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论北京高等教育的协调发展 总被引：1，自引：0，他引：1
北京高等教育已有相当规模,但在结构、管理体制及运行机制等方面存在着与社会主义市场经济发展不适应、不协调的问题。因此,北京高等教育的发展必须要坚持协调发展观,在遵从教育规律的同时,注重与经济社会的协调发展。同时,北京高等教育的功能定位及发展目标要与市场经济相协调,人才供给要与市场经济的需求相协调,研发功能要与市场经济建设相协调,运行及管理体制要与市场经济的效率性及竞争性相协调。 相似文献
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张健 《职教通讯(江苏技术师范学院学报)》2007,(9):39-41
职业教育文化课程改革应在国家和省级教育行政部门的统筹管理下,把握正确方向,遵循基本原则,找准改革重点,采取稳健策略,重点改革教学内容与学生基础及专业需要不相适应、教学模式与知识掌握及能力提高不相适应、评价方式与实际应用及素质提升不相适应、教学效果与课程目标及教学投入不相适应的问题。 相似文献
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探究语文课程与文化的关系,无论是就历史与现实中实然状态的语文课程的文化逻辑及语文课程在文化发展中曾扮演的角色与发挥的作用,还是就当代及未来的应然状态的语文课程的文化逻辑及品性,都不得不在逻辑层面对语文课程与文化的内涵给出基本的阐释。因为,如果不明确地揭示语文课程与文化的内涵与实质,那么,无论是 相似文献
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《兰州教育学院学报》2018,(4):166-168
为了探究大学生与父母及同伴的依恋质量与合作竞争倾向之间的关系,本文采用父母与同伴依恋量表(IPPA)、合作与竞争人格倾向问卷(CCPS)对268名天津市某大学非心理学专业学生进行了施测。研究结果显示:(1)个体与父母及同伴间依恋质量包含的信任、交流维度与合作倾向呈正相关,疏远维度与合作倾向呈负相关;(2)个体与父母及同伴间依恋质量包含的疏远维度与竞争倾向呈正相关;(3)回归分析显示,个体与母亲、父亲及朋友的依恋质量对合作倾向有明显的正向预测作用。 相似文献
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职业院校技能竞赛与人才培养融合途径探索 总被引：2，自引：0，他引：2
为使职业技能竞赛更好地实现对职业教育的引领作用和对职业教育教学质量的检验与展示功能,职业技能竞赛职业工种的选取及依据的职业标准应与专业人才培养规格及职业岗位融合,竞赛项目设计应与专业人才培养需达到的能力、素质、知识目标融合,竞赛组织方式应与教学过程的组织融合,竞赛规程及考核方式应与项目化教学组织及考核方式融合,竞赛项目所体现的职业性应与教学过程中学生职业素养的养成融合。 相似文献
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薛蓓 《语文学刊:高等教育版》2013,(9):14-16
从认知语言学的角度看,N1＋＂与/及＂＋N2＋V这种同形多义句式主要是由两种情况造成的：1.句子的歧义：使用者主观上确定N1和N2关系,句中＂与/及＂的意义是确定的,只是由于各种限制,暂时无法判断而已。对于此类的＂与/及＂可利用语境消除句子歧义,判断＂与/及＂的词性;2.语词的模糊现象：使用者只是对事物或现象在某一方面形成概念,主观上不确定N1和N2关系,只知道可以采用N1＋＂与/及＂＋N2＋V这个句式,但是没有明晰地辨别其中的＂与/及＂究竟是并列连词还是介词时。对于此类的＂与/及＂可用语义框架的方法进行分析,总结归纳它在整个语义框架中的作用,而不拘泥于词性的划分。 相似文献
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薛蓓 《语文学刊:高等教育版》2013,(17):14-16
从认知语言学的角度看,N1+"与/及"+N2+V这种同形多义句式主要是由两种情况造成的:1.句子的歧义:使用者主观上确定N1和N2关系,句中"与/及"的意义是确定的,只是由于各种限制,暂时无法判断而已。对于此类的"与/及"可利用语境消除句子歧义,判断"与/及"的词性;2.语词的模糊现象:使用者只是对事物或现象在某一方面形成概念,主观上不确定N1和N2关系,只知道可以采用N1+"与/及"+N2+V这个句式,但是没有明晰地辨别其中的"与/及"究竟是并列连词还是介词时。对于此类的"与/及"可用语义框架的方法进行分析,总结归纳它在整个语义框架中的作用,而不拘泥于词性的划分。 相似文献
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William S. Maki 《Learning & behavior》1979,7(1):31-37
Pigeons performed a delayed matching-to-sample task in which they matched red and green disks as comparison stimuli to samples of food and no food. The birds were also taught a discrimination between two lines: vertical (S+) followed by food and horizontal (S?) followed by no food. The two kinds of trials were then chained in infrequent probes such that (a) S+ and S? preceded samples of food and no food, (b) a longer than usual delay occurred, and then, (c) the comparison stimuli were presented. Therefore, in probes when S+ preceded food and S? preceded no food, the samples were “expected. ” But in probes when S+ signaled no food and S? signaled food, the samples were “surprising. ” Matching to surprising samples was more accurate than matching to expected samples. This result completes a pattern of findings implying that surprising reinforcers enhance learning and also persist (are longer rehearsed) in short-term memory. 相似文献
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Laura Gosine Brianna Kean Chelsea Parsons Matthew B. McSweeney 《Journal of Food Science Education》2021,20(1):18-25
Three‐dimensional (3D) food printing is a new technology that can be used to produce personalized and customized food products. However, very little research has been completed on how 3D food printers could be used as educational tools. As such, the objective of this study was to evaluate how teachers (n = 6), dietitians (n = 6), and nutrition students (n = 11) envision the use of 3D food printers when disseminating information about food and nutrition. Focus groups were conducted with teachers, dietitians, and nutrition students. Initially, the participants were introduced to the concept of 3D food printing and then they were asked how they could use a 3D food printer in their teachings. The participants did not feel that a 3D food printer would enhance their teaching and instead felt it could confuse or frighten people. Also, all of the participants were worried about learning how to 3D print foods. The participants did state that people would be interested in watching a 3D food printer. Furthermore, the teachers and nutrition students indicated they thought a demonstration of a 3D food printer would lead to more interest in food and nutrition. Additionally, they thought a 3D food printer could be used to create visually appealing foods. Overall, until 3D food printers are found in residential and commercial kitchens, the participants did not think it would enhance their teachings; however, they did indicate that 3D food printing demonstrations could lead to students being interested in the food and nutrition fields. 相似文献
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Pigeons were allowed to observe a stimulus signaling food (S+) by pecking one side key of a three-key chamber, or a stimulus signaling extinction (S?) by pecking the opposite side key. Components were 30 sec long and separated by 3-sec blackouts (after extinction periods) or 3-sec access to an illuminated food hopper (terminating food periods). Pigeons came to peck the S+ key almost exclusively. When food and extinction periods were presented in random order, the S+ key was pecked in nearly every component. But when the components alternated in abab fashion, the probability of an S+ keypeck during extinction decreased (after 3-sec access to food) while remaining high in food components (after 3-sec blackout). This suggested the development of trace stimulus control by the stimuli separating the components and that redundant stimuli would maintain observing when they signaled food. Results were discussed in terms of traditional notions of conditioned reinforcement and were not seen as supporting information theory explanations of observing behavior. 相似文献
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Bennetf G. Galef 《Learning & behavior》1990,18(4):347-351
Rats that (1) either ate a small sample of one or two foods (Diet A or Diet B) or interacted with a demonstrator that had eaten either Diet A or Diet B, (2) ate both Diets A and B in succession, and (3) were made ill preferred whichever of the two foods they or their respective demonstrators had eaten. Although eating a food and interacting with a demonstrator that had eaten that food were each sufficient to enhance preference for the food, eating particles of food clinging to the fur of a demonstrator was not necessary for enhancement of preference for the food that a demonstrator ate. Subjects exposed to demonstrators they could not physically contact still exhibited enhanced preference for the food that their demonstrator had eaten. The data were discussed as indicating that although smelling a diet, eating a diet, and interacting with a demonstrator that had eaten a diet can each enhance preference for that diet, it cannot be inferred that eating a food, smelling a food, and interacting with a demonstrator that has eaten a food each affect diet preference via the same process. 相似文献
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Lynette M. Johnston Martin Wiedmann Alicia Orta‐Ramirez Haley F. Oliver Kendra K. Nightingale Christina M. Moore Clinton D. Stevenson Lee‐Ann Jaykus 《Journal of Food Science Education》2014,13(1):12-21
Identification of core competencies for undergraduates in food safety is critical to assure courses and curricula are appropriate in maintaining a well‐qualified food safety workforce. The purpose of this study was to identify and refine core competencies relevant to postsecondary food safety education using a modified Delphi method. Twenty‐nine experts representing food safety professionals in academia, government, and industry were given 2 rounds of questionnaires that specified initial food safety competencies, core domains, and subdomains. Competencies were defined as a set of skills, knowledge, and abilities that correlate to success of a trainee. The framework for which competencies were classified consisted of (1) core domains, defined as broad food safety subjects; and (2) subdomains, or more specific food safety subjects. The expert panel used a 5‐point Likert scale with an acceptance criterion, or consensus, of 75%, with a rating of “4” or greater. After 2 rounds of questionnaires and revisions from the expert panel, 5 core domains were established: (1) Food Production, Manufacturing, Retail, and Consumer; (2) Foodborne Hazards; (3) Public Health; (4) Legislation and Policy; and (5) Communication and Education. Specific responses from the experts highlighted areas in which further curriculum revision would be beneficial. This study provides a framework for the development of a vetted, standardized undergraduate food safety curriculum. The Delphi method, with its inclusion of professionals representing various sectors of food safety, provided relevant perspectives for curriculum design, and also allowed participants the opportunity to contribute to the education of future food safety professionals. 相似文献
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Rats injected with lithium chloride after ingesting familiar food pellets presented in textured metal sleeves learned aversions to the sleeved food. In a choice between sleeved and unsleeved food, the aversions were evident following conditioning with toxicosis delayed as long as 120 min after exposure to the sleeved food (Experiment 1). Texture-specific aversions resulted from procedures in which rats were exposed to food in both rough- and smooth-textured sleeves but were injected with lithium only in conjunction with one of the textures (Experiments 2–4). This differential aversion learning occurred when lithium treatment was delayed 30 min after exposure to the sleeved food (Experiments 3 and 4) and was equally evident in rats conditioned and tested in total darkness or in normal room-level illumination (Experiment 4). However, differential texture aversion learning was not observed with 90- or 300-min delayed toxicosis (Experiment 3). The present experiments highlight the importance of tactile cues in the poison-avoidance learning of species that handle their food during the course of ingestion. 相似文献
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The present experiment was undertaken to examine directly the diet sampling behavior of wild Norway rats (Rattus norvegicus) faced with a choice among familiar and unfamiliar foods. First-generation, laboratory-reared wild Norway rats ate from four food cups. Three of the food cups were in unfamiliar locations and contained unfamiliar foods. The remaining food cup was in a familiar location and contained a familiar food. Subjects in a control group were offered the familiar food in all four locations. We found (1) that subjects in experimental and control conditions took equal amounts of time to first visit food cups in unfamiliar locations, (2) that subjects in the experimental condition (those with access to unfamiliar foods) ate at unfamiliar locations at a slower rate than did subjects in the control condition (those with access only to familiar food), (3) that subjects in the experimental condition were no more likely than subjects in the control condition to eat at one unfamiliar location at a time, and (4) that following a bout of eating at an unfamiliar food cup, subjects in the experimental condition waited no longer than subjects in the control condition before eating from a different unfamiliar food cup. We interpreted these data as indicating that although wild Norway rats are hesitant to eat unfamiliar foods, once they begin to eat such foods, they do not sample among them so as to facilitate identification of any toxin present. 相似文献
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Four rats were trained to press a bar for food pellets and then were housed in operant chambers for 6 continuous days of choice-testing between obtaining pellets freely or by barpressing. There were two additional 3-day choice periods following more barpress training. It was found that (1) animals preferred to secure food by barpressing when initially placed in the choice situation and immediately following additional barpress training; (2) there was a subsequent decrease to very low levels of response-dependent food taken during choice testing; and (3) opening the chambers for daily maintenance during choice-testing caused a temporary increase in barpressing for food. Thus the previously reported stability of high rates of barpressing in the presence of free food is, at least in part, dependent upon short testing sessions. 相似文献
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Childcare Food Handling Employees’ Perceived Barriers and Motivators to Follow Food Safety Practices
Each year millions of children are enrolled in center-based childcare. Childcare employees are tasked with handling over half the children’s weekly meals. Proper food handling practices are crucial in mitigating this high-risk population’s risk of foodborne illness. The purpose of this study was to identify childcare food handling employees’ (n?=?278) perceived barriers and motivators to follow recommended food safety practices. Six important barriers and 14 key motivators to following recommended food safety practices were identified. Important barriers pertained to time restraints, workloads, and lack of understanding of the importance of following proper food safety practices. Key motivators were focused on children’s safety, available supplies, communication, and food safety training/information. Employee and facility characteristics were shown to influence perceived importance of barriers and motivators to following food safety practices. Childcare directors should review scheduling and job duties of employees as the majority of identified barriers focused on “work pace” and “time restraints.” Directors should also attempt to increase food safety communication through practical situational training, written food safety policies, and use of food safety signage to increase understanding of the importance of proper food safety practices. Ensuring proper supplies are available is necessary. 相似文献