2010年广东省大学生田径锦标赛综述     

黄钊林 《漯河职业技术学院学报》2011,10(2):156-157

通过对2010年广东省大学生田径锦标赛整体赛事的综合分析,对广东省大学生田径锦标赛的发展现状及其存在问题进行探讨、研究,并提出建议。  相似文献   

高职院校全程就业指导模式下的就业指导队伍建设     

黄红英 《孝感职业技术学院学报》2011,(1):32-34

以就业为导向的高职教育要求将就业指导贯穿于高职教育的全过程,为此,必须加强就业指导队伍建设。针对目前高职院校就业指导队伍的现状,文章提出了高职院校要实行全程全员就业指导,并从保证数量、提高质量、改善待遇、规范考核等方面探讨了就业指导队伍建设的途径。  相似文献   

高校大学语文教学改革与人文素质培养     

李雪峰 《商丘职业技术学院学报》2011,10(6):114-115

如何提高大学语文的教学效力,实现该课程的终极教学目的,已经成为近年来大学语文课程改革关注的课题。改变高校对大学语文的态度已成为当务之急。构建大语文教育观下的综合课程体系,充分发挥新技术条件的优势,促进学生的自主发展,着力提高学生的人文素质应成为大学语文教学改革的方向。  相似文献   

中国近代社会思潮对大学生的影响——以资产阶级民主主义思潮和无政府主义思潮为例     

王进  卓敏 《商丘职业技术学院学报》2011,10(6):12-13

中国近代社会,尤其是19世纪末20世纪初,各种思潮空前活跃,对当时乃至后来的青年都产生了深刻的影响。在这些思潮中,比较具有代表性的是资产阶级民主主义思潮和小资产阶级的无政府主义思潮。当前,在改革开放、思想活跃的社会条件下,了解这两大思潮的主要观点以及正确认识和评价它们,对大学生树立社会主义核心价值观大有裨益。  相似文献   

网络环境下高校图书馆的阅读教育     

许昱 《商丘职业技术学院学报》2011,10(4):121-122

网络环境不仅改变了当今社会的发展模式,也改变了传统图书馆的管理运行模式,加快了图书馆现代化建设步伐。本文从网络环境下大学生的阅读特征及阅读现状进行分析,结合高校图书馆对阅读教育的实施,阐述网络环境下高校图书馆在大学生阅读教育中应发挥的重要作用。  相似文献   

高校学生在校期间意外死亡的预防及应对措施     

谢军勤  严建军  汪胜祥  周本贵  张玲 《孝感职业技术学院学报》2011,(4):23-25

高校学生在校期间意外死亡,会对学校、学生家庭甚至社会造成巨大影响。为此,学校必须加强领导,健全各项规章制度;加强法制安全教育,增强安全防范意识;建立安全防范机制,强化安全防范措施;建立快速反应机制,提高应急处理能力。  相似文献   

高职院校管理干部“庸懒散”问题探源     

张亚玲 《孝感职业技术学院学报》2011,(4):31-33

高职院校中部分管理干部存在“庸懒散”现象,这种现象的产生既有管理干部自身的原因,也有历史原因,但更主要还是体制机制方面的原因。高职院校应通过科学设岗、合理分工、明确职责、建立健全激励和约束机制等举措,从体制机制上根治干部“庸懒散”。  相似文献   

高职院校影音英语课程教学的探索与实践     

曹卉 《孝感职业技术学院学报》2011,(4):48-50

影音英语课程是高职院校英语教学的重要组成部分。文章介绍了影音英语课程的教学特点,并结合广东工程职业技术学院影音英语公共选修课的教学实践,对高职院校影音英语课程的教学内容、教学方法及授课教师必备的素质进行了探讨。  相似文献   

Undergraduate geoscience education research: Evolution of an emerging field of discipline-based education research     

Leilani A. Arthurs 《科学教学研究杂志》2019,56(2):118-140

Discipline-based education research (DBER) conducted by faculty within geoscience departments can address identified needs in undergraduate geoscience education. This study explores the evolution of undergraduate geoscience education research (GER) from 1985 to 2016, primarily in terms of the types of published research and secondarily in terms of the insights this literature offers on the evolution of GER as a scholarly discipline. Stokes’ (1997) quadrant model of research types is used as a theoretical framework for the former and Kuhn's (1970) model of disciplinary paradigm for the latter. An exploratory sequential mixed-methods approach to a systematic literature review of 1,760 articles is utilized. The period 1985–2000 is characterized by proto-research as evidenced by the abundance of instructive and informational education articles rather than research articles. From 2000 to 2011, GER underwent a growth period characterized by the presence of applied, use-inspired, and pure basic research. The period 2011–2016 appears to be a period of relative steady-state conditions in the normalized number of GER publications per year. Existing gaps in knowledge about geoscience education, the evident unfamiliarity with education and social science research methodologies among authors of GER articles, and efforts to build consensus about what GER is and how to conduct it suggest that GER is preparadigmatic or at a low paradigm state. That is, GER is an immature discipline as far as the evolution of a discipline goes. A path forward is proposed for the continued evolutionary growth of GER. This study provides new perspectives on the emergence of GER as a discipline that can be used as a basis for studies on cross-disciplinary DBER comparisons.  相似文献   

Teaching primary mathematics with challenging tasks: How should lessons be structured?     

James Russo  Sarah Hopkins 《The Journal of educational research》2019,112(1):98-109

Engaging students in a challenging (cognitively demanding) task and launching a mathematics lesson with a task before instruction are two characteristics of a reform-oriented approach to mathematics instruction often considered together. The authors systematically contrasted teaching with challenging tasks using a task-first lesson structure with that of a discussion-first lesson structure to three composite classes of first- and second-grade students (n = 73). Subsequent assessments of mathematical performance revealed that the discussion-first lesson structure was somewhat more efficacious in improving fluency performance but both structures similarly improved problem-solving performance. The findings suggest there is more than one way of incorporating challenging tasks into mathematics lessons to produce sizeable learning gains.  相似文献