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1.
论管理意识 总被引：1，自引：1，他引：1
郭正朝 《广播电视大学学报》2005,(2):63-67,120
科学管理首先是一系列思想或理念，然后才是方法与技术：以管理意识作为指导，管理者才可能正确地运用管理方法或技术，提高管理效率，达成目标。我们可以给管理意识下这样一个定义：管理意识是指管理者能够自觉运用科学管理的思想方法和原理原则去认识、分析和解决管理问题，在长期的管理过程中形成的一种特殊的智慧、欲望和冲动。科学的管理意识应包括：整体意识、结构意识、人本意识、制度意识、市场意识、竞争意识和创新意识等。 相似文献
2.
文书档案是档案工作的重要组成部分,它记载社会发展的历史过程,客观地反映着问题处理、领导决策、基本建设、研究开发等方面的过程和成果.本文就树立信息意识改革文书档案管理工作进行了分析,实现传统管理向现代管理理念的转变,并以此提升企业文书档案管理水平. 相似文献
3.
对二十一世纪学生管理工作的思考 总被引：2，自引：0，他引：2
李晓光 《辽宁师专学报(社会科学版)》2006,(2):44-44,70
本文阐述了知识经济时代,学生管理工作者在管理观念方面应进行的转变,包括管理要充分体现人文精神;管理者应树立“服务”意识,改变以往的“控制”观念;管理者更应确立自己的教育者意识,做到在管理中育人. 相似文献
4.
陈浪华 《开封教育学院学报》2014,(11):81-82
田永案是我国教育法制建设中的一个里程碑事件,要处理好学生管理中存在的问题,关键要把握好法律法规、高校管理者和学生三方面的因素。高校学生管理可以从公民意识、管理理念、学生自治、传统文化、教师情绪等五个方面出发,切实做好学生管理工作。 相似文献
5.
廖胜 《绵阳师范学院学报》2010,29(3):129-135
在引进现代先进的管理模式和管理手段时,只注重物质设备的现代化,只注重管理形式和管理手段的现代化,而忽视管理者思想观念和素质的现代化,不仅严重影响高校教育管理的运行和发展,而且会葬送党和人民的伟大事业!因此,在促使高校教育管理现代化过程中,最关键、最核心的问题是必须更新我们管理者的观念,重新定位,转变角色,树立现代服务意识,极大地提高管理者的综合素质,从领导上、组织上保证党的教育事业的健康发展。本文针对高校教学管理人员队伍存在的问题,根据现代新公共管理运动和新公共服务运动的原理和要求,对高校教学管理人员的角色意识和服务意识作一探讨。 相似文献
6.
在市场经济大背景下,幼儿园的竞争意识、经营意识、服务意识和质量意识得到了进一步激活。在这样的条件下,有些幼儿园人文管理缺失的问题逐渐凸显出来,并成为影响幼儿园教育质量和健康发展的最重要因素。一、幼儿园人文管理的缺失及原因简析目前,幼儿园人文管理的缺失主要表现为以下两点:一是教师的归属感不强。市场经济条件下,一些幼儿园管理者对于人员流动经常化存在片面认识,因而不主动在情感上与教师进行沟通,教师情感上的归属感逐步淡化和消失,因而难以形成集体的凝聚力。二是教师的潜力得不到应有的发挥。教师继续教育、学习培训机会… 相似文献
7.
在现代学校管理中,管理者应树立平等意识,这是管理好一所学校的重要因素。一、树立平等意识的必要性现代学校管理理论提出了“以人为中心”的管理思想,其核心就是一切以人为根本,以调动人的积极性、主动性、创造性为目标。因此,现代学校管理工作对管理者提出了一项基本要求,就是树立平等意识。其原因在于:第一、管理的核心是人,在管理系统的诸多要素中。 相似文献
8.
教育始终是围绕着以下五个问题与时俱进地改革和发展着。第一是:培养什么人——也就是培养目标问题;第二是:用什么去培养——这涉及到课程、教材和教育信息;第三是怎么样来培养——这涉及到办学体制、教学模式和评价方式;第四是:什么样人来培养——这涉及到管理者(校长)、教育者(教师)的素质;第五是按经验培养还是按科学培养——这涉及到教育科学研究。等等。 这五个问题应当是教育的永恒问题,同时也是个常青常新的问题。我们所说的教育要与时俱进,也就是 相似文献
9.
张怡 《福建工程学院学报》2005,3(5):561-564
高校教学管理既不是一般意义上的行政工作,也不是一般意义上的服务工作.其管理人员的管理理念、管理效能将直接影响高校的教学水平,因此,高校教学管理必须与高等教育改革同步,必须具备与时俱进的创新意识.文章从教学观、课程观、质量观、人才观和学生观等五个方面探讨了高校教学管理者的创新意识培养,以及适应新形势需求所必备的一些能力要求. 相似文献
10.
大学生的权利意识可以分解为权利主体意识、权利认知意识、权利实现意识、权利救济意识、权利要求意识五个方面。通过对大学生权利意识的现状进行调查分析,认为培养大学生权利意识要努力改进法律教育,发挥管理者和教师尊重权利的示范效应,让学生参与权利维护实践和讨论,支持建立校内学生权利维护团体。 相似文献
11.
王飞凤 《金华职业技术学院学报》2010,10(1):26-30
对初二学生英语语音意识的发展状况及与阅读能力之间的关系调查研究表明。初二学生的英语语音意识与其阅读能力有显著性相关;语音意识是阅读能力较好的预测指标;初二学生在英语语音意识的三项任务上表现显著的差异,韵脚意识好于音节意识,后者又好于音位意识。 相似文献
12.
The purpose of the present study was to examine the contribution of metalinguistic skills—as measured through orthographic awareness, phonological awareness, and morphological awareness—to the English spelling ability of Grade 8 Chinese students who study English as a foreign language (EFL group) and of third graders in the U.S. whose first language is English (EL1 group). The two groups were initially matched through calculating the Flesch-Kincaid reading level of Chinese EFL students' textbooks and then through propensity score matching, taking into consideration various predictors. Using multiple regression and dominance analysis, we compared the models of metalinguistic awareness that predict English word spelling between the two groups. We found that orthographic awareness and morphological awareness were uniquely related to spelling for the EL1 group, whereas morphological awareness, orthographic awareness and phonological awareness were uniquely related to spelling for the EFL group, after accounting for the effect of vocabulary. Further analysis of relative importance of the predictors showed that orthographic choice was the dominant predictor for the EL1 group and inflectional morpheme production was the dominant predictor for the EFL group. The importance of metalinguistic awareness in acquiring English spelling in both EL1 and EFL groups is discussed. 相似文献
13.
Monica Melby-Lervåg 《Scandinavian Journal of Educational Research》2013,57(1):101-118
The acknowledgement that educational achievement is highly dependent on successful reading development has led to extensive research on its underlying factors. A strong argument has been made for a causal relationship between reading and phoneme awareness; similarly, causal relations have been suggested for reading with short-term memory and rhyme awareness alike. Here a meta-analysis is presented that seeks to determine spuriousness in these factors' relationships with reading by examining each factor's unique predictive value. The results show that phoneme awareness is the strongest unique predictor. Since the meta-analysis is based on concurrent data, it is unsuited to enlighten time-order relationships, but longitudinal and experimental studies both support the notion of a causal relationship between phoneme awareness and reading, in contrast to rhyme awareness and verbal short-term memory. 相似文献
14.
国外研究对韵脚意识的事件相关电位(ERP)中的负向偏转(CNV)成分存在不同看法,但对N400成分看法较为一致;听觉韵脚意识与视觉韵脚意识之间存在差异;韵脚意识的ERP研究结果与行为学研究结果较为吻合。未来对儿童韵脚意识的研究年龄再早一些是十分必要的,而对个体进行发展性的研究应该成为今后韵脚意识研究的重点。韵脚意识的ERP研究还应进一步与行为学研究相结合。与韵脚相对应的首音一致的研究也应引起重视。 相似文献
15.
The role of compound awareness in Chinese children’s vocabulary acquisition and character reading 总被引：1，自引：0，他引：1
This study examined compound awareness in relation to Chinese children's vocabulary acquisition and character reading. Two
aspects of compound awareness were investigated: the ability to identify the head of a compound noun and the ability to construct
a new compound word from familiar morphemes. The compound awareness tasks, along with rapid automatized naming (RAN) and phonological
awareness tasks, were administered to 29 first graders and 30 second graders in Mainland China. Results show that (1) compound
awareness develops relatively early among Chinese children and improves with age, (2) compound awareness explains unique variance
in vocabulary and character reading, after controlling for age, RAN, and phonological awareness, and (3) the contribution
made by compound awareness to vocabulary is much larger than the contribution made by phonological awareness. These results
demonstrate that compound awareness plays a central role in Chinese children's literacy development, particularly in vocabulary
acquisition.
相似文献
| Xi ChenEmail: |
16.
This study was designed to simultaneously investigate the influence of phonological, morphological, and orthographic awareness skills on the ability to spell inflected verbs in structured spelling tasks. Children in grades 1, 2, and 3 (n=103) spelled inflected past and progressive tense verbs and completed awareness tasks. Developmental changes occurred in the ability to include the inflected ending, to spell the ending consistently reflecting the correct morphological unit, and to affix the ending using the correct orthographic pattern. The contributions of phonological, morphological, and orthographic awareness to spelling development varied across the three grades but were similar for each sub-component, suggesting a developmental relationship between the ability to spell inflected verbs and linguistic and orthographic awareness. 相似文献
17.
Mercedes I. Rueda 《Infancia y Aprendizaje》2013,36(4):702-732
AbstractThis paper examines the role played by morphological awareness in explaining difficulties in reading and writing words with arbitrary spelling in a group of students who have reading-writing difficulties. Specifically, the relationship between morphological, morphosyntactic and phonological awareness and reading errors and success in arbitrary spelling is studied. This paper also describes to what extent the morphological and morphosyntactic awareness of students with reading difficulties explains errors in reading and in the correct spelling of words with arbitrary spelling. The results indicate that morphological, morphosyntactic and phonological awareness are related to learning reading and arbitrary spelling in Spanish. However, morphosyntactic awareness is more important in explaining serious reading errors and success in writing with arbitrary spelling among students with reading-writing difficulties. 相似文献
18.
Phonological awareness is a strong predictor of children's progress in literacy acquisition. There are different ways of segmenting words into sound sequences – syllables, phonemes, onset-rime – and little is known about whether these different levels of segmentation vary in their contribution to reading and writing. Does one of them – for example, phoneme awareness – play the major role in learning to read and spell making the other phonological units irrelevant to the prediction of reading? Or do different levels of analysis make independent contributions to reading and spelling?
Our study investigated whether syllable and phoneme awareness make independent contributions to reading and spelling in Greek. Four measures were used: syllable awareness, phoneme awareness, reading and spelling. Analyses of variance showed that Greek speaking children found it easier to analyse words into syllables than phonemes, irrespective of the influence of task variables such as position of the phonological element, word length, and placement of stress in the word. Regression analyses showed that syllable and phoneme awareness make significant and independent contributions to learning written Greek. We conclude that phonological awareness is a multidimensional phenomenon and that the different dimensions contribute to reading and writing in Greek.
相似文献19.
本研究通过音节意识和首音-韵脚意识的问卷测试了聋校二、四、六、八年级共103名听障学生的语音意识。结果表明,听障学生的语音意识随年级的升高而提高;阅读水平越高,语音意识测验的成绩就越好,反之也一样,且年级差异与阅读水平高低差异的程度与趋势基本一致;女生对声、韵母意识的感知好于男生;听障学生首音-韵脚意识的发展好于音节意识的发展;听障学生普遍存在对字形、声调学习和掌握的困难。研究结果对现今聋校语音教学有一定的启示作用。 相似文献
20.
To examine the association between speech production and early literacy skills, this study of 102 preschool children looked at phonological awareness in relation to whether children were delayed, typical, or advanced in their articulation of consonants. Using a developmental typology inspired by some of the literature on speech development (Kahn and Lewis, The Kahn-Lewis phonological analysis, 1986; Shriberg, Journal of Speech and Hearing Research 36(1):105-140, 1993a), we found that failure to master the early-8 consonants and a greater prevalence of certain types of production errors were associated with deficient phonological awareness. We also found that children who made no consonant errors had advanced phonological awareness relative to other children in the sample. In all cases, both productive speech patterns and speech errors were more closely linked with rhyme awareness than with phoneme awareness. The association between speech production and rhyme awareness may provide some new directions for the early preschool assessment of risk for reading problems. 相似文献