我国硕士研究生课堂教学模式浅析     

章萌  崔晨 《科教文汇》2014,(26):29-30

课堂教学模式作为人才培养的重要途径,对硕士生质量的提升具有重要意义。课堂教学模式包含了教学目标、教学内容、教学手段及方法、考核评价四个基本要素,从课堂教学模式的现状出发,分析其存在的问题及原因并提出相关对策。  相似文献   

研究生心理健康问题的探讨     

彭滟  周云燕  朱亦鸣 《科教文汇》2014,(27):191-192

研究生群体是科教兴国的重要力量,是社会建设的主力军。但近年来有许多关于研究生自杀或犯罪的报道,我们应当反思为何常有这类事情发生。本文从近年来研究生心理健康状况欠佳的现状着手,分析了当代研究生心理健康问题的诱因主要来自学习、经济、人际关系、就业等四个方面的压力,最后针对这些问题提出了改善的办法,引导我们从研究生自身、学校、社会三个方面来缓解研究生的压力,促进研究生心理的健康发展。  相似文献   

对当前大学生考研与就业抉择心理的分析与引导     

徐波  沈潇  樊玉华  马鹤 《科教文汇》2014,(2):217-218

对于在校生来说,在考研与就业问题上最大的困惑就是“直接就业好,还是考研好？”造成大家难以取舍的根本原因还是现实的利益关系复杂,鱼和熊掌难以兼得。作为老师,要帮助学生摆正心态,科学分析两者的利弊关系,做出最适合自己的选择。  相似文献   

Library Instruction in Medical Libraries     

《Medical reference services quarterly》2013,32(2):87-92

No abstract available for this article.  相似文献   

体育研究生培养模式的改革   总被引：10，自引：2，他引：8  

唐成  孙卫国 《体育成人教育学刊》2003,19(1):22-23

分析了体育研究生的培养方向，体育研究生应具备的素质，体育研究生培养模式目前面临的挟战，以及在培养过程中易出现的问题。在此基础上，提出了体育研究生培养模式的改革方案。  相似文献   

科技文稿的审稿结果应予反馈     

杜利民 《编辑学报》2001,13(4):200-202

科技期刊的稿件处理结果是否实行反馈进行了长期的探索和研究，分析了实现反馈的可能性，指出了稿件处理意见实行反馈的积极意义，得出了在目前科技高速发展的情况下，科技期刊的稿件处理该实行反馈的结论。最后简要介绍了实施反馈的一些做法。  相似文献   

对体育教育训练学硕士研究生现状的人文思考   总被引：3，自引：0，他引：3  

孙德朝 《吉林体育学院学报》2005,21(1):24-25

摘要：体育是教育的下位概念，体育教育训练学是体育学的下位概念。随着硕士研究生的不断扩招，体育教育训练学硕士研究生的培养会暴露出一些实质性的问题，体育教育训练学硕士点作为培养高层次研究型，运用型的体育教育训练学研究型人才资源库，为了更好地完备将人力资源转化为人力资本。站在人文的角度去理解，领悟培养过程中所暴露出来的一些实质性的问题。就体育教育训练学硕士研究生生源、培养目标、硕士学位论文、工具性学科学习，学生就业压力，学术腐败等六个方面对其现状作出人文思考，最后作出对策性举措。  相似文献   

What disengages doctoral students in the biological and environmental sciences from their doctoral studies?     

V. Virtanen  J. Taina  K. Pyhältö 《Studies in Continuing Education》2017,39(1):71-86

This study explored the causes of student disengagement from their doctoral studies in the biological and environmental sciences. The data came from interviews of 40 doctoral students (male?=?15, female?=?25) and underwent qualitative analysis for content. Our results showed that doctoral studies provide multiple contexts for disengagement, such as the scholarly community and supervision, while doctoral students’ sense of distress, cynicism and inefficacy emerged as central components of disengagement. The study identified isolation, indifference, and lack of support and constructive feedback as sources of cynicism, while distress and inefficacy were more often related to failure or lack of progress in research. Our findings indicate that the source of disengagement can vary not only between individuals, but also between the academic activities at hand. Thus, while promoting an engaging doctoral experience, awareness of what typically triggers disengagement in the doctoral journey is vital.  相似文献   

Evaluating standards-based assessment rubrics in a postgraduate public health subject     

James Kite  Philayrath Phongsavan 《Assessment & Evaluation in Higher Education》2017,42(6):837-849

Standards-based assessment rubrics are recognised as an important tool for ensuring clear criteria in higher education. Most of the available evidence on rubrics comes from studies with face-to-face undergraduate students. Our study evaluated the introduction of rubrics into a postgraduate subject that included both online and face-to-face students. We conducted formative evaluation with former students to develop the rubrics, as well as surveying current students for process and impact evaluation, supplemented with a focus group. Process results showed that the rubrics were used widely and were generally considered to be of at least some use. Clarity of the rubrics was the main issue affecting perceived usefulness, particularly for the assessment tasks that had undergone comparatively less formative evaluation. Impact evaluation showed mixed results, with students that reported always using rubrics having higher marks on average compared to students who did not always use the rubrics. However, an expected improvement in marks across the whole student cohort compared to previous years did not eventuate, although this could be explained by a number of factors independent of the rubrics. Our results provide some evidence for the use of rubrics in postgraduate and online settings but highlight the need for rigorous formative evaluation.  相似文献   

Shifting dimensions of autonomy in students’ research and employment     

John Willison  Fizza Sabir  Judith Thomas 《高等教育研究与发展》2017,36(2):430-443

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