浅谈师范生顶岗支教阶段思想政治教育的途径——以河北师范大学顶岗支教为例

顶岗支教是对师范生进行思想政治教育的新载体,利用顶岗支教的平台可以更有效地实施思想政治教育,而目前在顶岗支教中思想政治教育出现了新的问题。在顶岗支教中提出了进行思想政治教育的途径,以引导大学生树立远大的理想,帮助其树立正确的就业观、择业观、创业观和职业道德观,提高他们的就业竞争力及职业适应能力。     

高职院校通识教育实践的价值、问题与路径

高职院校通识教育处于一个推动实施时期,文章围绕高职院校通识教育实践的特点,分析该类学校实施通识教育的价值意义,总结反思通识教育实践存在的问题,探寻与高职院校实际相符的建设路径。     

新晋本科警察院校管理队伍建设的方法与途径

新晋本科警察院校面临着办学定位、办学理念、办学层次、培养目标、培养方案、生源质量等多个层面的重大调整和转变,这对学校管理人员提出了更高的要求和挑战。为适应这些调整和变化,新晋本科警察院校必须加强管理队伍建设,不断提升管理人员的管理水平和素养,以保障本科教育教学的质量和水平。     

论幼儿艺术体验活动的有效途径

体验活动是幼儿认识世界、感受世界的最佳途径。本文从幼儿艺术体验的特点出发,探讨幼儿艺术体验的五个重要途径:体验本土化、特色化的艺术;以游戏活动体验艺术作品;多元统整的艺术体验;主题化的艺术体验;利用多媒体创造良好的艺术体验环境。     

Evaluate to improve: useful approaches to student evaluation

Many teachers in higher education use feedback from students to evaluate their teaching, but only some use these evaluations to improve their teaching. One important factor that makes the difference is the teacher’s approach to their evaluations. In this article, we identify some useful approaches for improving teaching. We conducted focus groups with award-winning university teachers who use student evaluations to improve their teaching, and we identified how they approach their evaluation data. We found that these teachers take a reflective approach, aiming for constant improvement, and see their evaluation data as formative feedback, useful for improving learning outcomes for their students. We summarise this as the improvement approach, and we offer it for other teachers to emulate. We argue that if teachers take this reflective, formative, student-centred approach, they can also use student evaluations to improve their teaching, and this approach should be fostered by institutions to encourage more teachers to use student evaluations to improve their teaching.     

陕西高职教育服务国家“一带一路”的平台构建及“走出去”途径研究

服务国家“一带一路”倡议,培养高素质技术技能人才,是高职院校的历史使命。陕西高职院校受发展理念及办学实力等因素的影响,在“走出去”办学方面还存在一定差距。建议从国家、省级、民间、院校层面搭建起服务国家“一带一路”的4个专项平台,通过3条途径大力开展“走出去”办学,形成我国高职教育的“陕西名片”,更好地服务“走出去”企业,培养“一带一路”沿线国家经济发展所需的高素质技术技能人才。     

交际教学法和大学英语教师的角色定位

交际教学法的教学观认为掌握一门语言就是要掌握一种“交际能力”，交际能力包括语法能力、社会语言能力、语篇能力、策略能力。交际教学法在大学英语课堂的应用要求英语教师改变自己的教育观念和习以为常的教学方式、教学行为，重新定位自己的角色，即做一个平等的参与者，一个合格的组织者，一个成功的引路人，同时要避开两大误区。     

论思想政治教育方法的创新

创新是一个民族进步的灵魂，是国家兴旺发达的不竭动力。思想政治教育方法作为实现思想政治教育目标的工具、手段，必须随着时代的发展而不断创新。着重就思想政治教育方法创新的必要性和途径予以探索，这对实现思想政治教育方法的科学化和现代化有重要的指导意义。     

Action researchers encountering ethical review: a literature synthesis on challenges and strategies

Action research (AR) comprises a diverse family of methodologies. Common amongst most types of AR are both an emergent design – leading to action or change – and participation or community involvement. While this type of research has expanded considerably since the early 2000s, the criteria used for ethical review have apparently been slow to adapt to the emergent and participatory nature of this research. This has resulted in researchers reporting negative attitudes towards, and experiences with, review boards and ethics review processes; painting ethical review committees, at times, as insufficient or unnecessary. A review of the literature was undertaken to assess the state of play in this regard. Few articles disclose the side of the ethical review boards or committee members and the issues they face in undertaking ethical review of studies with an emergent, action, or participatory focus. A larger number of peer-reviewed journal articles report on the views of the researchers, but mainly through specific case examples where ethical review processes presented challenges to researchers and communities employing a participatory approach to research. The focus of this article will be on both the generic challenges researchers report in managing ethical review and of strategies utilized or recommended to conduct participatory research in an ethical manner. The contrasting experiences of researchers and ethical review committee members will be considered where available.     

对加强高职院校职业道德教育的思考

培养既具有专业技能,又具有高尚职业道德操守的高素质人才是高等职业教育的重要任务。职业道德教育应遵循知行统一、学生为主体、职业道德教育与行业相结合、教育与管理相结合等原则,通过发挥“两课”教育的主体地位、把职业道德课与各门课程有机结合、职业道德教育与社会实践活动相结合、引导学生自我教育等来加强高职院学生的职业道德。