高职毕业生就业心理问题的表现与调适

高职毕业生在就业的过程中面临更多困惑,其就业心理也面临着更多的问题,通过对这些问题心理成因的探析,对高职毕业生“失范”就业观念的心理进行调适,将有助于高职毕业生的就业.     

利用心理疏导增强大学生思想政治教育实效性

大学生因压力诱发心理困惑和冲突,表现出思想问题与心理问题的交织.思想政治教育要体现她的现代价值就必须关注这些现实问题,引入心理疏导,把心理问题消灭在萌芽状态.文章从厘清大学生五种心理问题入手,分析心理疏导对思想政治教育的意义,探讨心理疏导的有效步骤.     

高职计算机专业毕业生就业问题的认识与思考

针对当前高职计算机专业毕业生存在就业难的问题进行分析,并从高校和毕业生本人两方面提出了一些解决的办法,如：课程改革,就业思路转变、夯实自身能力等,对提升毕业生就业竞争力给予了普遍意义上的指导意见。     

从高职院校学生的阅读倾向谈高校图书馆的导读工作——以广东外语艺术职业学院为例

以统计分析广东外语艺术职业学院学生的阅读倾向为基础,探讨了图书馆导读工作的必要性和重要性．并提出了做好高校图书馆导读工作的建议。     

重视大学新生教育的探索与实践——大学生学习指导课的发展与定位

产生于教学改革研究成果的中国计量学院一年级学生必修课（（大学生学习指导》,在10年的发展历程中坚持以学生的学习发展需要为课程内容建构的依据,不断进行课程建设与改革,在“帮助一年级学生从中学向大学平稳过渡,为他们学会学习以及人格成长提供支持”方面进行了长期的、有效的实践,深受学生欢迎。为高校寻找高等教育大众化阶段解决日益增加的大学生问题、提高高等教育人才培养质量的突破口提供了可行的范例。     

Knowledge elaboration: A cognitive load perspective

The process of knowledge elaboration is considered from the perspective of cognitive load theory. This theory assumes that the available knowledge structures in long-term memory (LTM) are used to organize and guide cognitive processing in complex learning. Accordingly, the role of external instructional guidance in the process of knowledge elaboration could be described as providing a substitute for knowledge structures missing from LTM. Thus, the executive guidance in complex learning environments is shared between the person (based on his/her LTM knowledge structures) and another expert or instructional means. This article analyzes instructional implications of this assumption. Adaptive learning environments are suggested for tailoring knowledge elaboration processes to changing characteristics of individual learners. Means for identifying and predicting the learner's LTM-based executive guidance are proposed so that they can be utilized in the building of adaptive learning environments.     

汉语专业大学生就业唯美心理探析

在文学浪漫情怀、唯美意境、完美情节的熏陶下,爱好文学、学习汉语的大学生为人处世力求完美,追逐唯美。这种心理使他们脱离现实,从而影响到学业的学习,影响就业率的提高。文章就汉语大学生唯美心理产生的原因、表现、危害进行分析,提出了进行心理调适、克服唯美心理、提升就业率的相应措施。     

社会主义核心价值体系与科学发展观

价值体系是价值观念、价值规范和价值运动的一种有机统一.价值规范既是价值观念的具体化的社会形式,也直接地制约着人们的现实价值选择,规定着人们的价值取向.我们应该以马克思主义为指导,合理区分和正确处理价值导向与价值取向的关系,抓住价值规范建设和制度创新这个中心环节,经过全社会各个方面的长期的共同努力,建立社会主义核心价值体系,将社会主义制度的历史优越性与现实优越性统一起来.     

A combined social action, mixed methods approach to vocational guidance efficacy research

This article proposes a social action, mixed methods approach to verifying the efficacy of vocational guidance programs. Research strategies are discussed in the context of how the processes and purposes of efficacy research have been conceptualized and studied in vocational psychology. Examples of how to implement this approach in future efficacy research are provided.     

Strategies for using feedback students bring to higher education

This article explores strategies for acting on feedback that students bring to their higher education, by exploring student perceptions on the guidance they received from their teachers in school or college. Whilst assessment issues have been the subject of a range of research studies, it is the contention of this article that little research has been undertaken to identify the strategies that students possess for ‘using’ feedback. This small‐scale research study was stimulated by M.R. Weaver’s 2006 Weaver, M.R. 2006. Do students value feedback? Student perceptions of tutors’ written response. Assessment and Evaluation in Higher Education, 31(3): 379–394. [Taylor & Francis Online] [Google Scholar] finding that only a quarter of students had received guidance on how to use feedback prior to university. This exploration identifies the guidance for using feedback that 350 students in Humanities brought to their degree course. Analysis of responses revealed the strategies that students had been introduced to, identifying nine indigenous categories. Whilst almost 40% of these students indicated they had received guidance for using feedback, scrutiny of responses showed that many of these students confused ‘actual feedback’ with ‘guidance on how to use’ feedback. The implications of such starting positions for students and staff are considered: questioning the adequacy of such a foundation for students to be able to make effective use of the feedback they will receive in their degree course, and finally suggesting initiatives by which staff could enable students to get more out of feedback.