共查询到20条相似文献，搜索用时 171 毫秒
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《十堰职业技术学院学报》2019,(2):8-12
通过文献回顾总结高校在创新创业教育中思想引导的内涵与重要性,在江苏省内高校开展调研,指出目前创新创业教育问题所在:思想政治教育与创新创业教育分离,教育理念缺乏;创新创业教育与地方经济、文化融合不深,社会价值有限;创新创业教育平台、渠道协同效应、耦合作用欠佳。基于此,提出高校创新创业思想引导策略:倡导"以人为本"的创新创业教育价值理念;融入传统文化教育,以"华商精神"点燃高校创新创业燎原之势;补位协同,打造"四位一体"创新创业教育大格局。 相似文献
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大学生创新创业教育是一种内含创新教育和创业教育,以创业教育为主导,培养学生的创新意识、思维和创新实践能力,为学生立业打下稳固基础的新型教育理念和模式。目前,我国地方高校在实施创新创业教育时普遍遇到了认识理念、教学资源以及实施机制等主要障碍。因而应通过牢固树立创新创业教育本质上是“以能力为本”的素质教育的理念;将创新创业教育融入专业教育之中,实现创新创业教育与专业教育的有机结合;优化实践教学体系,实现“第一课堂”与“第二课堂”的有机结合;创建“产、学、研、用”一体化合作培养人才的新途径,实现学校教育与社会参与的有机结合;构建以制度保障为基础的有利于创新创业教育有序运行的新机制等对策,促进地方高校创新创业教育目标的实现。 相似文献
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叶刘雨 《扬州大学学报(高教研究版)》2021,(1)
当前,我国创新创业教育政策在实施过程中存在明显的理性越位现象,高校将鼓励大学生创业作为提升就业率的途径,将培养“速成式企业家”视为人才培养的目标之一,将创业率当成衡量创业教育成效的唯一指标,创业教育的内容表现为实务技术性操作或纯理论教育两种极端,由此创业教育的功能变异、本质异化、内容偏移、评价指标扭曲,创业教育的工具理性盛行,其后果就是,创业被视为缓解社会就业压力的手段和大学生追名逐利的工具。创新创业教育价值理性亟需回归,即要回归创新创业教育的本质,观念上要坚守创业教育的价值属性,制度上要强化创业教育的人才培养理念,行动上要建立理性的沟通机制,策略上要厚植创新创业的文化土壤。 相似文献
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党的二十大报告提出要对教育、科技、人才工作进行一体化部署,培养担当民族复兴大任的时代新人。新时代对高校如何围绕服务国家发展和社会所需进一步深化育人理念、协同人才培养路径、优化人才输送方向提出了更高的要求,需要打破传统创新创业教育壁垒,发挥好创新创业教育与高质量就业育人工作之间的协同驱动作用。在时代新人铸魂工程深入实施的背景下,“基于创新的创业”教育理念被赋予新的内涵,为高校创新创业教育工作提供了三种向度。面对传统创新创业教育的难点挑战,“基于创新的创业”教育理念可发挥突破性引领作用,对接高质量发展趋势下更高的人才势能需求,并以此为催化,推动创新创业教育通过目标、功能和志趣的三向嵌入与价值、过程、机制和平台的四维耦合策略,与高质量就业育人工作双重推进,形成高校育人合力。 相似文献
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《佳木斯教育学院学报》2019,(11)
当前社会中,经济飞速发展,社会快速变革,在这样的背景之下,积极推进创新创业教育成为高职院校改革的一项重要任务。高职院校只有培养具有高水平操作实践能力的创新创业型人才,才能满足当前社会对高职办学的定位需要,才能体现出高职办学的实际价值。因此高职院校应当深入研究人才培养模式的新方向,优化提高高职教育的教学质量;从高职创新创业人才培养的现状出发,探究高职院校创新创业教学模式的改进策略,着力改革传统高职办学理念,实现高职教育的创新发展。 相似文献
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《佳木斯教育学院学报》2020,(1):247-248
随着时代的发展,"创新创业"成为了时代的主题,社会的进步与时代的发展都离不开创新创业,因此,为了满足社会发展的需求,培养应用型人才的高校也将创新创业理念融入高校教育中。目前很多高校都开设了创新创业基础课程,但是高校提供给学生的创新创业项目有限,这很大程度上限制了学生创新创业思维的发展与实践。为了拓宽学生创新创业的领域,可以将"创新创业"融入大学英语教学中。本文对大学英语"创新创业"教育改革进行了研究,先分析了创新创业教育理念的重要性,而后提出了创新创业理念融入大学英语教学中的必要性,继而提出了融入创新创业教育理念的大学英语教育改革思路。希望对大学英语"创新创业"教育改革有所启发。 相似文献
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《佳木斯教育学院学报》2016,(2)
高职学院要在就业创业教育中进一步探索高职创新创业教育的改革和发展。首先要全面更新高职创新创业教育理念:创新创业教育是高职教育发展的内驱力,弘扬创新创业精神、营造创业文化氛围,宣传国家创业政策、提高学生创业意识;其次要完善高职创新创业教育机制:组建一支专门创业教育教师队伍,革新"理论+实践"教育理念方法,创业教育课程考核方式弹性管理,加强创业训练、推进实践环节;最后要形成高职创新创业教育合力:加强创新创业教育和专业职业教育融会贯通,建立并努力开拓创新创业实训实践基地,利用社会经济资源实现对接,加强和创业成功人士联系。 相似文献
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深化高校创新创业教育改革,是推动国家创新、提升经济效益、推进高等教育事业持续发展以及保证毕业生高质量就业的重要举措。“互联网+”为高校创新创业教育改革指明了方向,也为之提供了发展契机。文章通过对高校双创教育中存在的问题进行了解与分析,分别从三个方面提出了优化策略：一是更新创新创业教育理念、合理设置创新创业教育课程;二是构建教学新体系;三是强化创新创业教育保障体系,完善管理机制,从而完善相关的条件与政策保障,为学生创新创业提供良好的环境。 相似文献
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Antibacterial potency of methanol extracts of three green lower plants, Pneumatopteris afra, Platycerium bifurcatum and Nephrolepsis bisserata was determined using agar dilution method on clinical strains of Escherichia coli, Staphylococcus aureus, Klebsiella spp. and Salmomelia typhi. Antibacterial activities were observed at concentrations of 12.5, 25.0, 50.0 and 100.0 μg/ml. Their minimum inhibitory concentrations ranged from 12.5~100 μg/ml. Extracts of P. afra and P. bifurcatum were most active. Antibacterial activities observed with N. bisserata were less pronounced with no detectable activity at extract con-centrations of 12.5 and 25.0 μg/ml. E. coli, together with S. aureus appeared to be the most susceptible of the test bacteria while Klebsiella spp. was least sensitive. The significance of our findings is discussed. 相似文献
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BackgroundChild maltreatment has been associated with the development of various mental health problems, including the development of personality disorders.ObjectiveThis study investigated the association between child maltreatment and personality disorder symptoms in 125 women who transitioned out of residential care.MethodThe Child Trauma Questionnaire was used for the measurement of child maltreatment, and Personality disorder symptoms were measured using the Personality Diagnostic Questionnaire 4 + . The Psychological Distress Index was used to control for symptoms of distress.ResultsA Stepwise regression analysis showed that the majority of the associations were found between self-reported emotional abuse, neglect and personality disorder symptoms. Emotional abuse was significantly related to the Paranoid (β = .42, p<0.001), Schizoid (β = .18, p <0.05), Schizotypal (β = .18, p<0.05), Histrionic (β = .22, p<0.05), Avoidant (β = .31, p < .001), Dependent (β = 0.31, p < .001), Obsessive Compulsive (β = 0.29, p = .001), Passive Aggressive (β = 0.23, p<0.01) and the Depressive personality disorder (β = .38, p < .001). Emotional neglect was significantly associated to the Borderline Personality Disorder (β = .32, p<0.001) and the Paranoid Personality Disorder (β =-0.22, p<0.05).ConclusionsThe current study underlines the detrimental effects of childhood maltreatment, and in particular the effects of emotional abuse and neglect. 相似文献
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Reliability and agreement of student ratings of the classroom environment: A reanalysis of TIMSS data 总被引：1，自引：0，他引：1
Oliver Lüdtke Ulrich Trautwein Mareike Kunter Jürgen Baumert 《Learning Environments Research》2006,9(3):215-230
In educational research, characteristics of the learning environment are generally assessed by asking students to evaluate
features of their lessons. The student ratings produced by this simple and efficient research strategy can be analysed from
two different perspectives. At the individual level, they represent the individual student’s perception of the learning environment. Scores aggregated to the classroom level reflect perceptions of the shared learning environment, corrected for individual idiosyncrasies. This second approach is
often pursued in studies on teaching quality and effectiveness, where student-level ratings are aggregated to the class level
to obtain general information about the learning environment. Although this strategy is widely applied in educational research,
neither the reliability of aggregated student ratings nor the within-group agreement between the students in a class has been subject to much investigation. The present study introduces and discusses different
procedures that have been proposed in the field of organisational psychology to assess the reliability and agreement of students’
ratings of their instruction. The application of the proposed indexes is demonstrated by a reanalysis of student ratings of
mathematics instruction obtained in the Third International Mathematics and Science Study (N = 2,064 students in 100 classes).
相似文献
| Jürgen BaumertEmail: |
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46 inbred NIH mice were infected by chloroquine resistant strain of Plasmodium yoelii. The ultrastructure changes were observed
under the administration of ketotifen(10mg·kg−1·d−1) and chloroquine(10mg·kg−1·d−1) combination and one after another respectively. The effect of taking ketotifen and chloroquine combination showed that parasites
died rapidly with a few of intermittent membranes and vacuoles. The effect of taking two kinds of drugs one after another
showed that there were exceedingly rich membranes, concentric arrangement structures similar to rough endo-reticulum and conspiciously
blocking of the formation of food vacuoles. 相似文献
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Shailesh A. Shirali 《Resonance》2007,12(7):27-43
For non-negative integers k, n, let P
k
(n) denote the sum {fx27-1}. We show by two different means that if k ≥ 3 and odd, then n
2(n+1)2 iss a factor of the polynomial P
k
(n); and if k ≥ 2 and even, then n (n+1) (2n+1) is a factor of the polynomial P
k
(n). We also derive a relatively unknown result first obtained by Johann Faulhaber in the 17th century.
Shailesh Shirali has been at Rishi Valley School, Andhra Pradesh (Krishnamurti Foundation India) since the 1980’s. He has
a deep interest in teaching and writing about mathematics at the high school/post school levels, with particular emphasis
on problem solving and on historical aspects of the subject. He has been involved in the Mathematics Olympiad movement at
the national and international level for the past two decades. He is the author of several expository books and articles aimed
at interested high school students. 相似文献
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George Reisch 《Science & Education》2009,18(2):191-197
In responding to critics and reviewers of my book, How the Cold War Transformed Philosophy of Science, I attempt to identify some misleading conventional wisdom about the place of values in philosophy of science and then offer
three distinct ways in which philosophers of science can engage their work with ongoing social and political currents.
相似文献
| George ReischEmail: |
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Fengchun Cheng 《Frontiers of Education in China》2007,2(3):394-403
Neither of the “Three Industry” Theory nor the “General Agreement of Trading Service” (GATS) of the World Trade Organization
(WTO) can be the essential criteria to analyze the property of education. The property of education can be defined from consumers’
perspective. The direct consumers of education are students; but the ultimate consumers of education include parents, employers,
society and governments as well. From the perspective of consumers, education is both a service and a productive institution.
Translated from Beijing Shifan Daxue Xuebao (Shehui Kexue Ban) 北京师范大学学报 (社会科学版) (Journal of Beijing Normal University (Social Sciences)), 2006, (2): 5–10 相似文献
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Hans-Christoph Koller 《Educational theory》2020,70(5):633-651
In this essay, Hans-Christoph Koller presents a concept of transformational processes of Bildung in an attempt to redefine the German notion of Bildung referring to actual social conditions of educational processes. According to this conception, Bildung is a transformation of world- and self-relations that can come about when subjects are confronted with problems for which they have no established routines of engagement. With reference to theories of Pierre Bourdieu, Bernhard Waldenfels, and Ulrich Oevermann, Koller looks for answers to three questions: (1) Which concepts and theories are able to adequately grasp the world- and self-relations of subjects going through processes of Bildung? (2) How can the problems that trigger processes of Bildung and that challenge subjects to transform be determined more precisely? (3) How exactly does the emergence of new figures of world- and self-relations take place when we “successfully” complete a process of Bildung? Finally, the essay concludes with an attempt to clarify the normative implications of this theory. 相似文献
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Gurprit S. Kindra 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1984,30(1):57-67
The present study attempts to shed light on the perceptions of business educators regarding the effectiveness of six methodologies in achieving Gagné's five learning outcomes. Results of this study empirically confirm the oft-stated contention that no one method is globally effective for the attainment of all objectives. Specifically, business games, traditional lecture, and case study methods are perceived to be most effective for the learning of application, knowledge acquisition, and analysis and application, respectively.
Zusammenfassung Die vorliegende Studie versucht, Erkenntnisse vonbusiness schools-Lehrern aufzuhellen hinsichtlich der Effektivität von sechs Methodologien, um Gagnés fünf Lernergebnisse zu erzielen. Resultate dieser Studie bestätigen empirisch die oft aufgestellte Behauptung, daß nicht nur eine Methode zur Erreichung aller Ziele global wirksam sei. Insbesondere Unternehmensplanspiele, traditionelle Vorlesung und Fallstudienmethoden werden als höchst effektiv empfunden zum Lernen der Nutzanwendung, zum Wissenserwerb, zur Analyse beziehungsweise Nutzanwendung.
Résumé Cette étude cherche à éclairer la perception des formateurs en matière de commerce de l'efficacité des six méthodologies à réaliser les cinq objectifs d'apprentissage identifiés par Gagné. Les résultats de cette étude confirment empiriquement la controverse soulevée bien souvent qu'aucune méthode n'est globalement efficace pour la réalisation de tous les objectifs. En particulier, les jeux professionnels, le cours traditionnel et les méthodes d'étude de cas sont perçus comme étant des plus efficaces pour l'apprentissage de l'application, l'acquisition des connaissances, l'analyse et l'application, respectivement.相似文献