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1.
实施人才强校战略推进地方高校高层次人才队伍建设 总被引：2，自引：0，他引：2
实施人才强校战略,加强高层次人才队伍建设是事关地方高校改革和发展的全局性问题。文章分析了地方高校高层次人才工作面临的主要问题,阐述了地方高校高层次人才队伍建设应采取的六个对策。 相似文献
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地方高校高层次人才引进现状评析 总被引：1，自引：0，他引：1
加强高层次人才引进工作是推动地方高校事业快速发展的根本大计。本文首先明确地方高校高层次人才引进的重要意义,分析地方高校在高层次人才引进中存在的问题,并提出一些有意义的思考和建议。 相似文献
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地方高校在引进高层次人才时面临着严峻的形势,同时也存在着一些问题,这些都与缺乏有效的人才评价和激励机制有关。本文在分析高层次人才特性的基础上,对地方高校高层次人才引进的评价机制和标准以及激励机制进行了初步的探讨。 相似文献
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地方高校推进人才战略的思考 总被引：1，自引：0，他引：1
郭涛 《宁波大学学报(教育科学版)》2007,29(2):130-132
当前高校特别是地方高校普遍面临人才流失的问题,如何稳定教师队伍、有效吸引高层次紧缺专业人才,是地方高校人才战略中亟待解决的棘手问题,本文梳理了当前高校人才流动、引进与培养的几种基本形式,在全面分析地方高校人才情况的基础上,提出了地方高校推进人才战略的一些建议。 相似文献
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中西部地方高校高层次人才队伍建设研究与探讨 总被引：1，自引：0，他引：1
人才资源是我国经济社会发展的第一资源,人才优势是根本性优势。高层次人才数量多少、质量优劣、水平高低是体现地方高校办学层次的重要标志之一。文章介绍了中西部地方高校高层次人才队伍建设存在的问题．对产生问题的原因从,主观和客观两个方面进行了分析．提出了解决问题的对策。 相似文献
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杨春芳 《天津市教科院学报》2013,(5)
通过对天津市部属高校和地方高校高层次人才资源现状进行比较,发现地方高校高层次人才资源综合实力明显落后于部属高校.地方高校加快高层次人才资源开发必须创新人才资源开发机制,包括构建有效的高层次人才资源共享机制;建设学科特区,以高层次人才引领人才队伍整体发展机制;顺应人才流动趋势,完善柔性借智培智机制;完善未来人才资源开发的长效机制. 相似文献
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苏艳飞 《牡丹江教育学院学报》2015,(5)
一些地方高校照搬或模仿重点高校的翻译课程设置,不能满足新形势下社会对高层次翻译人才的期待.针对此问题,研究国内外部分高校的翻译专业课程设置,调查分析社会对高层次优秀翻译人才的能力要求,以及学生的翻译能力、双语水平、综合知识储备、兴趣和就业意向对高层次翻译人才培养的影响;结合地方高校的实际情况,从社会和学生需求角度探讨地方高校的翻译专业课程设置;以四川文理学院为例,设计了一种适用于地方高校的翻译专业课程体系. 相似文献
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目前，我国乡镇企业的法律人才短缺，应针对这种状况，利用乡镇企业成人中等专业学校加大培养力度。本文是从乡镇企业法律人才培养的必要性、培养形式和如何教学、如何对法律人才的知识更新等几方面加以探讨，目的是促进我国乡镇企业的健康、快速发展。 相似文献
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The transformation of higher education systems under the pressure of new needs required by the “society of knowledge” in France and Italy has had a deep effect on the relationship between state and university, and therefore a direct impact on university governance. This article sums up the main results of a research carried out on university Présidents in France and Rettori in Italy, with the aim of understanding their views about the changing process in higher education systems and the related impact on their leading role. There emerges a picture of systems transiting from a traditional centralised Napoleonic structure to a new one where the growing autonomy requires a different kind of governance not previously experienced, and thus not easy to implement mostly because of the resistance coming from universities themselves. The majority of Presidents and Rectors seem aware of the changing process and the related problems even if they do not all agree upon feasible trends to follow. Such a disagreement appears to be an understandable consequence of the unstable and unpredictable direction of the changing situation in the two systems. 相似文献
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Richard Pearse 《International Journal of Educational Development》1985,5(1):11-26
The study uses data from a census survey, augmented by school enrolment statistics, to analyse factors related to inequality in participation in schooling in Indonesia. It is argued that the census-type survey provides a very useful means by which participation can be monitored in developing countries and it also provides a particularly valuable basis on which to examine relationships between socio-economic and, to a lesser extent, educational variables and participation. The results obtained indicate that while some socio-economic characteristics of families are the source of expected significant inequalities, other characteristics, such as sex differences and the distinction between farm and non-farm families, do not relate to participation for certain levels of schooling and in urban areas. 相似文献
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Marianna Papastephanou 《Educational Philosophy and Theory》2013,45(13-14):1493-1515
Many educational theoretical approaches to cosmopolitanism tend towards an unconditional appreciation of mobility, diversity and rootlessness. The recent interest of educational philosophy in the rhizome, de-territorialization and diversity contributes to this understanding of cosmopolitanism as movement across a borderless and imperfect world. Without downplaying such insights (and related political education), this article displaces and de-temporalizes them. It takes the form of a parody of the rhizome to view those insights from a different perspective and make them strike a different pedagogical note. 相似文献
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地方高师院校音乐教师职业倦怠探析 总被引：1，自引：0，他引：1
职业倦怠是影响地方高师音乐教师职业素质、心理健康的不利因素,其身体的衰竭、认知的扭曲和行为的异常,影响着地方高师院校音乐教师素质的全面发挥。文章主要从社会因素、学校因素、工作因素以及个人因素四个角度具体分析地方高师院校音乐教师产生职业倦怠的原因,并寻求解决策略。 相似文献
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James M. Small 《Higher Education Quarterly》1995,49(2):113-127
Reform in higher education is a topic of great interest world-wide because of the financial pressures facing institutions and the increasing demand for access. Also there is a perceived reluctance to respond to the political will of governments and the forces of the marketplace. Universities and colleges are accused of being complacent, unresponsive, and more concerned about maintaining their autonomy and self-interests than in providing service to the public.
Canadian higher education is not immune from such criticism, but the extent to which it is justified is by no means clear. In order to explore the responsiveness of Canadian universities and colleges to the forces of change, two surveys were recently conducted to obtain an institutional perspective. The findings reveal that higher institutions in Canada are in a ferment of change, but the changes described are more in the nature of responses to forces in the social, financial, and political environment than policy-driven, sustainable, long-range, system-wide reforms.
The surveys confirm patterns of change found in other federal nations and reflect a government strategy of self-regulation blended with fiscal controls. Provincial governments have shown a reluctance to bring about change by legislation, but the threat of legislation is a powerful incentive for reform, without compromising the essentially autonomous nature of the institutions. 相似文献
Canadian higher education is not immune from such criticism, but the extent to which it is justified is by no means clear. In order to explore the responsiveness of Canadian universities and colleges to the forces of change, two surveys were recently conducted to obtain an institutional perspective. The findings reveal that higher institutions in Canada are in a ferment of change, but the changes described are more in the nature of responses to forces in the social, financial, and political environment than policy-driven, sustainable, long-range, system-wide reforms.
The surveys confirm patterns of change found in other federal nations and reflect a government strategy of self-regulation blended with fiscal controls. Provincial governments have shown a reluctance to bring about change by legislation, but the threat of legislation is a powerful incentive for reform, without compromising the essentially autonomous nature of the institutions. 相似文献
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杨春霞 《广东技术师范学院学报》2001,(3):64-67
英汉翻译最终是要追求两种语言对同一认识内容在内在本质上相通、相合的表达,这固然需要语言外在形式上的契合,然而由于两种语言自然构成和文化系统上的差别,达到其内在本质上相符的"神合"境界,必须以一定程度上语言外在形式的背离为条件.以"貌离"的方式达到"神合",是英汉翻译中不可避免的现象. 相似文献
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《Chinese Education & Society》2013,46(2-3):6-12
Just at the time that the Communist Manifesto appeared, a momentous revolutionary movement broke out on the European continent. The sparks of revolution were first touched off in Italy and then spread throughout a vast area from Paris to Vienna, from Berlin to Budapest. At the time of conflagration, the revolutionary tasks faced by each country were not entirely the same. In some countries completion of the bourgeois democratic revolution was demanded; in some, throwing off the rule of foreign powers and winning national liberation was required; and in others it was necessary to put an end to division and bring about unification of the country. Viewed as a whole, the task was to complete the national democratic revolution. At the time, the bourgeoisie in Europe feared the proletariat, which stood behind them, and their revolutionary spirit was greatly weakened. The proletariat, as an independent political force, played a guiding role. "Everywhere the revolution wa13 the act of the working class: the workers built the barricades; the workers gave their lives in the cause."1 相似文献
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The well-established tradition of teaching andlearning in India has retained its inherentstrength even under adverse circumstances. Thepost-independence period was characterized bymajor efforts being made to nurture andtransform teacher education. The system ofteacher preparation has come under considerablepressure as a result of the expansion andgrowth of school education, through efforts touniversalize elementary education. Havinginherited a foreign model of teacherpreparation at the time of independence fromBritain in 1946, major efforts have been madeto adapt and up-date the teacher educationcurriculum to local needs, to make it morecontext based, responsive and dynamic withregard to best meeting the particular needs ofIndia. The current system of teacher educationis supported by a network of national,provincial and district level resourceinstitutions working together to enhance thequality and effectiveness of teacherpreparation programs at the pre-service leveland also through in-service programs forserving teachers throughout the country.The changing role of teachers and the changingdefinitions of teacher effectiveness have beenincreasingly studied and analyzed, withresearch undertaken and the outcomes being fedback into the system to facilitate the processof education reform. The current focus ofresearchers, policy makers and practitionerswith regard to teacher education is on thedevelopment of professional competencies, andon the most effective ways of achieving higherlevels of commitment and motivation forhigher-level performance on the part ofteachers. In addition, important possibilitiesare arising with regard to current developmentsinvolving the new information and communicationtechnologies. As a result, teacher educationin India is on the brink of a majortransformation. 相似文献
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This paper aims to research practices of resistance as an important part of agency in primary school classrooms. By combining a post-structural theoretical frame with a critical ethnographic research approach, it understands children’s resistance as an ordinary practice, as a necessary response to structures and practices of the classroom setting. It argues that agency needs to be resistant to some extent, because otherwise it would be merely submission or adaptation. How agency can emerge depends on the social position of the student, which influences the way in which she or he is able to anticipate (more or less implicitly) spaces for resistant agency and also how he or she is addressed in the classroom and beyond. An ethnographic case study of German lessons in a third-grade primary class in a German school shows how resistant agency manifests and how it might be restricted when it comes to racialised subject-positions in the classroom. 相似文献