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中国教育面临着许多问题,而“教育”与“劳动”相互割裂也是其中问题之一。从现象上来说,我们现在面临的一个重大困扰是：一方面,越来越多的毕业后的大学生找不到工作;另一方面,许多企事业单位又找不到适用的人员。与此相关,一方面,越来越多的所谓农民工找不到工作; 相似文献
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随着社会的不断发展,许多以往的大家庭逐渐被小家庭所取代,而这种家庭形态也衍生出了许多问题,单亲家庭就是其中之一;同时,离婚率提高,也是单亲家庭增多的原因之一。单亲家庭在面临诸多方面困难的同时,也有其优势的存在。而运用优势视角去看待和解决单亲家庭所面临的问题给社会工作者提供了一种新的思维方式和应对方法。 相似文献
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亓利兰 《岱宗学刊(泰安教育学院学报)》2004,(2)
随着我国经济和社会发展逐步与世界接轨,高校思想政治工作面临许多新情况、新问题,具体表现为:某些师生思想观念迷失;学生心理脆弱,理想追求境界不高;校园文化尚待加强等。 相似文献
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随着高等教育的社会化,高考生源的不断减少,许多高职院校面临生源不足的窘境;另一方面,为了获取生源,高职院校的门槛越来越低。而由此带来的学生管理工作又一次面临新的挑战。为此,创新学生管理工作,探索合理的应对之策是高职学生管理工作者亟待解决的重大课题。 相似文献
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高等教育学硕士研究生教育迅速发展,但也面临许多困惑,如培养目标模糊;研究生教育质量下降;导师水平有待提高;学术浮躁;就业难等.本文就这些内客进行研究,找出问题并提出相应对策. 相似文献
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鹰潭农村幼儿教育在发展过程中面临许多挑战。要健康发展,就必须依靠当地社会、自然资源;改善办学条件,提供经费保障;转变观念,树立正确的农村幼儿教育观;拓宽幼儿教育途径,力求办园方式多元化;加强师资培训,提高农村幼儿教师素质。 相似文献
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《学生之友(初中版)》2006,(Z1)
选择了快乐,我不悲伤; 选择了坚强,我不哭泣;选择了挑战,我不退缩;选择了爱,我不后悔。世态万千,人间万象,每天,我们要面临许多问题,要做出许多次选择。明智的心总在默默地告诉我们:捧着爱心,爱人即爱己。因为爱,土地选择了奉 相似文献
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浅析新时期高校学生管理工作存在的问题及对策 总被引：2，自引：0，他引：2
随着我国高等教育体制改革的逐步深入,高校学生教育管理工作面临许多新的机遇和挑战,学生管理工作作为实现高校根本任务的重要组成部分,是一个学校管理水平高低的重要标志。新时期,高校学生管理工作面临着许多问题需要进一步改善、提高。 相似文献
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Janet Teeple 《Quest (Human Kinetics)》2013,65(1):66-70
A good curriculum structure will be both rational and coherent. It will be based upon values as well as reflect them. Further, it will place them into a justifiable order of priority. The term physical education, apart from its implicit dualism and ambivalence of meaning, has failed to differentiate satisfactorily between intrinsic and instrumental objectives and has not spelled out clearly what the educational part of the term refers to. The threedimensional model of the movement curriculum, it is argued, is able to do this and at the same time provide a framework in which such values as skill, knowledge, fitness, and pleasure can be appraised. 相似文献
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Hania Sobhy 《Compare》2012,42(1):47-67
Most secondary school students in Egypt enrol in private tutoring in almost all subjects throughout the school year. A large proportion of students have stopped attending school altogether due to their reliance on tutoring. This study of how educational markets are perpetuated at school level finds that in the technical track catering to the working classes, the market is forced upon students through physical and verbal intimidation by teachers receiving below subsistence wages. In the more middle class general secondary track, pressure to enrol in tutoring is less direct and the market is promoted as a necessity for competitive exam readiness, despite its unclear dividends. The result has been a de-facto privatization of secondary education facilitated by a state that has determined the material conditions of teachers, failed to prevent related abuse and corruption, and reduced its investment in education to the point that the market has effectively emptied out and displaced public schooling. 相似文献
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Kwame Akyeampong Kattie Lussier John Pryor Jo Westbrook 《International Journal of Educational Development》2013
Teacher education has an important role in ensuring quality of learning especially for the poorest children. The article draws on a study of teacher preparation for the early primary grades in six African countries – Ghana, Kenya, Mali, Senegal, Tanzania and Uganda – in reading and mathematics. Initial teacher education had the strongest impact on newly qualified teachers but also induced misplaced confidence leading to standardised teacher-led approaches that failed to engage learners. Learning to read was divorced from meaning while mathematical activities were not linked to learning concepts. We suggest that teacher education is reconstructed as a study of classroom practice that places children's learning at its centre. 相似文献
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Shirley V. Scott 《Teaching in Higher Education》2013,18(1):49-57
Students appear to have an almost insatiable appetite for receiving feedback and the scholarly literature has acknowledged its central importance for learning. And yet there is no widely accepted definition of feedback, most definitions reflecting the perspective of the teacher rather than student. When staff at the University of New South Wales who had put a lot of time into providing feedback nevertheless failed to score highly on the course satisfaction survey question on feedback, staff conjectured that their students might not recognize what they are providing as constituting feedback. A study was undertaken to find out just how students would define feedback. This article provides the background to the study, describes its design and presents the definition of feedback as conceptualised by the students, and then considers its significance. 相似文献
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Can high stakes national testing improve instruction: reexamining conventional wisdom 总被引：1，自引：0，他引：1
David W. Chapman Conrad Wesley SnyderJr 《International Journal of Educational Development》2000,20(6):221
In this paper, the authors draw on recent international experience to assess the success of five propositions for how high stakes national testing can improve classroom instruction and, ultimately, raise student achievement. Findings indicate that testing can be an effective mechanism for improving instructional practice, but its success is not ensured. It has failed as often as it has succeeded, usually because those implementing the strategy failed to understand the intermediate conditions that had to be met for changes in test content, format, or use to have the desired impact on teachers' classroom practice. 相似文献
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整体性儿童发展服务计划是印度中央政府为了改善妇女和儿童的福利、全面提高幼儿教育水平而采取的重要措施.该计划持续时间长,影响面宽,得到了有关国际组织的大力支持.虽然至今没能实现预期的普及目标,但它取得了令人瞩目的成就. 相似文献
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胡林凤 《连云港职业技术学院学报》2012,25(3):1-6
近年来,连云港出口加工区取得了长足的发展,但其与省内其他加工区相比,发展规模和发展层次仍显相对滞后,未能充分发挥出在促进区域对外出口加工贸易服务业中应有的带动作用。如何进一步明确出口加工区的功能定位,理清发展思路,创新工作举措,用足其优惠政策,尽快＂擦亮＂出口加工区这块＂金字招牌＂,充分发挥其在促进园区经济跨越发展中应有的作用,在当前显得尤其紧要和迫切。 相似文献
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Patrick Carmichael 《Curriculum Journal》2013,24(1):117-127
The authors' experiences of observing teaching and learning in schools have led them to become concerned at the dominant paradigm of a ‘pedagogy of poverty' at the expense of a ‘pedagogy of plenty’. Bernstein's theory of power and control of education knowledge is overtly practised in classrooms globally. This is evidenced in the narrowing of the curriculum in response to the ‘No Child Left Behind’ initiative in the USA and the centrally imposed National Strategies and Standards agenda in the UK. Bernstein's theory is still a means of clarifying the relationships between social class, family income and the education process. It introduced the concept of ‘restricted and elaborated codes’, which has been labelled by its critics as a deficit model for the working-class population. The authors contest that expectations for this new meritocracy have failed to materialise and the expectations for equity have been reduced by the prevailing metric. This ‘pedagogy of poverty’ is now practised in the current ‘one size fits all’ model of teaching and learning operating within narrow accountability based on a ‘testocracy’. This case study demonstrates one teacher using guided group work as a potential strategy for a ‘pedagogy of plenty’. 相似文献
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Darlene M. Guse Paul M. Zobitz 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):985-991
Audience response systems (ARS) are gaining popularity in multiple areas of education. Although its usefulness has been well reported, no study has investigated the accuracy of the technology. The purpose of this study was to validate ARS by assessing three key aspects: signal transmission from the keypad to the receiver, capture of a proper response by the receiver and association of that response to the proper device. One hundred volunteers were assigned roles of responder or observer. Each responder was given a unique answer combination for a series of five questions. The data was assessed for accuracies and inaccuracies. Average correct response rate was 98% with a confidence interval (CI) ranging from 0.9527 to 0.9928 (CI = 0.95). The 2% incorrect response rate was attributable to failed signal transmission. These failed transmissions originated from different devices. As more institutions utilise ARS and as its use continues to expand into higher calibre arenas, validity of the system becomes of utmost importance. Given the relatively high confidence level of the system function, ARS is a valid and accurate method of response collecting, but one must certainly consider the possible ramifications of failed signal transmission. 相似文献
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The gap between the educational achievements of the comparatively wealthy and those living in poverty is widening world‐wide, with the associated threat to social cohesion. Twenty‐five years of curriculum reform has largely failed in its objective of providing quality, basic education for all. Arguing that successful innovation requires the participation of willing teachers, and associating this idea with the claim that schools are important for social cohesion, this study surveyed 500 Jordanian elementary teachers about their involvement in a programme of curriculum change and their desire to participate. Twelve key informants were interviewed. The reform has raised the qualifications of teachers and increased male teacher numbers but has neither raised overall standards nor improved truancy rates. Tight central control has failed to engage teachers’ allegiance to the changes. Officials blamed failures on schools; head teachers blamed parents, and teachers criticized a policy that left them mediating a curriculum that lacked relevance and failed to engage pupils. 相似文献