人本主义心理学视角下大学英语听说教学的优化

本文基于人本主义心理学的教学观,针对大学英语听说教学中存在的问题和困难,分别从教师角色,师生关系,课堂教学,自主学习方面探讨了优化教学的几点举措,希望能为开展人性化教学,提高学生听说能力提供一定的指导。     

高校哲学繁荣发展之路研究

高校哲学发展繁荣,意义重大。观念是行动的先导,惟有“文化自觉”、“文化自信”,方能“文化自强”。作为文化组成之一的高校哲学,其发展繁荣亦如此：惟有“哲学自觉”、“哲学自信”,方能“哲学自强”。本文从“文化自觉”和“文化自信”两方面展开探讨,分析了实现“文化自强”的观念条件,进而在此基础上提倡“哲学自觉”、“哲学自信”,探讨了实现高校哲学发展繁荣之路的主体意识障碍破解及现实路径。     

体育用品企业招聘销售人员的结构化面试探析

在介绍体育用品企业的相关概念、企业销售人员胜任力模型及结构化面试概述的基础上,阐述体育用品企业招聘销售人员中结构化面试的实施过程,分析体育用品企业招聘销售人员的结构化面试中所存在的问题,并基于此提出了相应的对策与建议,为各体育用品企业招聘销售人员提供参考。     

Background and Practices Related to Educational Marketing Efforts

No abstract available for this article.     

母公司对子公司债务责任承担的法律思考

本全面地分析了母、子公司之间债务责任总理的相关理论和实践，提出了以每一公司均业个独立法人的假定为基础、以股东有限责任为原则的现代公司法不能解决以母子公司体制为特征的企业集团法律总理２的结论，并就我国企业集团立法问题提出了相应的建议。     

我国体育保险公司风险管理系统分析

文章在对我国体育保险公司风险管理系统进行界定和特征分析的基础上,就构成我国体育保险公司风险管理系统框架的4个重要组成部分:战略、流程、基础设施以及环境的构建进行了研究,对强化体育保险公司风险认识,加强风险管理职能建设,尽快建立我国体育保险公司风险管理系统,对发展我国体育保险事业具有重要的现实意义。     

职业体育俱乐部向现代公司制转化的趋势

运用文献资料、比较等研究方法,对职业体育俱乐部向现代公司制转化的现状进行了研究。认为:随着现代职业体育赛事市场规模的扩大,融资、转让等问题成为传统的个体业主制与合伙制俱乐部的难题。为提高职业体育俱乐部的融资能力与抗风险能力,当代顶级俱乐部呈现出向现代公司制转化的趋势。我国职业体育俱乐部基本具备了向现代公司制转化的条件,职业体育俱乐部发展壮大的欲求,将成为推动我国职业体育俱乐部向现代公司制转化的根本动力。     

The changing nature of autonomy: Transformations of the late Swedish teaching profession

This article discusses teacher autonomy in the case of the Swedish teaching profession since the 1980s. It is argued that deregulation, decentralization, and marketization reforms of the 1990s have indeed increased teacher autonomy, but in some respects also led to a increase of complexity in the Swedish school system. In order to handle this complexity, the state intensified a standardization of schooling, which restricts teacher autonomy today. Relevant the paper's understanding is that teacher autonomy is always about control, exerted internally by the profession itself and facilitated externally by state standards. The article argues that the restriction of teacher autonomy in recent times is also related to a simplified understanding of the phenomenon in the reforms of the 1990s.     

Autonomy and religious education: lessons from a six-year evaluation of an educational reform in an Israeli school network

This study investigated the tension that exists between promoting an educational agenda and practising an educational approach which emphasises autonomy within the framework of religious education. Our main thesis is that every educational deed contains a dialectical tension between endorsing an educational agenda and the promotion of autonomy. Moreover, this tension is not restricted to religious education. The intensity of such a conflict varies in accordance with the flexibility (or inflexibility) of the dogma, the conceptual cohesion of the educational agenda and the perceived importance of granting autonomy to students. The more cohesive and inflexible the educational agenda is, the greater the danger that autonomy will be discarded. The present research examined an educational reform implemented in the National-Religious School Network in Israel, which included the promotion of autonomy among principals, teachers and students. Conducted over a six-year period (2006–2012), the research employed both qualitative and quantitative methodologies and involved various stakeholders in the school network. The multifaceted picture that emerged of the relationship between educational autonomy and religious agenda is presented.