共查询到20条相似文献，搜索用时 218 毫秒
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美国高校服务学习是一种将学业学习和社区服务有机结合的教育实践方法。文章从服务学习的运行理念、运行制度、运行方式和运行机构等方面探究美国高校服务学习的运行机制,把握运行特点,以期对我国大学生社会实践提供新的思路与启示。 相似文献
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当代美国高等教育处于世界领先地位,因此,研究其高等教育的特点和特色为我国的高等教育服务,具有一定的现实意义。文章从课程设置、课程考核、教学方法和手段,以及课程评估等方面对中关两国高校专业课教学进行比较研究,以期为我国高校专业课教学提供借鉴。 相似文献
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残疾人高等教育的高校支持延伸对于残障大学生更好地融入大学学习生活、提升残疾人高等教育质量具有显著意义。可从重视学前教育的准备支持、完善"中等—高等教育"的过渡支持、补充"高校毕业—就业"的后续支持、健全制度与政策及财政保障支持等方面采取措施,完善残疾人高等教育支持体系。 相似文献
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赵孝芬 《湖南科技学院学报》2012,(7):191-193
图书馆应该为包括残疾人在内的各阶层读者提供优质信息服务。文章通过分析目前我国残疾人状况与残疾人信息服务研究进展,从服务理念、法律政策、服务设施、信息资源及人力资源等方面探讨了图书馆如何保障残疾人信息权利,为新时期图书馆构建残疾人服务模式提供参考。 相似文献
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邢晓春 《中国远程教育(综合版)》2012,(7)
文章以作者在美国高校混合学习课程的学习体验为基础,对美国高校混合学习课程在学习支持服务、学习环境、学习活动设计与组织以及学习评价等方面的基本情况进行了介绍,并对其在教学目标、学习资源、有效性、学习参与度以及学习导航等方面的特点进行了分析. 相似文献
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文章分析了美国公共图书馆就业求职服务方面的先进经验,结合目前我国高校大学生就业求职的现状,阐述了这些先进经验对我国高校图书馆就业求职服务工作的启示。 相似文献
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Liu Shengjie 《大连大学学报》1992,(1)
文章系统具体地介绍了美国、英国等高等学校图书馆办好为读者服务工作的先进经验,同时提出了中国高校图书馆在哪些方面应该有所借鉴:如开架借书制、建立咨询制度,进行资料、信息有偿服务、建立协作网络等。本文希望通过外国高校图书馆先进经验的介绍,促进我国高校图书馆的发展,更好地为读者服务。 相似文献
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马晓春 《思想理论教育(上半月综合版)》2009,(23):69-72
美国高校在大学生就业服务方面建立了一套有效机制。我们可以从就业服务理念、就业服务过程、就业服务方式、就业指导队伍、就业信息服务、就业导向的教学支持系统等六个方面了解美国高校大学生就业服务的特点,从中吸取值得借鉴的宝贵经验,为解决当前突出的大学生就业难提供帮助。 相似文献
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美国高校社会服务的历史发展、主要形式与基本特征 总被引：9，自引：0，他引：9
美国高校社会服务职能的发展起步较早,先后经历了孕育、确立和发展三个阶段,取得了显著的成效,成为世界高等教育的成功范例.美国高校社会服务可谓形式多样、内容丰富,主要有高校与企业合作为社会服务和高校直接为社区服务等形式,具体内容包括科研服务、教育服务和咨询服务等多方面,其双向性、丰富性、针对性和实体化等特征对加强我国当前高校社会服务职能无疑具有积极的借鉴意义. 相似文献
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Nationwide survey of postsecondary education services for students with learning disabilities 总被引：1，自引：0，他引：1
Postsecondary services for students with learning disabilities vary a great deal from campus to campus, and published guides to postsecondary education services are often inaccurate and incomplete. A nationwide survey was conducted to investigate student service provisions in 2-year colleges and 4-year colleges and universities. The purpose of the study was to identify and catalog postsecondary education service goals and options for students with learning disabilities, and to determine differences between the goals service providers have for these students and services actually provided. The findings and their implications for service providers at both high school and college levels are discussed. 相似文献
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Postsecondary education for students with learning disabilities 总被引：2，自引：0，他引：2
Increasingly, students with learning disabilities are attending community colleges and traditional 4-year colleges and universities. This article presents the results of a review of the literature on services available or recommended for students with learning disabilities. The results suggest that postsecondary institutions have begun to provide a wide array of services to these students. There is little empirical evidence, however, on the effectiveness of those services. An agenda for future research is also discussed. 相似文献
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Federal legislation requires that students with disabilities receive services to assist them in the transition from high school to post-secondary life. Transition services must address students' understanding of their disability, learning strengths and weaknesses, career decision-making skills, and preparation for the increased demands of postsecondary education. This study surveyed coordinators of special services for students with disabilities at 74 colleges and universities in New York state. Respondents provided their perceptions of how well the students they served had been prepared by the transition services they had received in high school. Overall, little satisfaction with transition services was expressed. Respondents were most satisfied with high schools' provision of updated evaluations for students prior to enrollment in college, and they rated students' preparation for self-advocacy as the greatest weakness of current transition services. 相似文献
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在共享经济时代下,各类共享服务已进入大学生的日常生活,它们为高校服务育人内容也带来了变化。为做好服务育人工作,高校要创建服务育人共同体的格局和体制,在共享经济时代背景下,用与时俱进的服务理念为服务育人工作提供制度保障,用有形的、无形的、立体的、全方位的服务开展育人工作。文章通过问卷调查、访谈,就高校服务育人共同体的内涵、架构、机制进行了集中研究。 相似文献
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Valerie Thompson-Ebanks Michelle Jarman 《International Journal of Disability, Development & Education》2018,65(3):286-303
The purpose of this qualitative study is to explore the reasons university students with nonapparent disabilities gave for formally disclosing their disability and seeking the university’s disability services or not and the consequences they associate with their decisions. Conducted in a Mid-western four-year university, nine students with self-identified nonapparent disabilities participated in the study. Qualitative semistructured interviews were conducted to gather in-depth data from participants. A five-stage approach to qualitative data analysis was adapted to analyse the data. The findings indicate positive experiences with formal disability disclosure, but revealed barriers impeding students’ desire to disclose. Recommendations challenge colleges and universities to create an inclusive ethos for all students with disabilities by removing barriers impeding their full participation in academia. 相似文献
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Four-year colleges and universities identified as offering special programs for post-secondary students with learning disabilities were surveyed to determine the types of services provided. Results related to students served, assessment and referral procedures used, academic and nonacademic services offered, and procedures employed for staff training are discussed in this article. 相似文献
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Laurie L. Finn 《Community College Journal of Research & Practice》2013,37(7):629-639
Students with learning disabilities (LD) from selected Midwest colleges and universities participated in a study to determine the differences between LD programs at community colleges and four-year institutions; the level of satisfaction with college LD programming; and the services most important to students. Focus groups were held at five institutions including two community colleges, two independent institutions, and one public university. Focus group participants included male and female students aged 16 to 56 years and enrolled in freshmen through graduate levels. The literature suggests that the focus of LD programs and the types of services vary between two-year and four-year institutions due to differences in missions and the characteristics of the students served. However, results from the data in the present study reveal that the types of LD services offered among the institutions participating in the research were quite similar, but the quality of services varied. Students at the large public university had difficulty getting note takers, books on tape and tutors, and obtaining adequate assistance from LD staff. Participants from the smaller community colleges and private colleges and universities considered the smallness of their institutions to be a benefit. The LD program was easily accessible and LD staff were always available. Although the participants in the study who had received LD services in high school believed the services at their college or university were comparable or better, existing programs need to be evaluated to identify services in need of improvement. 相似文献
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“学生支持服务”项目是一项美国于20世纪60年代设立的联邦教育项目，旨在通过对第一代大学生等处境不利的学生提供支持服务，有效提高其高等教育成就。在设置理念与性质方面，该项目重视高等教育中的文化因素，采用非经济化的项目准入标准和服务内容，强调形成支持性的文化氛围，以促进处境不利学生的学业成就。在具体设置和运营方面，该项目在国家层面以法律保障项目的地位来运营，由教育部分配项目基金，而具体运作由高校开展，便于为学生提供有针对性的支持服务，三者结合构建了健全的支持体系。“学生支持服务”项目促进了美国高等教育的公平发展与质量提升，其实施经验对于完善我国普及化时代的高等教育学生支持体系有一定借鉴价值。 相似文献
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Hsin Yi Wang Min-Chi Wang 《International Journal of Disability, Development & Education》2019,66(5):478-491
AbstractSchool resource room guidance personnel handle services to students with disabilities in institutions of higher education in Taiwan. This study conducted a survey of the kind of work performed by university and college resource room guidance personnel, and used a questionnaire to investigate 244 such personnel. This questionnaire contained ‘background variables’ and ‘five major aspects of work’ sections; the five major aspects of work were ‘reporting diagnoses’, ‘recruiting and examination services’, ‘individualized support plans’, ‘barrier-free services’ and ‘assistance with activities’. The findings indicated that differences existed in the work situation of guidance personnel of different ages, years of service, school type, night shift, work evaluation and incentive mechanisms and handling services apart from special education. No significant differences were found in gender, marital status and educational attainment. Based on these findings, the researchers made recommendations about resource room guidance personnel and their work situation at universities and colleges in Taiwan. 相似文献