谈谈《初级会计实务》考前复习中应注意的部分问题

从2007年开始,全国会计专业技术资格考试的指定教材是依据新的《企业会计准则》来编写的,所以如何辨别新旧内容的异同点,就显得较为重要。为了帮助参加初级会计专业技术资格考试的考生搞好考前复习,本文特就其中的《初级会计实务》里面"交易性金融资产"等十二个问题,作出比较说明。     

对武术套路运动员腿部力量最佳训练手段的探索

运用问卷调查、观察和实验、模糊数学理论和模糊相关分析等研究方法,初步探讨武术套路运动员腿部力量最佳训练手段,为腿部力量训练提出理论依据和定量数据。     

仿真模拟系统在实习教学中的应用

分析了实地实践教学模式的缺点,设计开发了针对电气类专业的面向WEB电网仿真系统的架构,介绍了其在电力实习教学中的应用,弥补了电力实习教学实地实习的不足。     

把握新课程的理念

理念是对一个事物本质的理解和对其完美性不懈地追求。要走入新课程 ,就必须学习新课程的理论 ,实践新课程的教学 ,深入新课程的研究 ,从而把握新课程的理念 ,将基础教育课程改革落到实处     

邓小平人才观与中国人才资源开发实践

本文在深入分析邓小平人才观的基础上，总结了自20世纪80年代以来中国人才资源开发的成功实践经验，提出了人才队伍建设的几点思考。     

书院讲学、自修与研究精神及其现实意义

书院是我国封建社会特有的教育组织形式,它在中国历史上延续了千余年,为我国古代教育的发展和学术的繁荣做出了巨大的贡献.古代书院的主体性教育以及学习主体的学以求己和研讨切磋的研究型的学习模式,灵活的、优良的讲学、自修、研究精神,对当今教育具有现实指导意义.     

大学生素质拓展计划的实践范例

大学生素质拓展计划作为素质教育实践中的一个创新，正成为国内高校教学改革的一个热点。本文从笔者提出的一套《大学生素质拓展计划》方案入手，论述了素质拓展的涵义及目标、基本内容、实施途径、组织机构、考核结果应用等问题。     

Family‐centred practice: collaboration,competency and evidence

In the 1990s, the developing field of early intervention with young children with disabilities and their families adopted family‐centred practice as its philosophical foundation. Family‐centred practice includes three key elements: (1) an emphasis on strengths, not deficits; (2) promoting family choice and control over desired resources; and (3) the development of a collaborative relationship between parents and professionals. During the last two decades, the field of early childhood disability has successfully defined the working principles of family‐centred practice for practitioners. Although research has acknowledged that the paradigm shift to family‐centred practice is neither simple nor easy, a substantive body of evidence demonstrates that (a) family‐centred practice can be linked to a wide range of demonstrated benefits for both children and families, and (b) families are more satisfied and find family‐centred practice to be more helpful than other models of practice.     

Sustainable assessment?: Critical features of the assessment process in a modularised engineering programme

This paper reports a project researching the interplay between a formal assessment system on the one hand and the development of students’ and teachers’ work in the actual assessment process on the other. Applying a social practice perspective, empirical data from the first year of an engineering programme mapped the assessment process through documentary studies and qualitative interviews with students and teachers.     

If I experience formative assessment whilst studying at university,will I put it into practice later as a teacher? Formative and shared assessment in Initial Teacher Education (ITE)

The aim of this article is to analyse whether having experience of formative assessment during their initial teacher education courses (ITE) influences graduates’ subsequent practice as teachers. That is, if the assessment methods that university students are subject to during their learning process are then actually employed by them during their professional practice as schoolteachers. To address this issue, questionnaires were issued and focus groups were held with a sample of ITE graduates. The main results of the study are that: (1) formative and shared assessment (FSA) is not used a great deal during ITE, but is highly valued; (2) some graduates have implemented FSA in their practice as teachers, following their experience on their ITE course; and (3) significant variables are found regarding the implementation of FSA in schools (possible resistance from colleagues and/or pupils’ parents, etc.).