排序方式： 共有93条查询结果，搜索用时 15 毫秒
71.
文章在对我国公共医疗健康信息增值利用现状分析的基础上,对增值利用中的障碍进行了初步分析,提出了应从公益性原则出发,优化公共医疗健康信息采集、质量标准、共享信息链,促进我国公共医疗健康信息资源增值利用. 相似文献
72.
Parental involvement in public education is an expression of joint responsibility between parents and the state in which parents are expected to comply with current educational policy. Moreover, parents are often perceived as reactive, whereas the educational administration is seen as proactive, mainly by reducing barriers and establishing mechanisms for parental involvement. Referring to proactive involvement in which parents practice noncompliance while fighting the system, this study conceptualizes ‘parental entrepreneurship.’ The practical aspects of parental entrepreneurship are analyzed based on three well-known manifestations: homeschooling, the integration of children with special needs, and parental cooperatives within early childhood education and care. Parental entrepreneurship further exemplifies the blurry boundaries between parents and administration as regards children’s education and demonstrates that the entrepreneurial role parents may play in reforming formal public education. Parental entrepreneurship also illuminates the ongoing renegotiation of the foundations of the social contract between parents and the government, primarily in relation to professionalism, legitimacy, and authority. 相似文献
73.
深圳30年不断的释放经济活力,减少政府部门对这个领域的过度干预,创造了一个广泛认可的经济奇迹。然而,在多年经济高速发展后,尽管经济活力得到较为充足的释放,但一方面经济领域内的深层矛盾一直未能在自身领域内得已解决;另一方面经济发展面临透支未来资源、国民未能同步享受改革红利的公平问题,经济领域之外的＂反向运动＂—社会改革,正逐步进入公众视野。 相似文献
74.
陈敏娜 《深圳信息职业技术学院学报》2009,7(3):16-19,31
大学阶段是心理健康发展的关键时期,在各种影响心理的因变量和自变量的共同作用下,大学生心理状态处于一个不断变化的过程中,这些变化最终影响甚至改变大学生的整体发展方向。本文通过研究各变量之间的关系和变化轨迹,提出从动态管理、多因素管理、个体化管理、认可管理等四个方面促进大学生心理健康。 相似文献
75.
多媒体网络技术的迅速发展,为教与学带来了全方位的变化.由于学生的情感态度等存在差异,造成对同一问题情境的不同感受.教师充分发挥网络的优势,构建了多层次的问题情境,使学生可以自由选择,探讨问题. 相似文献
76.
Minna Torppa George K. Georgiou Pekka Niemi Marja-Kristiina Lerkkanen Anna-Maija Poikkeus 《Annals of dyslexia》2017,67(1):42-62
Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this phenomenon. Finnish-speaking children (n?=?1963) were assessed on reading fluency and spelling in grades 1, 2, 3, and 4. Dissociation groups in reading and spelling were formed based on stable difficulties in grades 1–4. The groups were compared in kindergarten phonological awareness, rapid automatized naming, letter knowledge, home literacy environment, and task-avoidant behavior. The results indicated that the double dissociation groups could be identified even in the context of a highly transparent orthography: 41 children were unexpected poor spellers (SD), 36 were unexpected poor readers (RD), and 59 were poor in both reading and spelling (RSD). The RSD group performed poorest on all cognitive skills and showed the most task-avoidant behavior, the RD group performed poorly particularly on rapid automatized naming and letter knowledge, and the SD group had difficulties on phonological awareness and letter knowledge. Fathers’ shared book reading was less frequent in the RD and RSD groups than in the other groups. The findings suggest that there are discernible double dissociation groups with distinct cognitive profiles. This further suggests that the identification of difficulties in Finnish and the planning of teaching and remediation practices should include both reading and spelling assessments. 相似文献
77.
在中学化学教学中培养学生的创新能力,应建立培养创新意识的良好环境,特别是营造有利于发挥学生创造性思维的课堂氛围;为此,构建课堂教学新观念尤为重要.化学教学的特点--实验对培养学生的创新能力亦很重要. 相似文献
78.
Passive and active visuospatial working memory (VSWM) were investigated in relation to maths performance. The mental rotation
task was employed as a measure of active VSWM whereas passive VSWM was investigated using a modified Corsi Blocks task and
a matrix pattern task. The Raven Progressive Matrices Test measured fluid intelligence. A total of 128 students, aged 15–16,
served as participants. Fluid intelligence and passive VSWM accounted for variance in overall maths performance. Active VSWM
exhibited significant correlations with maths measures, but in a series of regression analyses most of its effect was observed
to be mediated by fluid intelligence. Different subscores of mathematical skills (geometry, word problems, and mental arithmetic)
were accounted for by fluid intelligence and different measures of VSWM. The educational implications of the results are discussed. 相似文献
79.
Petri Vesikivi Minna Lakkala Jaana Holvikivi Hanni Muukkonen 《European Journal of Engineering Education》2019,44(4):519-534
ABSTRACTIn 2014, Metropolia University of Applied Sciences implemented a fundamental change in its curriculum from small single topic 3–5 credits courses into 15 credits multidisciplinary courses implemented by teacher teams. This paper focuses on how teachers of Information Technology programs experienced the reform. Research data include teacher feedback and opinions that were collected during training sessions and interviews. Team teaching is a substantial change for teachers that raises concerns about time management, getting enough compensation for the work and possible loss of teacher autonomy. However, teacher teams that managed to overcome these challenges saw a variety of benefits in the new approach. Not only was team teaching seen as a means for providing students with the skills they need, but it also was discovered as a way to enhance the teacher’s own professional development. 相似文献
80.
Storied emotional distances in the relationships between beginning teachers and school principals 
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下载免费PDF全文 Erkki T. Lassila Virpi Timonen Minna Uitto Eila Estola 《British Educational Research Journal》2017,43(3):486-504
Recent research has acknowledged the importance of the relationships of school principals with beginning teachers. However, little is known about how emotions inform these relationships from the beginning teacher's side. Applying the concept of emotional geographies, this paper explores the kinds of storied emotional distances that appear in the relationships between beginning teachers and their principals. Based on interviews with beginning Japanese teachers, the results indicate that such relationships may be: (1) very direct and personal; (2) acted out indirectly by the principal as personal facilitator ‘behind the scenes’ or as public gatekeeper; or (3) mediated by the teacher community. The analysis reveals beginning teachers’ personal experiences of these relationships, as well as how such relationships are influenced by organisational and cultural context. Although principals are described as distant figures within the school organisation, they are seen to play an important role in facilitating beginning teachers’ work by connecting with them at a personal level and providing good working conditions by influencing the emotional atmosphere of the teacher community or by sheltering them from parental pressure. 相似文献