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加强高职院校的学生档案管理工作 总被引：1，自引：0，他引：1
随着我国经济的发展，高等职业教育步人快速发展的轨道。档案工作是办好学院的重要基础工作之一，也是衡量学院办学质量和管理水平的一个重要标志。学生档案作为干部人事档案中最早起点、最原始的档案，在党和国家培养选拔和使用人才中起着重要作用。自招生起，我们就建立了学生档案，这些年来，为升学、就业等T作共调阅学生档案千余次，充分发挥了学生档案的重要作用。 相似文献
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学生档案管理是高校管理工作中一项不可缺少的工作。一份完整的学生档案是大学生在校期间生活、学习及各种社会实践的真实历史记录，是他们就业及今后选拔、任用、考核的主要依据。目前，高校学生档案管理中所暴露出的各种问题，严重地影响了学生档案作用的发挥。ISO9001质量标准的引入，为学生档案管理提供了科学的理论依据和切实可行的方法指导，为学生档案作用的充分发挥提供了保障。 相似文献
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进一步做好高校学生档案工作,提高学生档案管理水平,对加强高校学生管理,助力大学生创业就业,具有重要意义.要进一步认识加强学生档案工作的重要性,转变学生档案管理模式;增加学生档案工作经费的投入;提高学生档案管理人员的综合素质;对大学生加强档案意识教育;加强学生档案信息化建设. 相似文献
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杨燕 《淮南师范学院学报》2000,(4)
学生档案是一个特殊的档案群体 ,它具有单一性、流动性等特点 ,加强对学生档案的管理和传递工作 ,是做好学校档案工作的一项重要内容。本文从学生档案的特点出发来谈谈如何做好学生档案的管理工作与传递工作 相似文献
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浅论学生档案的特点及其管理与传递 总被引：1，自引：0，他引：1
学生档案是一个特殊的档案群体,它具有单一性,流动性等特点,加强对学生档案的管理和传统工作,是做好学校档案工作的一项重要内容,本从学生档案的特点出发来谈谈如何做好学生档案的管理工作与传递工作。 相似文献
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高职院校学生档案管理是高校档案管理的重要组成部分，具有很强的政策性、原则性和服务性，关系到学生个人成长和切身利益；基于安徽省36所高职院校调查研究，理清高职院校学生档案管理的现状，梳理学生档案管理中存在的问题，提出通过建立健全学生档案管理制度、强化学生档案意识、加强学生档案管理专业化队伍建设和提升档案管理信息化水平等措施，进一步推进学生档案管理的科学化、规范化、信息化建设。 相似文献
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成珊珊 《江苏经贸职业技术学院学报》2021,(4):35-37
学生档案管理是高校档案管理的重要组成部分.高校学生档案管理存在档案涉及部门多、收集工作错综复杂、整理归档不规范、缺乏完善统一的信息化管理规章制度和学生档案意识薄弱等问题.高校应采取建设学生档案信息平台、改革学生档案信息化管理制度、增强学生档案保管意识等对策,有效提高学生档案管理的水平和质量. 相似文献
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马梦琼 《株洲师范高等专科学校学报》2003,8(5):83-84
学生档案，是学校档案中最重要的组成部分。它全面展示并及时调控学校思想政治教育工作，是思想教育工作的一面镜子。根据学生档案所反映的在学生思想政治工作中存在的一些问题，制定切实可行的教育措施，能提高思想政治教育工作实效。 相似文献
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加强高校学生档案管理 提高学生工作管理水平 总被引：1，自引：0，他引：1
杨笑雄 《湖北广播电视大学学报》2008,28(4):47-48
学生档案的管理是多年来困惑高校的一大难题。自从我国高校实行网络招生和毕业生自主择业以来，高校学生档案管理中的矛盾更为突出，也给高校学生的档案管理工作提出了更高的要求。国家有关职能部门应尽快制定学生档案管理的法规条例，实行依法治档，从法律制度上保证学生档案管理工作走上健康发展的轨道。笔者就高校学生档案管理中的若干问题提出几点看法，与同行商讨。 相似文献
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卫颖 《山西财经大学学报(高等教育版)》2007,10(Z1):191
本文探讨如何建立高校学生档案收集、分类、编目、整理、保存以及学生档案管理的重要性,从学生档案工作是强化学生管理的基础;学生档案工作贯穿于整个学生工作的全过程,并服务于各项学生管理工作;学生档案工作是衡量学校学生工作管理水平的标志,是学校进行科学化、系统化、规范化管理,培养合格人才的重要保证三方面进行论述。 相似文献
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This article focuses on the attitudes of intellectually gifted students toward school. The average WISC‐R IQ was 127, the average Stanford Binet was 140. The School Attitude Measure (SAM) was administered to 119 students, grades four through nine, participating in an enrichment program. The SAM scores for this group of students were well above average; most were significantly higher than the standardization sample. The results are discussed. 相似文献
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This paper describes the SAM (Simulation and Multimedia) project and the rationales behind it. SAM focuses mainly on integrated simulation-based learning environments and creates a framework for authoring, modelling and learning. In these frameworks existing software tools are used where possible and an exchange of tools is enabled. Specialised tools support all actors: learners, authors and modellers. Emphasis will be put on methodologies and graphical tools supporting global course design and integration of simulations. Tools enable also the implementation of general and local course control including instructions for the monitor to recognise and evaluate learner behaviour.SAM methods and techniques are developed to design adaptable courses to meet different learner profiles and to integrate simulations in courseware. This implies a technical integration: the simulation package must accept external control and support an exchange of data. It also implies a conceptual integration: instructional domain concepts must be connected with the model entities; variables, parameters and relations. 相似文献
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Anecdotal and empirical evidence indicates that mentoring can be a successful strategy for supporting professional learning, yet limited literature exists on approaches to mentoring designed specifically for academics working in higher education. The aim of this study was to create an approach to mentoring tailored to the needs of academics and underpinned by evidence from the literature. Participatory action research was chosen as the methodology for the project as this enabled a process of inquiry to be embedded within academic practice. The outcome was the development of the Spectrum Approach to Mentoring (SAM). This three-step approach is goal orientated, and encompasses mentoring relationships that may be ongoing and sustained over time through to those that are short-term and aligned with a particular task or focus. SAM provides a suite of resources that can be used by academics to promote valuable opportunities for professional learning through the initiation of mentoring relationships. 相似文献
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Mona Lisa Dahms Jens Frederik Dalsgaard Nielsen 《European Journal of Engineering Education》2017,42(6):1196-1219
Problem-based learning (PBL) is one among several approaches to active learning. Being a teacher in a PBL environment can, however, be a challenge because of the need to support students’ learning within a broad ‘landscape of learning’. In this article we will analyse the landscape of learning by use of the study activity model (SAM) developed by the Danish University Colleges, with the aim of investigating to which extent this may lead to explication and clarification concerning the challenges faced by teachers in a PBL environment. In the case study, the SAM is applied to the first semester of an engineering programme at Aalborg University, a university setting where the PBL approach to teaching and learning is dominant. The results of the analysis are presented and discussed, and the conclusion is that the model, in spite of some shortcomings, is useful in clarifying the role of the teacher in a PBL environment. 相似文献
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自组装单分子膜(self-assemblemonolayer简称SAM)具有排列紧密、性能稳定及制备容易等特性,这使得它在设计和制造新型的功能材料和分子器件领域具有广阔的应用前景。阐述了分子自组装的特点及其在生物传感器中的应用。 相似文献
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Deborah Douglas 《Roeper Review》2013,35(4):223-228
The intent of this study was to discover what relationship, if any, exists between creative personality characteristics and psychic overexcitabilities (OEs), as defined by Dabrowski's Theory of Emotional Development. Twenty‐one gifted seventh and eighth grade students were given the Something About Myself (SAM) portion of the Khatena‐Torrance Creative Perception Inventory and the Overexcitabilities Questionnaire. The seven subjects with the highest SAM scores were designated as the High Creative, the seven lowest as the Low Creative group. At test was performed on the group means of the two groups on the five dimensions of overexcitability. Differences between the High Creative and Low Creative groups were significant (p < .025] for imaginational and intellectual OE and (p < .05) for emotional OE. Differences Between the groups on psychomotor and sensual OE were nonsignificant. These findings have implications for parents, teachers, and counselors of creatively gifted students. 相似文献