理念创新：中国高等教育管理改革的实践诉求

高等教育大众化必然带来其功能的拓展和大学组织的转型,并对其管理提出新的变革要求,而管理理念的创新是高等教育管理改革的前提。本文基于高等教育结构调整和大学组织变革,从宏观和微观两个层面探讨了高等教育管理理念创新问题。     

科学推进校企合作 提升人才培养质量——学习实践科学发展观调研报告

科学发展观落实到高职人才培养工作中的具体标志是以“依托行业创新育人模式,服务社会突出办学特色”为主题,扎实推进“三联三促三比”活动。研究校企合作的基本情况与问题,制定解决问题的策略,科学地定位、组织、安排、实施这一策略是践行科学发展观在高职教育中的重要环节。     

关于转变当代大学生就业观念的思考

期望值偏高、追捧"铁饭碗"、在乎专业对口是当代大学生就业观念中存在的主要问题。它们阻碍了大学生顺利就业。因此,当代大学生要想顺利就业,就要把自身定位从"天之骄子"转向"普通劳动者"、把就业单位定位从"公有"转向"非公有"、把就业岗位定位从"专业对口"转向"通用人才"。为实现这些转变,高校可采取以下措施:加强思想引导,树立正确的人生观;强化就业指导,认清就业形势;加大舆论宣传,树立就业榜样。     

略论斯塔夫里阿诺斯《全球通史》的历史地理因素

斯塔夫里阿诺斯的《全球通史》是与汤因比《历史研究》齐名的世界史经典著作。《全球通史》中的历史地理叙述和历史地图均贯穿全书,在内容上占有相当分量。书中相关理论的提出亦多将历史地理作为依据之一。这充分反映了历史地理因素在《全球通史》以及该书所表达的“全球史观”中占有重要的位置。     

社会主义核心价值体系理应成为党执政的理念的主要内容

进入新世纪,加强执政能力建设与提高执政水平成为学界关注的重点之一,同时执政理念及执政合法性问题也引起了学界的重视与关切。学界大多从其纵向、横向及其层次、功能定位上对执政理念进行了探讨与研究,这为进一步深入研究打下了较好基础,但很少有文章把＂社会主义核心价值体系＂作为执政理念的主要内容加以关注,本文拟从执政理念的含义及内容出发,分析社会主义核心价值体系与执政理念的逻辑一致性,并着重就社会主义核心价值体系对执政理念的影响与作用进行阐述,从中得出社会主义核心价值体系理应成为党的执政理念的主要内容的结论。     

素质教育的重要目标：教学生学会学习

在人类全面进入信息社会的21世纪,学会学习是人类生存发展的基本手段,更是青少年学生最基本的任务。在深化基础教育改革,全面推进素质教育的过程中,教学生学会学习是素质教育的重要目标。作为基础教育阶段的教师应及时转变教育观念,培养学生终身学习的意识和自主获取知识以及认识问题、发现问题、解决问题的能力,从而为学生的终身发展奠定基础。     

泉州南少林武术产业化优劣审度及发展研究

分析了当前南少林武术在泉州地区实施产业化发展的优、劣势,运用文化产业的相关理论,从旅游、表演、培训、品牌等方面探讨南少林武术实施产业化发展的构想.以期为更好弘扬南少林武术文化,发挥南少林文化在泉州地区经济发展中应有的贡献提供参考依据.     

功能训练理念对篮球运动体能训练借鉴意义的探讨

运用专家访谈法、文献资料法,通过对功能训练理念的研究分析,探讨其在篮球运动体能训练领域的借鉴意义。研究结果认为篮球运动体能训练要准确把握篮球运动的竞技规律和特点;加强篮球运动员核心力量的训练,提高运动员在高速运动、高强对抗中完成技术动作的能力,并有效预防运动损伤;训练方法手段应更加专项化,训练手段要符合比赛时肢体运动形式,应尽量采用多关节、多平面的练习形式。     

Pre‐school Verbo‐sensory Motor Status as a Predictor of Educational Life‐courses and Self‐perceptions of Young Adults

During a 15‐year longitudinal study, 31 Finnish students (risk group) who had been identified as having deficiencies in reading and writing readiness at pre‐school through the German Breuer–Weuffen Differentiation Test were compared with their peers (n = 62) in order to study long‐term differences that emerged at the starting point of the study. In 1999, the students in the risk group were found to achieve significantly lower final school grades and they also had lower perceptions of their own scholastic competence. In 2005, students in the risk group perceived themselves as less competent than their peers in social acceptance, sense of global self‐worth areas and in the strength‐perceptions related to mathematical thinking, learning skills, and self‐regulation. Path analyses showed that verbo‐sensory motor status measured at pre‐school age had long‐term effects on participants’ educational life‐course and global self‐worth. Possible explanations of the findings and implications for early identification are discussed.     

Building an understanding of heat transfer concepts in undergraduate chemical engineering courses

Understanding the distinctions among heat, energy and temperature can be difficult for students at all levels of instruction, including those in engineering. Misconceptions about heat transfer have been found to persist, even after students successfully complete relevant coursework. New instructional methods are needed to address these misconceptions. This pilot study examined whether researcher-developed and inquiry-based activities could increase conceptual understanding of heat transfer and alter common misconceptions. Twenty-two undergraduate chemical engineering students were assessed before and after instruction with inquiry-based activities using a ten-item concept inventory. Concept inventory questions were developed to assess students＇ performance on questions closely related to the inquiry-based activities and questions applying concepts in new contexts. Participants significantly improved their overall scores from pre-test to post-test. An examination of performance on individual items revealed significant improvement on half of those questions closely related to the instructional activities and half of those applying concepts in new but related contexts. Results are examined in light of the assessment and inquiry activities that were used, as well as the difficulty of the concepts. Educational implications and suggestions for future research are discussed.