高职专业教师到企业挂职面临的问题和对策

专业课教师走进工厂进行挂职锻炼,参与企业的生产设计和技术开发,能提高自身的实践能力和教学能力,是培养教师“双师”素质的重要途径。通过对近几年专业教师到企业挂职的总体情况的总结,分析了专业教师从学校到企业所面临的困难,提出了对策：职业院校要在时间、任务、科研、政策考核等方面予以支持,并且学院与教师要共同努力来调动企业参与的积极性。     

地方高校社科学报“文学研究”栏目的设置构想

“文学研究”是地方高校社科学报重点培育的项目。编辑部在解决版面紧张与优质稿源稀缺的矛盾时,要注重对青年作者的培养,鼓励他们与栏目的发展共同成长。栏目细分要灵活机动,重义趣。要关注栏目风格的培养。最后,在地方化的问题上,要厚古不薄今,甚至是要更重视对地方当代作家的研究。     

An Exploratory Study of International Students Studying and Living in a Regional Area

The aim of this research is to explore the similarity and differences international students encounter while studying and living in a regional area of Australia as compared to their Asian homeland. This study builds on both academic and lifestyle issues previously identified in research and explores the international students' experiences on their academic adjustments while living in a regional area. The findings of this investigation identified three themes: education, finance, and culture. The analysis identified that students experience some level of difficulty at an initial stage but were positively accustomed to the local settings after a period of time. Finally, the findings in this paper are valuable to educational institutions, especially those of regional areas seeking to understand how international students behave and act when studying and living in a regional area. Additionally, this paper will also give prospective students an overall understanding of what to expect when they choose to study in a regional area in Australia.     

Reflective Practice in Physical Education and Physical Education Teacher Education: A Review of the Literature Since 1995

Reflection and reflective practice are key concepts in the educational literature as well as in research on physical education (PE) and physical education teacher education (PETE). The purpose of this article is to review the current empirical knowledge base for reflection and reflective practice in PE and PETE from 1995 to 2011. The review includes empirical research published in peer reviewed journals on the topics on reflection and reflective practice in the contexts of PE and PETE. There were 33 articles included in the review. Most of the research is conducted in the PETE context, where it was found that pre-service teachers do develop their reflective capabilities. However, the results also indicate students make little progress on critical reflections. In the PE context, it was found that teachers express a need for reflective communities. Theoretical and methodological challenges with the reviewed literature are discussed and suggestions for further research proposed.     

The Comparative Effects of Prediction/Discussion‐Based Learning Cycle,Conceptual Change Text,and Traditional Instructions on Student Understanding of Genetics

The present study examined the comparative effects of a prediction/discussion‐based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi‐experimental research design of the pre‐test–post‐test non‐equivalent control group was adopted. The three intact classes, taught by the same science teacher, were randomly assigned as prediction/discussion‐based learning cycle class (N = 30), CCT class (N = 25), and traditional class (N = 26). Participants completed the genetics concept test as pre‐test, post‐test, and delayed post‐test to examine the effects of instructional strategies on their genetics understanding and retention. While the dependent variable of this study was students' understanding of genetics, the independent variables were time (Time 1, Time 2, and Time 3) and mode of instruction. The mixed between‐within subjects analysis of variance revealed that students in both prediction/discussion‐based learning cycle and CCT groups understood the genetics concepts and retained their knowledge significantly better than students in the traditional instruction group.     

Longitudinal study of a cooperation-driven,socio-scientific issue intervention on promoting students’ critical thinking and self-regulation in learning science

ABSTRACT

This longitudinal study explored the effects of a Cooperation-driven Socioscientific Issue (CDSSI) intervention on junior high school students' perceptions of critical thinking (CT) and self-regulation (SR) in Taiwan. Forty-nine grade 7 students were randomly selected as an experimental group (EG) to attend a 3-semester 72-hour intervention; while another 49 grade 7 students from the same school were randomly selected as the comparison group (CG). All participants completed a 4-wave student questionnaire to assess their perceptions of CT and SR. In addition, 8 target students from the EG with the lowest scores on either CT or SR were purposefully recruited for weekly observation. These target students and their teachers were interviewed one month after the intervention in each semester. Analyses of covariance and paired-wise t-tests revealed that the EG students' perceptions of CT and SR in learning science were improved during the study and were significantly better than their counterparts' at the end of the study. Systematic interview and classroom observation results were consistent with the quantitative findings. This study adds empirical evidence and provides insights into how CDSSI can be integrated into planning and implementing effective pedagogical strategies aimed at increasing students' perceptions of CT and SR in learning science.     

Collaborative knowledge-making in the everyday practice of youth suicide prevention education

The development and implementation of a new school‐based suicide prevention education programme in one secondary school in Vancouver, British Columbia, recently provided us with an opportunity to conduct an in‐depth, qualitative case study. The purpose of our study was to deepen our understanding of how school‐based suicide prevention education programmes like this one get planned and enacted in particular, local settings. We argue that the narrow range of methodologies that have traditionally been deployed to study school‐based youth suicide prevention education programmes have hindered our ability to see the complexities and potentialities of this work. Through the presentation of a sub‐set of findings, we aim to show the possibilities for fresh thinking and contextualized understandings that a qualitative case study, informed by a constructionist methodology, invites.     

Rites of Passage: Does adaptation to university mean severing connections?

Many factors go into the decision of selecting a university, ranging from the overall costs and the programme of study to the institute’s reputation; however, accommodation while at university and proximity of the university to one’s permanent abode also play important roles in this decision-making process. Thus, first-year students experience different stages of separation from their prior networks depending on their individual situations. The results of this Ontario (Canada) 2012 study add to prior research by indicating that separation of students’ living arrangements and distance from home impact on transition and incorporation variables, which influenced students’ adaptation to university.     

《才溪乡调查》与社会主义新农村建设

《才溪乡调查》是毛泽东农村调查研究的典范之作,是中国共产党中央苏区时期乡村建设的“品牌”,它既是当时农村革命根据地的建设的宝贵借鉴,而且对于当今中国社会主义新农村建设也有着十分重要的启示意义。当前的社会主义新农村建设也应该建立在调查研究基础上,坚持群众路线、关心农民利益,加强农村基层政权和文化建设,大力发展农村经济。