“村企联动”的庄史村图书流通站及启示     

张赞梅  周群英 《图书馆杂志》2012,(2):42-44,50

以嘉兴市图书馆总分馆制实践为前提,介绍了"村企联动"创建"中法投资庄史村图书流通站"的背景、建设成果、服务方式和服务成效,总结了村企联动、公办民助及三位一体等经验,提出了在我国基层图书馆建设中"公办民助"是重要途径,"冠名资助"是有效手段,"村企联动"具有广泛适用性。  相似文献   

陈法的读书观     

孟凡松 《安顺师范高等专科学校学报》2012,(3):114-116

《贵山书院学约》集中体现了清代贵州名儒陈法的读书思想。陈法认为：读书的目的在于明达义理,变化气质,非仅博取功名;读书要先摒除功利之心,心地干净,才能对圣贤义理有真切的领悟;读书切忌心态浮躁,要身心收敛,循序渐进。陈法的读书观念,对于矫正当今教育出现的种种弊窦,不无启示意义。  相似文献   

陈惟彦与其《宦游偶记》     

黎俊祥  檀向群 《池州师专学报》2012,(1):79-82

陈惟彦为安徽石台县人,历任知州、贵州厘金提调、南京厘捐局总办、湖南财政正监理等职,为人清正廉明、颇有政声。《宦游偶记》为其笔记作品,以翔实生动的笔调记载其为宦的经历,对我们研究晚清时期的官场政情、厘金、财政、盐务等方面有一定的史料价值。  相似文献   

Unmasking the teaching quality of higher education: students’ course experience and approaches to learning in China     

Hongbiao Yin  Wenyan Wang 《Assessment & Evaluation in Higher Education》2014,39(8):949-970

The quality of teaching in higher education is a topic which has generated heated debate in China, though there has been a remarkable paucity of empirical research into the characteristics of teaching and learning in Chinese universities. This study examined Chinese university students’ course experience and its influence on their approaches to learning. A sample of 2529 students from 15 full-time regular universities responded to the questionnaire. Results indicated that the Course Experience Questionnaire could be a promising instrument for assessing the teaching quality in Chinese universities. Chinese undergraduate teaching was characterised by the dominance of developing students’ generic skills, but a lack of emphasis on students’ independence. The study revealed some desirable influences of university teaching on students’ approaches to learning, but an increase in instructors’ effort and commitment to teaching was found to facilitate a surface rather than a deep approach to learning. These findings highlighted the need to reflect on the teacher-centred nature of undergraduate teaching in China.  相似文献   

The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis     

《Teaching and Teacher Education》2014

The present study focuses on the relationship between teachers' emotions, their instructional behavior, and students' emotions in class. 149 students (55% female, M age = 15.63 years) rated their teachers' emotions (joy, anger, anxiety) and instructional behavior, as well as their own emotions in an experience-sampling study across an average of 15 lessons in four different subject domains. Intraindividual, multilevel regression analyses revealed that perceived teachers' emotions and instructional behavior significantly predicted students' emotions. Results suggest that teachers' emotions are as important for students' emotions as teachers' instructional behavior. Theoretical implications for crossover theory and practical recommendations for teachers are discussed.  相似文献   

Rising like a glorious turkey from the ashes of burnout     

Julie Kane 《College & Undergraduate Libraries》2013,20(3):205-210

Abstract

Mississippi State University (MSU) Libraries recently held its first library-centered First-Year Experience course. To develop an appealing class for first-semester students, the authors turned to game-based learning in conjunction with a portion of the school identity to teach the ACRL Framework for Information Literacy that they hoped would resonate with the students. This article discusses the games that were implemented along with the corresponding IL framework and assessment of the course. The authors were able to increase student scores from 66.4% (pretest average) to 84.31% (post-test average).  相似文献   

Culturally Diverse Undergraduate Researchers’ Academic Outcomes and Perceptions of Their Research Mentoring Relationships     

Angela M. Byars-Winston  Janet Branchaw  Christine Pfund  Patrice Leverett  Joseph Newton 《International Journal of Science Education》2013,35(15):2533-2554

Few studies have empirically investigated the specific factors in mentoring relationships between undergraduate researchers (mentees) and their mentors in the biological and life sciences that account for mentees’ positive academic and career outcomes. Using archival evaluation data from more than 400 mentees gathered over a multi-year period (2005–2011) from several undergraduate biology research programs at a large, Midwestern research university, we validated existing evaluation measures of the mentored research experience and the mentor–mentee relationship. We used a subset of data from mentees (77% underrepresented racial/ethnic minorities) to test a hypothesized social cognitive career theory model of associations between mentees’ academic outcomes and perceptions of their research mentoring relationships. Results from path analysis indicate that perceived mentor effectiveness indirectly predicted post-baccalaureate outcomes via research self-efficacy beliefs. Findings are discussed with implications for developing new and refining existing tools to measure this impact, programmatic interventions to increase the success of culturally diverse research mentees and future directions for research.  相似文献   

Cinema and Choric Connection: Lost in Translation as Sensual Experience     

Brian L. Ott  Diane Marie Keeling 《Quarterly Journal of Speech》2013,99(4):363-386

The rise of the new information technologies, and corresponding proliferation of signs, images, and information, has contributed to a growing sense of alienation and dislocation. For many, the contemporary moment is an unending and disorienting sea of sensory-symbolic excesses. Lost in Translation is a film addressed to these anxieties. Engaging the film as a sensual experience, we argue that Lost in Translation equips viewers to confront the feelings of alienation and dislocation brought on by the sensory-symbolic excesses of (post)modernity by fostering a sense of choric connection. This sense, we demonstrate, is elicited primarily by the film's material (nonsymbolic, aesthetic) dimensions. Drawing on an analysis of the film's aesthetic elements, we conclude by reflecting on the implications for film studies, rhetorical studies, and everyday life.  相似文献   

Now and then,in and out of the classroom: Teachers learning to teach through the experiences of their living curricula     

《Teaching and Teacher Education》2014

How, when, and where do teachers learn to teach? Guided by this question, this article examines the relationships between teachers' living and teaching experiences. Through narrative inquiry, it stories “curricular currents” of three teachers from different teaching contexts, noting the continuity, interaction, and place of the experiences that comprise these currents. It argues that these teachers have learned to teach through their “living curricula,” across all times and places of their lives, not just classroom moments. It concludes by charging teacher education to attend closely to teachers' exploration and analysis of their lives' experiences, in and out of classrooms.  相似文献   

CAD中关于表格、线图及离散数据的处理方法     

刘永强  张斌  唐娟 《泰州职业技术学院学报》2001,1(3):10-14

本就CAD过程中经常遇到的表格数据、线图数据、离散数据的计算机处理方法作了简单介绍，希望对CAD工作有所帮助。  相似文献