两年制硕士培养的问题与对策研究     

牛楠森 《高教发展与评估》2007,23(6):63-68

随着两年制硕士培养模式的推广,"习得性无力感"激化、导师指导难度提高、社会就业认可度降低等问题逐渐凸显。这些问题主要是由我国盲目模仿西方学制、片面定位硕士学制、"目中无人"的教育期望以及部分大学的功利主义倾向造成的。应对两年制硕士培养的问题,完善和改进两年制硕士的培养机制,以及"研究生教育分流"不失为一个好的对策。  相似文献   

论学生品德评价的困境     

孟丽波  姚恩全 《教学研究(河北)》2007,30(5):405-408

学生品德评价是学生评价的重要组成,品德培养和评价的复杂性和环境复杂与过去操作的种种失误使学生品德评价困难重重。本文在分析学生品德评价的四大困境:品德标准模糊、品德评价的定位误区、品德评价的方法单一、多元环境的挑战的基础上,提出对策建议:建立合理的学生品德发展目标体系、坚持正确的评价价值取向、重视德育,积极改革、正视评价的作用,多种评价方法和手段综合运用、重视学生自评和互评,充分发挥学生群体教育和自我教育的力量。  相似文献   

Perceived Social Support and Mental Health: Cultural Orientations as Moderators     

《Journal of College Counseling》2017,20(3):194-207

This study investigated unique and shared effects of social support and cultural orientation on mental health indicators (depressive and anxiety symptoms, stress, and life satisfaction) of 896 college students. Results indicated that perceived social support predicted mental health variables and that cultural orientation variables (independent and interdependent self‐construal) moderated this association. Conclusions and counseling implications for university counselors are discussed on the basis of cultural orientation theory.  相似文献   

培训评估对于提高企业在线培训有效性的研究     

王岩 《成人教育》2012,32(5):109-110

文章从保障基于网络环境的企业在线培训教学质量的六要素以及构建培训评估体系等方面进行研究,以期寻找提高企业培训有效性的途径,为推进企业在线培训的发展进行探索和研究。  相似文献   

The nurture teacher: characteristics,challenges and training     

Corinne Syrnyk 《British Journal of Special Education》2012,39(3):146-155

The nurture approach is a form of educational intervention for children with social, emotional and behavioural difficulties (SEBD). Utilising a unique example of a state‐run, special ‘nurturing’ primary school, Corinne Syrnyk, of St Mary's University College, Calgary, presents a case study of the experience of being a ‘nurture teacher’ in this distinctive environment. Findings suggest that nurture teachers value their role and are fulfilled by the challenge it presents. Nurture teachers tended to define their role according to personal qualities and described experiential learning as tantamount to the training process. This study illustrates the holistic approach adopted by nurture teachers and sheds light on the distinguishing features and experiences of nurture teachers. Implications for best practice concerning the support and training of existing and potential nurture teachers are discussed.  相似文献   

范源濂教育思想探析   总被引：1，自引：0，他引：1  

许晓明 《河北师范大学学报(教育科学版)》2012,(1):56-60

范源濂先生是我国近代史上杰出的教育家,曾三任北洋政府教育总长,在任职期间提出了众多教育主张。他坚信教育救国,倡导以社会教育提高全民素质,指出"世界之势"、"科学"、"爱国"都与"尚武"教育密切相关,并提出将义务教育列入宪法,所阐述的教育思想不仅在当时具有重要的影响,还对当代教育具有重要启示作用。  相似文献   

The Impact of Assessing Technology Competencies of Incoming Teacher Education Students     

Rachel A. Vannatta  Savilla Banister 《学校用计算机》2013,30(1-2):90-97

In an effort to establish a baseline of technology competency among our entering education students, our College of Education began implementing the Assessment of Technology Competencies (ATC) in Fall 2003. This performance-based assessment evaluates word-processing, presentation, spreadsheet, graphic/drawing, and Internet skills. Although students are not required to pass the ATC, failure impacts their final grade in an Introduction to Education course. This paper explores the impact this assessment has had on the students' use and development of technology in subsequent courses. Student perceptions of the ATC and its impact were elicited through a self-reported survey administered in a junior-level education course. Results indicate that the ATC has facilitated technology use among the participants. Respondents also revealed that their high school experiences with technology adequately prepared them for passing the ATC, despite the fact that most students are unable to pass the ATC in the first attempt.  相似文献   

Digital Portfolios     

《学校用计算机》2013,30(1-2):139-147

Abstract

Educators are faced with developing performance indicators for reporting to state and national agencies on pre-service teacher candidates' ability to teach using innovative pedagogy as well as content-specific standards. Portfolio assessment has gained momentum as a standard in assessing student-learning outcomes. This paper is a discussion of digital portfolio development as a stimulus to the intellectual involvement of the learner (a Type II application). Digital portfolio development is an activity that naturally involves intellectual involvement as the learner identifies the problem (developing the digital portfolio) and then problem solves as he or she creates the digital portfolio. Each student is in control of portfolio development and manipulates the Web-based software to create the professional portfolio.  相似文献   

Teachers’ Learning Journeys: The Quality Learning Circle as a Model of Professional Development     

Susan Lovett  Alison Gilmore 《School Effectiveness & School Improvement》2013,24(2):189-211

Worldwide, teachers struggle to keep pace with demands for learning. Educational reforms mandated at a national level require teachers to reconsider their teaching, curriculum and assessment philosophies and practices. This reliance on national policy initiatives increases teachers’ dependence on others knowing what their learning needs might be. Such dependence creates problems for sustained learning because teachers are not encouraged to help themselves. This article introduces an alternative approach to professional development, known as the Quality Learning Circle (QLC), to show how it can empower teachers to become agents of change able to meet both local needs alongside national agendas.  相似文献   

Curriculum and assessment for the knowledge society: interrogating experiences in the Republic of Ireland and Queensland,Australia     

Anne Looney 《Curriculum Journal》2013,24(3):177-192

The ‘knowledge society’ has become a central discourse within educational reform. This article posits that the impact of the knowledge society discourse on curriculum and assessment has led to the emergence of what the authors term a new-form/re-form curriculum, and it asks whether what is transacting in contemporary movements in curriculum is less the reform of curriculum and more the emergence of a new-form/re-form curriculum. What is emerging is well beyond the discussions of outcomes and curriculum alignment that characterised much curriculum reform effort in the late 1990s. In this new-form/re-form curriculum ‘content’ is displaced by ‘skills’ and ‘knowledge acquisition’ by ‘learning’. Curriculum coverage is replaced by learner engagement. In this context, assessment also begins to take on new-form/re-form. Assessment now engages and promotes learning as process rather than as product. Two cases – the Republic of Ireland and Queensland, Australia – are analysed and compared to illustrate this shift in the conceptualisation of curriculum and assessment. Consideration is given to the possibility that this new-form/re-form curriculum represents a settlement in the contestation associated with learning outcomes and their perceived technical rationality and market focus. The paper concludes that the new-form/re-form curriculum is emerging in locations as diverse as Ireland and Queensland.  相似文献