谈中美高校学生的教育管理     

陈祖福 《湖南师范大学教育科学学报》2005,4(6):61-63

大学生教育管理是高等学校的核心，它关系到国家人才培养的质量，关系到社会的发展进步。笔者通过访美考察发现，美国在高等学校学生教育管理的适度、规范及效率等方面有许多经验值得我们学习。  相似文献   

企业管理的中庸方法     

蔡年生 《泰州职业技术学院学报》2011,11(5):1-3

“中庸”是一种哲学的思维方式,其中蕴含着丰富的管理价值,其核心内涵是寻求适度与合理。提出将中庸之道运用于企业管理实践,有助于纠正管理实践中存在的偏颇问题,建立组织中和谐的人际关系,达到企业的多方面宏观平衡,有助于企业在管理上避免极端,实现双赢。  相似文献   

Can a systematic assessment moderation process assure the quality and integrity of assessment practice while supporting the professional development of casual academics?     

Gail Crimmins  Gregory Nash  Kristel Alla  Ginna Brock  Bree Hickson-Jamieson 《Assessment & Evaluation in Higher Education》2016,41(3):427-441

There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation within the academy. Concurrently, the quality assurance of teaching and assessment in higher education has become a central focus of the government-funded regulatory organisation, the Tertiary Education Quality and Standards Agency (TEQSA). Situated within this context, we report on an assessment moderation process that could support casual academics’ contextualised professional development, generate a sense of connectedness and collegiality and fulfil the requirements of TEQSA. Such processes may ensure that workforce growth in the higher education system supports a robust quality assurance and regulatory framework.  相似文献   

The judgement processes involved in the moderation of teacher-assessed projects     

Victoria Crisp 《牛津教育评论》2017,43(1):19-37

Classroom-based assessments have the potential to enhance validity by facilitating the assessment of important skills that are difficult to assess in written examinations. Such assessments tend to be marked by teachers. To ensure consistent marking standards, quality assurance procedures are needed. In the context of continued debate over the robustness of assessment by teachers, this research aimed to provide insights into the cognitive and social processes involved in the moderation of project work in General Certificate of Secondary Education qualifications (taken by many 16 year olds in England). The research involved nine examiners across three subject areas ‘thinking aloud’ whilst moderating the marks given to six students (treated as a mock school). The participants were also interviewed. These methods were chosen to provide an in-depth look at the judgement processes involved. The research provides an improved understanding of moderation judgements and how aspects of this process relate to existing theories of judgement. Improving our understanding of the judgement processes involved when an examiner moderates teacher marking can help to evaluate the appropriateness of this assessment method, may contribute to debate on whether teacher marking can be sufficiently well verified by quality assurance procedures, and may inform moderation practice.  相似文献   

劝说中的中庸主义——对医疗广告的语篇分析     

杨坚定 《浙江教育学院学报》2011,(6):1-6

广告语篇的劝说目的通常是很明显的,作者会运用语言资源来赞扬其产品。而该篇医学广告语篇作者的立场却是不褒不扬。语篇运用力度资源体现作者的中庸主义的立场,增强了语篇的说服力;运用介入资源中的杂言使得论证客观、可信;通过说一不二的实验数据表明命题的确定性,最终达到劝说读者的语篇目的。  相似文献   

Endorsing achievement goals exacerbates the big-fish-little-pond effect on academic self-concept     

Sofie Wouters  Hilde Colpin  Jan Van Damme  Karine Verschueren 《教育心理学》2015,35(2):252-270

The big-fish-little-pond effect (BFLPE) model predicts students’ academic self-concept to be negatively predicted by the achievement level of their reference group, controlling for individual achievement. Despite an abundance of empirical evidence supporting the BFLPE, there have been relatively few studies searching for possible moderators. Integrating the BFLPE model with Achievement Goal Theory, the present study aims to determine whether the negative effect of class-average achievement on academic self-concept is moderated by individual and class-average achievement goals. Our sample comprised of 2987 students (50% boys) from Grade 6 in 112 elementary schools in the Flemish region of Belgium (174 classes). Applying multilevel modelling, we found a stronger BFLPE when students’ individual achievement goals were higher, regardless of the specific nature of these goals. The BFLPE was not moderated by class-average levels of achievement goals. Overall, our findings demonstrate that the BFLPE is moderated by individual goal-related factors.  相似文献   

Exploring moderational and mediational relations among word reading,vocabulary, sentence processing and comprehension for struggling adult readers     

Daniel P. Feller  Amani Talwar  Daphne Greenberg  Ryan D. Kopatich  Joseph P. Magliano 《Journal of Research in Reading》2023,46(3):312-331

  相似文献   

土地规模化经营对农村产业融合发展的影响及作用机制     

曾龙  陈淑云  付振奇 《资源科学》2022,44(8):1560-1576

随着农地流转的深化,土地规模化经营能否促进农村产业融合发展亟待研究。本文基于中国省级面板数据,通过测算农村产业融合发展水平,利用双向固定效应模型和系统广义矩估计方法,实证检验土地规模化经营对农村产业融合发展的影响及其传导机制。进一步基于2020年CLES农户调查数据,利用Logit模型探究了土地规模化经营影响农户参与农村产业融合发展行为的微观基础。研究表明：①从宏观层面来看,土地规模化经营对农村产业融合发展具有推动作用,影响机制分析表明其受到农村劳动力转移和农村居民收入水平的正向调节作用,且是通过提升农村居民收入水平来推动农村产业融合发展。②从微观层面来看,土地规模化经营推动了农户参与农村产业融合发展行为,且是通过提高农户参与农业技术培训积极性来推动农户家庭参与农村产业融合发展行为。因此,推动土地规模化经营与实现农村产业融合发展在政策目标上具有协同性,为实现农村产业融合发展,政府应实施有利于土地规模化经营的配套制度,拓宽农村居民收入渠道,有序推进农村劳动力转移,完善农业技术培训服务,助力农村产业融合发展。  相似文献   

浅议当好班主任应把握好的六个度     

高峰官 《科教文汇》2014,(32):15-16

班主任是班级管理的第一责任人,肩负着一个班级学生的思想引导、习惯培养、学业进步、个性发展的引领统筹责任,需要有深厚的学识魅力和高尚的人格魅力。班主任必须具有丰富的教育智慧,把握好引领学生成长的几个度。做到对学生价值观的引领要有深度,尊重关爱学生要有热度,听取师生意见要有气度,开展班级活动要有广度,班级管理制度实施要有力度,对学生的严格要求要有适度。  相似文献   

浅谈思想品德课教学中多媒体教案的设计与运用     

张潮勇 《科教文汇》2011,(32):99-99,108

我们现今的思想品德教学在关注知识的同时,更加强调和强化学生能力的培养、良好价值体系的导引作用。因此在思想品德课的实际教学中,我们需要不断强化生活性和教学的针对性,使本课程内容与学生的实际需求紧密联系。为此我们在思想品德的教学过程中要始终坚持＂再现生活、据于现实、又高于现实＂的理念,积极实践＂知行——行知＂的统一。在现代教育技术的支持和新课改的形势下,课堂教学发生了新的变化。在这些年的教学实践中,我积极对思想品德课教学中多媒体教案设计与运用进行了一些思考和探索,得出了如下几个原则：①趣味性原则;②思想性（启发性）原则;③层次性与适度性原则。  相似文献