涉汽车本科专业同质化倾向的思考与分析

以涉汽车本科专业同质化倾向的问题为切入点,分析了涉汽车本科专业同质化倾向的危害性和研究该问题的意义,指出避免涉汽车本科专业同质化倾向的路径,并以南京工程学院车辆工程专业为例,讨论在专来建设方面如何避免同质化倾向。     

大学体育课程目标导向与需求导向的整合探析

采用文献资料法、调研法,分析了对大学体育课程目标导向的质疑,阐述了需求与需求导向的相关问题。结果表明：大学体育课程的需求导向主要包括社会需求导向、学科需求导向和学生需求导向。大学体育课程的目标导向与需求导向是辩证统一的,需求导向是目标导向的前提,目标导向是需求导向的保障。     

后现代主义对图书馆学研究方法的解构

国内对于现代图书馆研究方法的探讨始于20世纪80年代,现已取得了丰硕的成果.后现代主义思潮的兴起为图书馆学研究方法提供了新思路,有利于多种研究方法的综合运用、个性化研究方法的挖掘、人文主义研究的介入和营造平等自由的学术氛围.     

谈数学教学与学生思维能力的培养

数学学科的本身具有很强的系统性、逻辑性、概括性,它的内容高度抽象。学生在掌握数学知识的同时思维能力得到了训练和培养。培养学生思维能力的途径：一是引导学生进行多角度思维;二是引导学生逆向思维;三是引导学生进行联想。     

Students’ conceptions of good teaching in three different disciplines

This paper explores students’ conceptions of good teaching in three different disciplines. Moreover, the aim is to explore the relation between these conceptions and students’ approaches to learning by combining qualitative and quantitative methods. A total of 695 students from the Faculties of Behavioural Sciences, Law and Veterinary Medicine participated in the study. The students’ conceptions of good teaching were analysed using a qualitative content analysis. Furthermore, the students were assigned to homogenous subgroups on the basis of their responses to items measuring approaches to learning and the differences between these subgroups and the students’ conceptions were examined. The association between the conceptions, disciplines and approaches to learning were examined using Chi‐square tests. Twenty‐one dimensions were created from the data and 12 of them differed between the disciplines. Only one dimension differed between the student groups. The study suggests that there is disciplinary variation in students’ conceptions of good teaching and universities should take this into account in the development process of the student evaluation system.     

Instructional approaches: differences between kindergarten and primary school teachers

The article discusses kindergarten and primary school teachers’ preferences for instructional approaches and teaching practices. One hundred and thirty‐three teachers from Estonia completed questionnaires. The results showed that the promotion of students’ comprehension and independence, enhancing practical application and individualisation of instruction are highlighted by kindergarten as well as primary school teachers. The major difference between kindergarten and primary school teachers is in the usage of rote learning practices. Using a person‐oriented approach to data analysis, kindergarten teachers’ instructional patterns were shown to be similar to constructivist approaches, and primary school teachers’ patterns similar to traditional and constructivist approaches.     

课堂教学评价中教师自我反思研究

新课程背景下的课堂教学评价,促使教师通过各种反思策略与途径,审视自己的教学观念、教学行为和教学结果,提升自己的教学能力和水平,最终成为＂研究型＂教师和＂反思型＂教师。课堂教学评价中的教师自我反思应该具备针对性、动态性、实践性、开放性与合作性、过程性等特征。     

高职教育园区管理协同效应及其实现途径

随着高职教育园区的迅速发展以及对高职园区办学效益的日益重视,高职教育园区自身管理能力及资源共享、能力互补和产学研一体化方面产生的协同效应得到普遍关注。推进高职园区加快集约化发展,快速形成协同效应,关键在于充分发挥政府主导和财政导向作用,明确各利益方的责、权、利,促进和吸引园区各办学主体加快开放共享资源,实现优势互补。同时,各校也要注重特色建设,避免协同发展的负效应。     

让每一个学生获得成功的机会——教育均衡内涵发展的综合路径探析

当前,在实现义务教育阶段优质教育资源均衡分配的基础上,人们正将目光逐渐聚焦于学校的内涵发展,致力于让每一个学生获得成功的机会。本文在分析导致学生间不公平的深层机制的基础上,从家庭教育、学校教育、社会教育、学前教育等多方面综合切入,寻求共同应对的联动机制,为构建一个全方位的教育基本公共服务体系提供参考。     

刍议高校“服务育人”的途径与方法

从后勤服务、机关服务及图书馆服务三个方面,多角度阐述了高校服务育人的途径和方法。