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881.
金岳霖在其《知识论》提出的抽象理论解答了感性认识如何上升为普遍性知识的问题。他认为:抽象的角色是充当收容与应付所与的最主要工具;抽象的过程表现为意念对所与的摹状与规律;抽象的特点体现为知事与明理的统一。 相似文献
882.
词汇文化含义的来源及对外语教学的启示 总被引:3,自引:1,他引:3
知识观的演变与学校教育观的变革,二者之间存在着密切的关系。本文从考察后现代知识观与现代知识观的差别出发,就新近出台的语文课程标准与先前的教学大纲在教学评价思想上的变化进行了深层次探讨,并就如何推进语文新课程标准的实施进行了思考。 相似文献
883.
如何深化《法律基础》课的教学改革 总被引:3,自引:0,他引:3
《法律基础》课的教学改革必须以课程性质为突破口,紧紧围绕教学目的,找寻多元有效的教学方法,创造相关的教学保障条件,充分发挥其思想品德教育的功效,全面推动高校德育工作。 相似文献
884.
885.
Anastassios Pouris 《Higher Education》2007,54(4):501-509
This article reports the results of an investigation to identify the disciplinary strengths and the international standing
of the higher education institutions in South Africa. Even though comparative assessments provide valuable information for
research administrations, researchers and students such information is not available in South Africa currently. The Essential
Science Indicators database of the Institute for Scientific Information is utilized for the investigation and six South African
universities are identified to be included in the top 1% of the world’s institutions cited in the international scientific
literature. The identified institutions are University of Cape Town, University of Pretoria, Orange Free State University,
University of Witwatersrand, University of Natal and University of Stellenbosch. Analysis of the scientific disciplines in
which the South African institutions meet the threshold requirements for inclusion in the database shows that the country
has citation footprints in only nine of the 22 broad scientific disciplines. The article identifies the international standing
of the South African universities in the various scientific disciplines, and elaborates on the consequences relevant to higher
education and science and technology policy. 相似文献
886.
陈戈萍 《新疆职业大学学报》2004,12(4):3-5
由于我国高职高专院校评估工作刚刚起步,在工作中应特别避免以下几种倾向:一是认识上的防卫心理;二是行动上的应付倾向;三是行为上的重结果、轻过程。开展教学工作水平评估不仅是政府和教育部门对高职高专办学质量的监控,对高职高专本身而言也是机遇,是挑战,更是发展的契机。通过评估,学校应实现的硬件一定要硬,软件要有亮点,使学校的办学质量产生质的飞跃。 相似文献
887.
论按生产要素分配的具体形式 总被引:1,自引:0,他引:1
按生产要素分配是社会主义市场经济条件下一种重要的个人收入分配方式,其具体的分配形式包括:按资本所有权分配、按技术专利分配、按土地资源分配和按管理(经营)要素分配。在实践中要采取有力的措施来规范按要素分配,即通过加快要素市场体系建设,培育居民产权主体,加强政府的多种收入调节手段等来逐步完善规范。 相似文献
888.
Dennis E. Clayson 《Decision Sciences Journal of Innovative Education》2005,3(1):109-124
Although student evaluation of instruction has been shown to produce reliable results over class averages, considerable within‐class variability exists that has not been investigated. This study looked at examples of student evaluations in which students diametrically differed in their evaluation of the same instructor. Patterns were noted. A survey was conducted to determine the self‐reported incident of students changing evaluations based on noninstructional factors. About 60% of students admitted that they had changed evaluations for reasons related to the instructor's personality, while 30% admitted to changing evaluations based on grades and rigor. Possible reasons and effects of such changes are discussed. 相似文献
889.
An Assessment of Statistical Process Control-Based Approaches for Charting Student Evaluation Scores
Xin Ding Don Wardell Rohit Verma 《Decision Sciences Journal of Innovative Education》2006,4(2):259-272
We compare three control charts for monitoring data from student evaluations of teaching (SET) with the goal of improving student satisfaction with teaching performance. The two charts that we propose are a modified p chart and a z‐score chart. We show that these charts overcome some of the shortcomings of the more traditional charts for analyzing SET data. A comparison of three charts (an individuals chart, the modified p chart, and the z‐score chart) reveals that the modified p chart is the best approach for analyzing SET data because it utilizes distributions that are appropriate for categorical data, and its interpretation is more straightforward. We conclude that administrators and faculty alike can benefit by using the modified p chart to monitor and improve teaching performance as measured by student evaluations. 相似文献
890.
Michael E. Smith George A. Zsidisin Laural L. Adams 《Decision Sciences Journal of Innovative Education》2005,3(1):29-46
The emphasis in recent research on the responsibility of college and university business instructors to prepare students for future employment underscores a need to refine the evaluation of student performance. In this article, an agency theory framework is used to understand the trade‐offs that may be involved in the selection of various approaches to student evaluation. Understanding these trade‐offs may be particularly important as faculty members seek to balance competing obligations, such as research and service requirements, while ensuring instructional effectiveness. This article presents propositions for examining how various institutional, instructor, and student characteristics influence the selection and use of student performance evaluation techniques (i.e., exams, papers, and group assignments). In conclusion, we suggest that agency theory may serve as a foundation for understanding current evaluation practices and guiding instructors in their selection of appropriate evaluation mechanisms. 相似文献