美国专业学位研究生培养质量保证体系研究——以康奈尔大学威尔医学院为例     

张淼  张凌云  李志峰 《武汉职业技术学院学报》2014,(6):90-94

康奈尔大学威尔医学院在专业学位研究生的培养过程中注重培养计划的设计,同时提供多种奖学金作为支持并配备先进的教学、实践设备,构筑了全过程、全方位的实践参与平台,通过整合质量保障各因素,构建一套培养高素质专业学位人才的资源增值系统和质量保证体系,维护学院专业学位质量保证体系合理运作,其实践经验期望能在我国专业学位研究生教育得到借鉴。  相似文献   

高校体育专业体操教学中实施程序教学的实验研究     

代坤  ;丁红娜 《零陵学院学报》2014,(5):207-210

论文以湖南科技学院体育系2012级男大学生为研究对象,采用实验设计对体操教学过程中的程序教学与传统教学效果进行比较研究。研究结果表明：在体操教学过程中采用程序教学方法的学生比用传统教学方法的学生在体操成绩、学习动机和创编能力方面均有较大提高。  相似文献   

高校思想政治理论课教师专业素养评价体系构建探析     

邓国彬  杨鲜丽 《高教论坛》2014,(2):84-87

在高校思想政治理论课教师队伍建设中,相对于外显的数量和结构,内在的素养和素质更为重要,但也更难把握。为了客观科学地评价高校思想政治理论课教师专业素养,本文试从专业态度、专业意识、专业知识和专业能力4个维度出发设立13个指标,以此为基础构建高校思想政治理论课教师专业素养评价体系。  相似文献   

浅析高职公共英语向专业英语教学的衔接与延伸     

黄先敏 《高教论坛》2014,(1):116-118

随着世界经济的全球化和高等教育国际化的发展,各国在实践中逐步探索出适合本国国情的高等职业教育模式,积累了丰富的经验。本文在我国高职教育"以应用为目的,实用为主,够用为度"的前提下,对专业英语教学如何借鉴发达国家的办学理念,突出"以实用内容学习为指导,以实用能力培养为中心"的教学思路进行了深入的探讨。  相似文献   

创新课程《学术综合英语》教学探索与实践     

叶萍 《高教论坛》2014,(8):58-59

长期以基础英语教学为重心的大学英语在经济全球化的21世纪面临挑战,而如何在新形势下承担起它为高校学科专业人才培养服务这一社会责任,成为亟待解决的问题。因此,基于广西大学以开设《学术综合英语》课程实现大学英语教学转型的初步尝试,试图提出一个普通高校根据校情进行学术英语教学的参考模式。  相似文献   

大类招生模式下专业分流方案设计与实例分析   总被引：1，自引：0，他引：1  

颜兵兵  姜永成  殷宝麟 《高教论坛》2014,(9)

在高等教育改革进程中,大类招生已成为诸多人才培养模式改革尝试中的一个主流方向。专业分流方案的科学性与合理性是该培养模式的重要组成环节。针对此问题,本文基于成绩优先和志愿优先两个原则提出了两种专业分流实施细则,并采用Delphi编写出完整的专业分流软件系统,通过实例进行比较分析,挖掘大类招生模式下专业分流过程中的表象与内涵。  相似文献   

长株潭城市职业女性闲暇教育的现状与对策     

邓雪强 《怀化学院学报》2014,(6):108-110

长株潭城市职业女性的闲暇教育是其提高生活质量、实现自我全面发展的重要手段,在调查湖南长株潭城市职业女性闲暇教育现状的基础上,分析其闲暇教育的影响因素,提出相应的对策,为社会进一步关注职业女性生存空间,完善职业女性生活方式,促进职业女性生活和谐发展提供参考。  相似文献   

Professional and Technical Communication in a Web 2.0 World     

Stuart Blythe  Claire Lauer  Paul G. Curran 《Technical Communication Quarterly》2014,23(4):265-287

This article reports on results of a nationwide survey of alumni in professional and technical communication. It presents a series of snapshots from the results, including the types of texts written and valued, where those types are written, with and for whom, and with what technologies. A range of implications are explored.  相似文献   

Distributed leadership with the aim of ‘reculturing’: a departmental case study     

Wayne Melville  Doug Jones  Todd Campbell 《School Leadership & Management》2014,34(3):237-254

This article considers a secondary science department that has, since 2000, developed distributed leadership as a form of human capacity building. Using a longitudinal ethnographic case study allowed us to consider how distributed leadership can be nurtured and developed in a department. Our analysis centres on two key issues: the nature and pattern of distributed leadership practices and the continuity that provides coherence to those practices. From our analysis, there appear to be two major conclusions. The first of these is the need for administrators to be purposeful in the appointments that they make to formal leadership positions. To enact distributed leadership practices requires leaders who can exercise both formal power and influence. The second conclusion relates to the time required for continuity of leadership practices to give rise to changes that lead to teachers managing the teaching and learning programme.  相似文献   

Relationship Between Teacher Factors and Student Achievement： A Correlational Study of Secondary Schools     

Syed Zubair Haider Athar Hussain 《美中教育评论》2014,(7):465-480

Teachers always played a significant role in the intellectual and moral development of students by using various techniques, assessments, and methods to improve student achievement in school＇s subjects. This study therefore focuses on the effect of teacher factors, such as assessment interval, communication language, the distance of residence, and the teacher＇s personal characteristics （gender, age, academic and professional qualification, designation, experience, and in-service training） on the 9th grade students＇ achievement in three subjects （English, Chemistry, and Mathematics at secondary level）. The population of the study is comprised of all ＂public sector＂ secondary schools, male and female teachers, and boy and girl students. A total number of 16 secondary schools （eight for boys and eight for girls）, 114 secondary school teachers （66 males and 48 females）, and 2,404 students （1,400 boys and 1,004 girls） were selected through purposive sampling techniques. Multiple statistical procedures, Spearman and Pearson correlation, mean, and standard deviation were employed to obtain stronger validity to the study. The results of the study identify weak and negative weak relationship between most of the teacher factors and student achievement in three subjects but the relationship between students＇ background and learning achievement in all three subjects were found positively correlated.  相似文献