共查询到20条相似文献，搜索用时 93 毫秒
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十五届三中全会通过的《中共中央关于农业和农村工作若干重大问题的决定》在提出我国农业和农村跨世纪发展的目标、方针政策和任务的同时,对我国教育特别是农村教育提出了新的更高的要求。这无疑给肩负培养新型农民、振兴农村经济的农村职业教育的改革和发展提出了挑战和新的发展机遇。近年来,有些地方职业教育招生出现滑坡,特别是农村职业教育更是举步维艰,出现这种情况,原因很多,但根本原因在于农村职业教育不姓“农”,没有把立足点真正放在面向“三农”上。面向“三农”,服务“三农”,是农村职业教育义不容辞的责任。农村职业教… 相似文献
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发展农村职教的三大难点与创新 总被引：6，自引：0，他引：6
党的十六大绘制了全面建设小康社会的宏伟蓝图,中央明确提出把解决“三农”问题放到全面建设小康社会的大背景下考虑,并作为全党工作的重中之重,刚刚颁布的《国务院关于进一步加强农村教育工作的决定》指出:“坚持为‘三农’服务的方向,大力发展职业教育和成人教育,深化农村教育改革。”这使农村职业教育面临新的发展机遇。农村职业教育如何为农村、农业和农民服务,如何改革与发展才能无愧于时代要求,适应全面建设小康社会的需要,是摆在我们面前的重大问题。本期“理论经纬”栏目编发了一组文章,围绕上述问题展开了研讨。欢迎专家学者继续来稿就农村职业教育的改革与发展发表真知灼见。 相似文献
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席东梅 《中国职业技术教育》2003,(10):1
《国务院关于大力推进职业教育改革与发展的决定》(以下简称《决定》)指出:职业教育要“为经济结构调整和技术进步服务,为促进就业和再就业服务,为农业、农村和农民服务,为推进西部大开发服务”。这“四个服务”昭示我们要淡化职业学校的事业单位观念,强化服务意识,这是社会进步的要求,是时代发展的呼唤。WTO有关服务贸易的总协定已经把教育服务作为其中的一部分。 相似文献
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农村职业教育课程设计取向 总被引：1，自引：0，他引：1
发挥农村职业教育为“三农”服务的功能，需要改革传统农村职业教育课程体系中脱离农村现实的弊端，在课程设计、课程目标设定、课程内容设置以及课程的实施与评价等方面，突出为三农服务的宗旨和以就业为导向的特点，全面构建服务“三农”的农村职业教育课程体系。 相似文献
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“三农”问题一直是党和国家关注的中心问题，也是农村职业教育所关注的焦点。发挥农村职业教育为“三农，，服务的功能。需要改革传统农村职业教育课程体系中脱离农村现实的弊端，在课程设计、课程目标设定、课程内容设置，以及课程的实施与评价等方面，突出以为农服务为宗旨，以就业为导向的特点，全面构建服务“三农”的农村职业教育课程体系。 相似文献
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农村职业教育大有可为 总被引：2，自引：0，他引：2
《国务院关于大力推进职业教育改革与发展的决定》指出：“扶持农村地区、西部地区、少数民族地区和贫困地区的职业教育发展”，“要把职业学校和成人学校办成人力资源开发、技术培训与推广、劳动力转移和扶贫开发服务的基地”。这个决定，深刻把握了广大的农村地区和欠发达地区的特点，为这些地区职业教育的发展指明了方向，具有很强的针对性、指导性和可操作性。 相似文献
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朱晓华 《河北大学成人教育学院学报》2013,(4):79-82
“三农”问题的难以解决,从另一个侧面反映了农村职业教育的落后与服务“三农”能力的低下。农村职业教育要树立大职业教育观,把自身发展放在城乡一体化的大背景下去思考,明确服务“三农”的办学宗旨,提升服务“三农”的办学能力,完善服务“三农”的内容体系,从而实现农村职业教育的健康、可持续发展。 相似文献
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Larry King 《海外英语》2009,(1):36-37
I never wanted to be anything but a broadcaster, a talker. And for 40 years, I＇ve been doing just that. To me, the ability to talk well is one of the great pleasures in life and can bring with it some of life＇s greatest rewards, I＇m not saying it＇s always easy. The vast majority of people would rather jump out of an airplane without a parachute than sit next to someone they＇ve never met at a dinner party. But the more you work at it, the easier it will be. To get you started, here are my five basic ingredients for learning how to talk to anyone, anytime, anywhere. 相似文献
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汤晓 《湖南第一师范学报》2002,2(1):14-16
根据江泽民总书记“三个代表”的重要思想,阐述新时期如何发挥思想政治教育的优势,使这项工作做到入情入理,情理融合,达到良好效果。思考与探究的要点是情与理的同一性、差异性与辩证性。 相似文献
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朱静芝 《中国职业技术教育》2005,(26):24-26
我省是一个科技教育大省,我省经济社会发展战略一是科教兴省战略,二是人才强省战略,三是工业强省战略,四是可持续发展战略.从我省发展战略来看教育问题,教育如何为这些战略服务?前两个战略要求教育为全省经济社会发展做出贡献,后两个战略也是以教育为基础的.高水平大学、农村基础教育、职业教育是三大教育战略.我省职业教育和我省发达的高等教育来比,和我们重视的基础教育来比,是一条短腿.全省整个教育结构是不合理的,是严重失衡的.陕西的职业教育到了非抓不可的时候了,我们应该加大力气,把职业教育推上去. 相似文献
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王永军 《佳木斯教育学院学报》2010,(4)
就如何改进历史课堂教学,如何培养提高学生的历史素质进行了论述,认为应先从教师自身进行改革、历史课教学在加强历史素质教育的同时应教出历史学科的学科特点,尤其应大力加强历史人文素质的教育,以提高学生人文素养. 相似文献
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Marina E. Johnson Abdullah Albizri Rashmi Jain 《Decision Sciences Journal of Innovative Education》2020,18(1):90-118
Recent technological advancements in data storage and processing have changed how companies conduct their business. An increasing number of firms have started putting their efforts in extracting information from their databases to improve profitability and reduce costs using quantitative approaches. Thus, the job market has been experiencing a rapidly growing demand for business analytics (BA) practitioners, and universities across the globe are increasingly responding to this newly emerged field by offering both undergraduate and graduate level degrees as well as certificate programs. Thus, this research aims to provide a framework for academic institutions to develop a state‐of‐the‐art master's in business analytics (MSBA) curriculum by identifying concepts, skills, knowledge, and tools (CSKT) that industry seeks in BA practitioners. Our data‐driven methodology utilizes peer institution analysis, indeed.com web scraping, and focus group analysis with mid‐ and senior‐level analytics leaders from major companies. Our contribution to the literature and recommendations to institutions developing MSBA programs are offered at the end. 相似文献
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R Kail 《Child development》1988,59(4):1154-1157
In this article, I show that many of Stigler et al.'s criticisms of my 1986 article are incorrect or based on assumptions that are implausible. I agree with their conclusion, however, that theories of cognitive development must include both domain-specific and general processes. 相似文献
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《Educational Assessment》2013,18(2):191-202
In their response to my article, "Item Response Theory, Vertical Scaling, and Something's Awry in the State of Test Mark," Yen, Burket, and Fitzpatrick (this issue) question the validity of my field observations. I present evidence that validates those observations. They claim that my simulation was unrealistic. I present evidence (convincing, I believe) that they are simply misinformed. They argue that Thurstone scaling has several weaknesses. I present information that should enable them to understand the procedure better and that reveals that the supposed weaknesses do not, in fact, exist. They say they are very "up front" about not being able to measure students at the extremes accurately but claim the vast majority of students are assessed well, thus implying that my use of data for students at the 2nd and 98th percentiles led to conclusions that would not be found if other segments of the score distribution were examined. I duplicated the analyses at the 15th and 85th percentile points and demonstrated that they were wrong. Yen et al. seem to be convinced that the variance of performance decreases (they use the term "homogenization") as learning progresses. Using their published data for 7 on-grade tests administered at the beginning and end of each school year, when the same on-grade test form was used-thus eliminating any confounding introduced by scaling—I show that in 67 of 77 instances the variance increased. This should serve as convincing evidence to the most doubtful person that the variance of performance increases as learning progresses. Given that there is a serious problem, as clearly illustrated in Figure 2, I suggest some avenues that research could take to address it. 相似文献