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《基础教育改革动态》2007,(6):31-34
近年来，在“三个代表”重要思想和科学发展观的指引下，我省职业教育呈现出蓬勃发展的良好势头，基本形成了以中等职业教育为主体，初、中、高等职业教育相衔接，与普通教育相沟通的职业教育体系和全社会重视职教的良好氛围，尤其是通过不断加强和扩大东部对西部、城市对农村的联合招生合作办学，职业教育的办学规模进一步扩大。2006年，全省325所中等职业学校共招生11．3万人，比上年增加2．2万人，增长24%；在校生达到25．9万人，比上年增加近4万人c．职业教育服务经济建设和社会发展的能力显增强。[第一段] 相似文献
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侯靖方 《中国职业技术教育》2002,(6):14-15
新世纪开局的2001年是我省职业教育改革和调整力度最大的一年.年初,省政府组织有关部门深入到市、县调研,在此基础上召开全省职教工作会议,以江总书记在全教会议上的重要讲话精神统一各级政府和部门领导的思想,形成了职业教育必须"做大做强"的共识,做出了加快职教改革和发展的一系列战略性决策.这一年,全省各类高中段学校共招生44.6万人,比上年增加5.4万人,初升高比例达79.9%.其中普高招生22.4万人,中职招生22.2万人,普职招生比由2000年的53:47转变为50.2:49.8.中职招生总量比上年增加3.8万人,增幅达20.6%,5年来招生增幅首次超过普通高中. 相似文献
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潘丽萍 《山西教育(综合版)》2007,(11):4-6
"十一五"期间,我省教育发展与改革的具体发展目标是:"普九"人口覆盖率达到100%,初中毛入学率保持在98%以上,初中三年保留率达到95%以上,初中辍学率控制在2%以内,学前三年毛入园率达到60%以上,残疾儿童、少年九年义务教育普及程度明显提高。高中阶段教育毛入学率达到85%左右,在校生规模达到145万人,普通高中教育与中等职业教育的招生规模大体相当。高等教育毛入学率达到28%左右,高等教育在校生规模达到86万人,其中普通本专科在校生规模达到54万人左右,在学研究生达到2万人左右。高等职业教育招生规模占高等教育招生规模的一半以上。15岁以上人口平均受教育年限达到9年左右,新增劳动力平均受教育年限达到11年以上,从业人员中大专及以上学历的人员比重达到10%左右,青壮年文盲率控制在1%以内。 相似文献
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安徽教育厅 《中国职业技术教育》2005,(10):8-9,12
2002年全国职教工作会议以来,我省职业教育在教育部的大力支持下,省委、省政府强力推进,广大职教工作者抢抓机遇、奋力拼搏、扎实工作,实现了连续三年的跨越式发展.2004年,全省中等职业学校招生26.08万人,比2001年增加14.02万人,增幅116%,中职招生占高中阶段比例达到39.3%;高等职业教育迅速崛起,高职高专学校招生10.58万人,占省属高校招生总数的61.94%.全省职业教育形成紧贴地方经济、与普通教育共同发展的新格局. 相似文献
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杨泉明 《中国职业技术教育》2002,(6):16-18
一、"九五"以来四川职业教育改革发展的现状 1.职业教育事业发展保持基本稳定目前,全省有各类中等职业学校969所,在校学生54万人,占高中阶段在校学生的48.9%,基本保持了高中阶段教育协调发展的格局.高等职业教育得到了迅速发展,目前全省有独立设置的高等职业技术学院9所,招收中等职业学校毕业生的"对口高职"招生计划数已占高等教育专科层次招生计划的25.1%;38所重点中职校开展了"五年一贯制"高职教育的试点工作,年招生规模已达13 500人,中职通往高职的渠道已经形成. 相似文献
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湖北省人民政府 《中国职业技术教育》2002,(18):26-27
湖北省国土面积18.6万平方公里,总人口5 974万,其中农业人口占59.41%.2001年国内生产总值(GDP)达到4 662.28亿元,其中农业占14.9%.近几年,我们围绕经济建设中心,大力发展职业教育,在服务农业、农村、农民方面迈出了坚实的步伐,取得了明显的成效.去年全省农民的人均纯收入比上年增长83.5元,达到2 352元,科技教育在农业增长中的贡献率提高到46%以上. 相似文献
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在2006年全国职业教育工作会议暨中职招生工作会议上的讲话 总被引：2，自引：0，他引：2
刘占山 《中国职业技术教育》2006,(9):8-12
在这次招生工作会议上周济部长发表了十分重要的讲话。充分肯定了“十五”期间职业教育改革与发展取得的成就．并对“十一五”时期职业教育与成人教育改革发展的主要任务和2006年的重点工作做了全面部署，特别是对去年中职招生工作基本完成扩招100万的任务给予了赞扬。认为中等职业教育的蓬勃发展，初步实现了教育结构调整的战略意图．促进了高中阶段教育的协调发展，是教育工作落实科学发展观的一个重要体现。周济同志在讲话中对2006年的中等职业教育招生工作提出了明确要求。要求中等职业教育要在2005年招生总量的基础上继续扩招100万。达到750万人。力争2007年基本实现中职招生规模与普通高中教育大体相当。这是2006年职业教育工作中一项具有全局性的重要工作。下面我就贯彻落实周济部长讲话精神，做好2006年中等职业学校招生工作讲几点意见： 相似文献
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《中国职业技术教育》2004,(20):61-62
我国中等职业教育招生规模继续回升教育部日前公布的《2003年中国教育事业发展状况》显示,我国中等职业教育稳步推进。2003年,全国中等职业教育(包括普通中专、职业高中、技工学校和成人中专)共有学校1.48万所,招生509.53万人,比上年增加35.98万人,增幅7.6%;在校生1254.68万人,比上年增加63.87万人,增幅5.4%。全国有27个省、自治区、直辖市中职招生比上年有较大增长,其中有些地方增幅达到40%以上。据教育部职业教育与成人教育司有关负责人介绍,近年来各地坚持适应市场需求,调整专业结构,加强就业指导,努力提高毕业生就业率,建立就业与招生互… 相似文献
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Sue Greener 《Interactive Learning Environments》2016,24(4):663-664
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李翠珍 《沈阳教育学院学报》2000,2(3):93-95
初二是抽象思维形成的阶段,我们应激发学生的学习热情,培养他们的积极性、主动性和创造性,使他们积极思维,善于思考,鼓励他们树立自信心。 相似文献
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Angela Anning 《The International Journal of Art & Design Education》1999,18(2):163-172
Young children enter formal schooling with a repertoire of modes of representation with which they try to make sense of the world – drawing, modelling, role play, storying, emergent literacy and numeracy. In drawing they use mark making for kinesthetic pleasure and later learn to repeat patterns and shapes intentionally. From these repeated marks they begin to explore the potential of drawings to represent what they know. A parallel set of drawing strategies with an explicit communicative function develop through social relationships at home or in pre-school/care settings. Children observe and mimic modes of representation and absorb the semiotics modelled by adults or older children in the community/culture[s] in which they are reared. On entering formal school, the messages children receive from the culture of classrooms is that the modes of representation that are valued are the formal symbolic modes of literacy and numeracy whereas teachers perceive drawing as useful for occupational or recreational purposes. Ironically, as children are cultured into ‘academic’ achievements, they lose out on opportunities to engage in alternative modes of representation/symbolic systems, which may offer opportunities for cognitive challenge at higher levels. Thus, whilst pushing children to perform ‘academically’ in the early stages of schooling, we underestimate them ‘intellectually’. At elementary school level children’s mark-making is shaped into a ‘catch-all’, narrative/representational style of drawing across all subjects. Children often elect to explore their own personal, culturally specific ways of drawing outside school as ‘home art’. In school their capabilities in using alternative modes of representation as tools for learning wither away. 相似文献
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在英语学习过程中，介词的学习和使用是比较重要的方面，需要在弄懂其确切含义的前提下，努力加以掌握，本文着重探讨了成语介词due to(因为）和owing to(因为）的相同和不同之外，以期引起英语学习者的注意，掌握好成语介词，进面为学习英语打好基础。 相似文献
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In this paper Fiona Reeve, Jim Gallacher and Terry Mayes of Glasgow Caledonian University, bring together two current themes in higher education, work‐based learning and the use of new technology in teaching and learning. The paper begins to explore their interaction by examining the ways in which new technology can help to overcome some of the barriers which exist to work‐based learning. To begin this analysis a general model of a WWW‐based learning resource is described which has relevance for a range of open learning contexts. A central aspect of this model is the use of communication technologies to promote the creation of learning dialogues. The way in which this general model might be applied to work‐based learning is then examined. Having suggested that such a model has much to offer work‐based learning, some of the constraints which might be encountered on implementation are then identified. Finally, the authors conclude that it is in promoting more and better forms of communication that new technology can contribute towards work‐based learning practice. 相似文献
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猜想与假设是科学探究的重要环节之一.本文结合教学案例,分别讨论了如何运用演绎法、归纳法、类比法、直觉法等物理思维方法引导学生猜想与假设. 相似文献
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Margaret Perkins 《English in Education》1999,33(3):62-69
The National Curriculum for Initial Teacher Education in English is specific and detailed about the knowledge expected of primary teachers. Shulman (1987) argued that teachers transform this sort of subject content knowledge into something accessible and meaningful to their pupils and this knowledge is described as ‘pedagogic content knowledge’. Medwell et al. (1998) found that effective literacy teachers only knew literacy in the way that they taught it. The research project underpinning this article aimed to explore student teachers' conceptions of the teaching of reading in order to find out what they thought they were teaching when they taught reading. It was thought that the personal reading histories of the students would impact on their developing conceptions of teaching reading. This article traces one student, Gordon, through the year of his PGCE course. In the form of dialogue between Gordon and the researcher developing understanding is articulated. Three different types of reading are described: decoding, making meaning and engaging. Reading is seen as a transformative process, where the reader is both within and outside the text. This has implications both for the conception of reading contained within the curriculum and the way it is implemented within the classroom. A teacher can only introduce children to experiences and ways of reading that are known to herself. It is argued, therefore, that student teachers need to extend the boundaries of their own reading and so appreciate the wide range of ways in which meaning is constructed and readers are created. 相似文献