企业文化促进企业核心竞争力形成的途径分析——以云浮企业为例

企业文化对企业核心竞争力的形成非常重要,它是企业核心竞争力形成的内在机制,是企业核心竞争力的核心要素,是企业核心竞争力形成的源泉;为中小企业打造核心竞争力,以云浮市的部分企业为例,分析企业文化对企业核心竞争力的影响,从转变观念、标杆管理以及品牌建设等三个方面分析企业文化促进企业核心竞争力的形成途径。     

论社会主义核心价值体系与党的优良传统的一脉相承性

中国社会主义核心价值体系是增强社会主义意识形态的吸引力和凝聚力的重要保证。建设社会主义核心价值体系不仅是时代发展的需要,也是建设社会主义主流意识形态、重构核心价值体系的重中之重。建设社会主义核心价值体系与保持党的优良传统是一脉相承的。     

中等职业学校校长国际化培训的研究与实践

职业教育国际化是现代社会尤其是现代经济发展的客观需求。中等职业教育要顺利实现国际化,首先是领导者要有国际化意识、国际化观念、国际化思想和国际化管理能力,这样才有可能主动参与职业教育国际化,推进中等职业教育国际化的进程。杨凌职业技术学院这几年举办陕西省中等职业学校校长国际化培训经验充分证实了这一点。     

高职院校科技工作为社会服务的探索与实践

以具体的数据为例,分析了近几年江苏省高职院校科技工作为社会服务的现状及存在的问题;阐述高职院校科研工作的内涵以及高职院校科技工作的定位,明确高职院校科技工作服务的地理范围、技术领域、层次和对象;以学院为案例,探索了提升科技工作为社会服务的对策。     

二次推出机构在斜滑块内侧抽芯注塑模中的应用

按照注塑模具在塑件自动化生产中的要求,设计出了二次推出机构在斜滑块内侧抽芯注塑模结构并介绍了模具的工作原理。     

基于工作工程系统化的《数控加工编程与操作》项目课程开发

以高职数控技术专业职业核心课程《数控加工编程与操作》为例,阐述了基于工作过程系统化的项目课程开发思路、开发流程,分析了项目课程开发中项目的选取、教学内容的重构与序化．对项目课程的组织与实施过程进行了范例分析,最后结合项目课程教学实施特点,探讨了项目课程的评价方法．研究对高职课程建设与项目课程开发实施具有一定的参考价值．     

高校大学生社会主义核心价值观的培育

培育当代大学生社会主义核心价值观,是高校义不容辞的天职。高校应针对大学生思想道德水准的现状,有的放矢解决部分大学生的信仰动摇、信念淡化、荣辱界限模糊、个人主义突出、价值取向扭曲、责任意识淡化、基本道德缺失等问题,将社会主义核心价值体系教育融入课堂教学、文化建设、社会实践、管理服务、环境育人的全过程,形成多形式、宽领域、立体化的社会主义核心价值观教育路径。     

Experience and Interaction in Teaching Escalation

This paper explores the use and integration of experiential learning into the problem-based learning (PBL) approach enhanced by interactive multimedia in the teaching of project management. A specific emphasis is placed on failing situations and the way in which this should be taught to students. Experiential learning places the emphasis on active participation, interactive and applied learning in a real situation. PBL places the emphasis on a real-world problem that is presented as the starting-point for the learning experience. The combined effect these concepts have on the learning experience is outlined in a framework called PIE. The conclusions drawn in the paper are the following: the combination of PBL, interactive multimedia and experiential learning will support and enhance teaching about escalation situations.     

Cognitive attainment in online learning environments: matching cognitive and technological presence

To know whether students' achievements are the result of online interaction and not just a consequence of individual differences themselves, it seems essential to link the cognitive results to the students' online behavior (technological presence). In technological presence, interaction is based on the degree in which the online student senses the availability of, and connectedness with, other students, the teacher, and the context. Cognitive presence as a part of the interaction process of teaching and learning reflects the level of accomplishment in online learning environments (cognitive attainment). The purpose of this article is to show some evidence of the mutual influence of the students' technological behaviors and the students' cognitive factors in online learning environments – including teacher and instructional design factors. Two thousand one-hundred thirty written computer-mediated communications from 88 participants in four prototypical online learning activities have been analyzed for this purpose. The analysis shows the influence of technological presence on the quality of learning results of the online knowledge construction process. The conclusions point out the importance of considering technological presence as a new and complementary type of presence as it provides relevant information for instructional and technological design.     

从行业竞争力到个体竞争力——图书馆核心竞争力的提升和培养

在分析图书馆核心竞争力含义的基础上,论述了图书馆核心竞争力的演变历程,认为图书馆不仅作为一个整体具有行业竞争力,而且作为个体的图书馆,同样也可以形成各具特色的核心竞争力。同时指出未来图书馆的核心竞争力将是知识组织、知识服务与知识教育的更高层次,并就如何提升图书馆核心竞争力进行了探讨。