近年来我国教师文化研究探析

随着国外教师文化研究的逐渐发展和我国社会转型的时代要求，教师文化研究也成为国内专家和学者竞相探讨的课题。通过对近几年来教师文化研究的查阅和分析我们可以发现，学术界在教师文化定义界定、教师文化建设的基本途径、新课程改革中如何构建教师文化这三个方面已经取得了丰硕的成果，但是仍然存在明显的不足。笔者试图通过对此进行一个较为系统的梳理，便于未来教师文化的研究有一个更清楚的脉络。     

对科技文献信息共建共享建设的思考

本文提出科技文献信息共建共享框架体系,从协作、存储和技术三个层面探讨在建设过程中需要考虑资金投入与利益分配、存储模式,以及主要技术等方面的问题.     

关于电子邮件辅助英语写作教学的思考

借助电子邮件 ,教师和学生的角色发生转换 ,写作教学的关注重点转为写作过程 ,学生的学习方式转为合作学习 ,最终使学生的英语写作能力得到提高     

Teaching practices prior and subsequent to 1998 in Turkey: Gazi University Vocational Education Faculty case

This study aimed to compare teaching practice before and after 1998 in Turkey. Participants were 10 academics from the Department of Educational Sciences, Vocational Education Faculty, Gazi University and nine vocational high school cooperating teachers. Semi‐structured interviews were analysed by using content analysis. The most significant findings were that the preparation, practice, observation, counselling and evaluation processes were more efficient before 1998 due to the smaller number of preservice teachers. After 1998, the cooperating teachers were legally included in the process and took more responsibility. A new model which combines the positive aspects of both practices is suggested in the article.     

校企合作工学结合努力推进陕北地区高职教育健康发展

校企合作、工学结合是职业教育的基本培养模式。陕北地区重工业发展,尤其是以能源化工为重点的工业发展,要求职业教育走校企合作、工学结合的道路,为陕北地区的发展培养高技能实用性人才。     

合作伙伴:治理视野中政府与大学关系的新愿景

合作伙伴是治理理论的核心理念。传统政府与大学之间控制与被控制关系造成大学的办学自主权受到削弱、大学竞争市场难以形成、厌恶和阻碍创新等诸多弊端,同时,政府与非营利组织之间以及国外政府与大学之间合作伙伴关系的建立为我国政府与大学建立合作伙伴关系提供了借鉴和示范。构建我国政府与大学合作伙伴关系的路径有:改革大学单位制、推行大学法人化、重构政府公共权力、采取多中心治理模式和建立参与协商机制等。     

校所合作办学:培养古生物学专业本科生的探索与实践

本文介绍了南京大学与中国科学院南京地质古生物研究所及北京古脊椎动物与古人类研究所三方实质性合作办学,培养"地质学"国家理科基地古生物学专业方向本科生的探索与实践。培养方案的制订、专业教育与创新能力与意识的培养是校所合作办学的3个关键方面。实践结果表明,校所合作办学不仅是提高国家理科基地学生培养质量与效率的有效途径,而且也是高等学校和专业研究机构两者"双赢"的一种办学模式。     

浅谈院校行政后勤管理服务工作的“四性”原则

本文对如何做好行政后勤管理服务工作进行了畅谈,提出了做法,对于行政后勤管理工作者今后如何做好本职工作具有重要的指导意义。     

联合办学与合作教育——建立与就业岗位紧密联系的办学模式的探讨

实现职业教育与企业的合作，是职业教育生存和发展的正确选择。为此，应借鉴国外先进的办学经验，加大职业教育岗位化实训力度，努力创办适合中国国情的职业教育办学模式。     

Coherence,dissonance, and personal style in learning to teach

Concern that practical realities in classrooms will ‘trump’ theories has led some universities to design residency teacher education programs that maximize coherence between university coursework and field experiences. Yet, some research suggests that student teachers can learn from dissonance. This qualitative case study of one cohort in an urban teacher residency program that sought to maximize coherence asks how the apprentice teachers experienced connections between the university and the field. Although apprentices experienced dissonance, they nonetheless expressed coherent philosophies aligned with university values. Coherence was something that individual apprentices constructed for themselves as they developed a personal ‘style’ or way of teaching in a program that welcomed their prior identities. Coherence was achieved through early development of a personal professional identity, not perfect alignment between field and university.