a violated psychological contract with the consequences for their employment relationship of loss of trust and a significant, depressing effect on commitment, job satisfaction and work performance.