排序方式： 共有60条查询结果，搜索用时 406 毫秒
1.
从感觉训练、概念发展、行动技能、定向系统、求助技能、安全议题、小区资源与大众运输系统七个方面选取50项能力指标,对海峡两岸64名担任定向行走课程的教师进行问卷调查。调查结果显示:大多数被调查者认可这50项能力指标;定向行走教师对自己的课程与教学专业能力认可度多为中等,需要进一步作培训。同时发现,在定向行走课程与专业能力各向度的重要程度上,海峡两岸定向行走教师的认知有显著差异,各向度胜任程度的差异更加明显;而定向行走教师的年龄对定向行走课程与教学专业能力在重要程度和胜任程度上并没有显著差异;海峡两岸担任定向行走课程的教师,多数认为有培训的必要。建议将重要性在3.5以上的题目编制为《定向行走专业能力检核表》;将定向行走专业能力胜任程度在3.5以下的向度作为定向行走师资培训的参考。 相似文献
2.
Peng Yongjun Peng Zhi 《湖北招生考试》2007,(20)
公正是贯穿科举考试中的一条红线。科举考试对官宦庶民一视同仁,从考场专门设置、糊名誊录、双重定等第、别头试和锁厅试等方法的采用,都力图给中小地主阶级和平民百姓通过科举入仕实现向上社会流动提供了一个公平竞争的平台。公平竞争、择优录取是科举制得以长期存在的重要原因,科举制度使封建社会通过选纳社会精英进入政治权力中心而不时迸发出活力。 相似文献
3.
[目的/意义]科研人员已成为知识经济时代重要的人才要素,其在全球范围内的流动关乎各国人才战略。分析科研人员流动的性别差异,有助于更好地了解流动模式,同时有利于国家人才引进机制的完善。[研究设计/方法]在分析流动频次、回流倾向、流动时期选择的性别差异基础上,提出三个研究假设,根据假设提取并分析了ORCID数据库中截止2017年底的有跨国流动经历的26,315位科研人员简历。[结论/发现]①科研人员在流动频次上具有显著的性别差异,女性科研人员的流动频次少于男性;当流动次数增加时,对应人员比例降低;②在回流倾向上,女性与男性并无显著差异,英国的男性和西班牙的女性最倾向于回流;③科研人员在流动时期的选择上无显著的性别差异,男女均在职业生涯早期流动更多。[创新/价值]揭示了男女科研人员在流动中的不同倾向,为进一步探讨不同背景和条件下的差异现象及本质并寻求解决方法奠定了基础。 相似文献
4.
高校青年体育教师流动问题的社会学研究 总被引：1，自引：0，他引：1
项立敏 《山东体育学院学报》1998,(2)
综合运用文献资料、调查访问、逻辑分析等研究方法,对高校青年体育教师的流失问题进行社会学分析。结果表明：青年教师的流动在高校中普遍存在,流失的虽是少部分,但隐形流失是存在的不可忽视的问题。流动的对象、方向不合理,后果严重。思想不稳定及缺乏敬业精神等是流失的主观原因,工资待遇低、不被重视、环境艰苦等是流失的客观原因,并对青年体育教师的稳定提出建议与对策。 相似文献
5.
通过系统梳理文献构建中国学术职业资历惩罚（NRS）的基础假设,采用针对中国11所研究型大学的学术职业调查数据库,以教师流动特征作为NRS解释的关键变量,对流动次数、流动类型两类流动特征变量与NRS的关系进行了实证检验。实证研究发现,中国客观存在NRS现象,中国大学教师资历与流动的关系、资历与收入的关系也与西方假设相一致。随着高等教育的进一步发展,中国学术职业中NRS现象会继续加大,大学应科学分析NRS现象利弊,通过促进和规范教师流动有效引导学术职业健康发展。 相似文献
6.
Heike Behle 《Journal of Further & Higher Education》2017,41(6):802-816
Students and graduates alike are encouraged to enhance their skills and knowledge by moving to a different European country as both national governments and European institutions anticipate individual skill gains, closer European networks and a boost to national economies as a result. Using data from a longitudinal survey, this paper follows UK-educated intra-European mobile graduates from undergraduate courses into employment, further study or other activities, and compares their early pathway with graduates who remained in the UK (UK stayer). UK-educated mobile graduates are divided into three groups according to their residency and location after their undergraduate course: UK nationals moving to a different European country (UK movers); nationals of other European countries returning to their home country (returners); and nationals of other European countries moving to a third European country (other mobile graduates). Empirical findings show that mobility for UK movers is mainly employment-driven whilst mobility of returners and other mobile graduates is education-driven. However, if employed, UK-educated mobile graduates are more likely to work in skill-appropriate occupations compared to UK stayers. The transition to either employment or further study of most UK-educated mobile graduates does not take longer compared to UK stayers. 相似文献
7.
Virginia L. Rhodes 《Learning Inquiry》2008,2(2):113-125
Highly mobile students experience schools and learning in different ways than their more stable peers. Repeated transfers
result in discontinuity of instruction and relationships with teachers and peers. Interviews with transient urban students
in grades 9–12 reveal the issues they face upon their arrival and afterward. Mobile students give insight into perceptions
of teacher practice, peer-group induction, receptivity to classroom instruction, and classroom and administrative practices.
Findings include fear, loneliness, embarrassment, and anxiety in new settings or when faced with another school change. While
students expressed achievement concerns, peer social and emotional concerns were primary immediately following enrollment
in a new school. Students found themselves unable to focus on academic studies until they could secure a peer group with which
to interact. Implications for high-mobility schools include the need for structures providing transitional services and community-building
environments to counteract the negative academic and developmental effects of frequent mobility. 相似文献
8.
Xin-yu Wang Xiao-hu Yang Jian-ling Sun Wei Li Wei Shi Shan-ping Li 《浙江大学学报(A卷英文版)》2008,9(10):1318-1325
This paper proposes a connected dominating set （CDS） based mobility management algorithm, CMMA, to solve the problems of node entering, exiting and movement in mobile ad hoc networks （MANETs）, which ensures the connectivity and efficiency of the CDS. Compared with Wu＇s algorithm, the proposed algorithm can make full use of present network conditions and involves fewer nodes. Also it has better performance with regard to the approximation factor, message complexity, and time complexity. 相似文献
9.
ABSTRACT In this article, we focus on the transformations imposed on schools by individual parents, arguing that schools as modern organisations change not only through top-down pressures orchestrated by an array of international organisations, for-profit companies and media as shown in previous research, but also through the agency of mobile parents, who seek to import reforms from elsewhere, based on their previous schooling experiences abroad. We focus on a specific group of middle class parents, who are continuously mobile, moving between global cities for employment. This paper brings into the discussion the role of individual parental strategies as they seek to promote education policy-borrowing. By applying the theoretical lens of stakeholder identification and salience, using a multi case study research design, we suggest that parents express high levels of power, legitimacy and a sense of urgency, thus being able to successfully advocate for change. We argue that while exploring organisational reform occurring due to the globalisation of education, we must view parents as central actors in this new space. 相似文献
10.
农民工的流动与参政权的流失——鄂豫川三省农民工政治参与的调查与思考 总被引：2，自引：0，他引：2
政治权利是实现经济权利和社会文化权利的有力保障。农民工在流向城市的过程中，其经济社会和文化权利的缺失，与他们政治权利的流失有莫大的关系。农民工参政权的流失主要表现为村庄的政治参与低效甚至虚置，与所在城市社区的公共管理基本上无缘，打工单位无意见表达的渠道。农民工参政权流失与我国缺乏尊重公民政治权利的文化和传统、城乡分治的二元社会结构、城乡经济和公共资源的分配不合理以及农民工自身的经济文化组织资源的匮乏等因素有关。维护农民工的政治权利，通过政治权利促进经济权利和社会文化权利的保障和实现，是以人为本、城乡统筹的科学发展观的时代要求。 相似文献