住房保障制度实践中的社会协同——以“后单位社会”为背景     

武中哲 《临沂师范学院学报》2014,(5):1-6

在当下住房保障制度实践过程中,过多地强调了政府责任,而忽略了政府、社会与市场的协同,导致住房保障工作的诸多困难。西方发达国家通过社会组织力量参与住房福利的经验虽然可以为我们提供借鉴,但由于社会基础条件不同却无法为我们所复制。我国住房保障制度在实践过程中受到"后单位社会"结构的形塑,由此导致的"体制复归"现象并不能简单地认为是一种倒退,而是从另一侧面反映出政府与社会合作的一种愿望。社会协同机制的形成有赖于政府将这种内在动力转化为普遍化的社会福利,以保证住房保障的公平和效率。  相似文献   

统筹区域发展视角下的中部地区崛起战略述要     

巴志鹏 《临沂师范学院学报》2014,(2):112-116

新时期,基于邓小平提出的"两个大局"重要思想,我国的改革开放从沿海到内地波浪式地展开。但通过改革开放,我国各个地区在取得不同程度成就的同时,区域经济社会发展差距却一度不断扩大,区域发展严重失衡。依统筹兼顾这一科学发展观的根本方法,中共中央国务院制定了包括"促进中部地区崛起"在内的一系列各有侧重的区域发展战略。中部崛起战略的实施,初步遏制了中部和东部地区发展差距继续扩大的趋势。  相似文献   

英国开放大学的科研活动及其启示     

张廷亮 《连云港师范高等专科学校学报》2014,(3)

英国开放大学的建立是人类20世纪后期教育发展的最大创新,被誉为世界成人教育发展史上的里程碑。英国开放大学致力于远程教育技术的研究,大力开展学科研究,培养硕士生与博士生,开展积极的学术交流,开展科研培训、社会服务与合作研究项目,开辟"开放研究在线"。英国开放大学的科研活动体现了高等教育发展的规律,推进了现代远程教育的发展。这些经验对于我国开放大学建设具有重要借鉴价值。  相似文献   

社会网络分析视角下的混合学习社群协作策略研究     

林晓凡  胡钦太 《现代教育技术》2014,(10):73-80

研究混合学习社群协作关系的社会网络结构,以及探讨面对面协作与在线协作的关系,对于揭示混合学习社群协作关系的本质特征与规律具有重要作用。本研究在国内外同类研究述评的基础上,针对混合学习社群的协作与互动现象,结合社会网络分析、问卷调查和焦点团队访谈等方法,构建了一个混合学习社群社会网络分析框架。进而运用该分析框架对美国南加州先锋大学学习型乐团进行案例研究,分别从社群图、中心性、密度、小团体、矩阵相关性等方面来分析混合学习社群协作关系的社会网络结构。文章最终提炼了＂任务驱动—混合式协作—激励机制—过程性测评—规范管理＂的混合学习社群协作与互动的策略,以促进混合学习社群协作的成效。  相似文献   

跨学科科研合作:背景、理论研究与实践进展     

曾粤亮  司莉 《图书情报工作》2021,65(10):127-140

[目的/意义] 跨学科科研合作是新时代学术研究的重要形式和趋势,对科学创新和社会进步都具有推动作用,剖析其发展背景、现有理论研究与实践进展,将为跨学科科研合作领域的深入探究奠定基础。[方法/过程] 以跨学科研究的产生与发展引出跨学科科研合作问题,阐释其与跨学科研究的关联,剖析跨学科科研合作的发展背景,进而通过国内外文献梳理总结跨学科科研合作的研究主题,并结合网络调查分析其实践进展。[结果/结论] 国外研究主题聚焦于影响因素、合作环节与内容、促进策略;国内研究涉及合作现状与潜在合作、影响因素、跨学科团队知识交互、跨学科科研组织模式与管理机制;在实践方面,近年来科研资助机构大力资助跨学科科研合作项目、大型科研机构积极组织跨学科科研合作项目、世界一流高校建设跨学科科研合作平台与项目、重要国际会议倡导跨学科科研合作;未来的研究需强调跨学科科研合作的问题导向性和需求导向性,深入探究其运行保障体系、运行模式和管理机制、合作行为与交互机制等问题。  相似文献   

论“科学发展观”的理论与应用价值     

苏越 《广西梧州师范高等专科学校学报》2014,(1):46-49

科学发展观是改革开放实践不断深化的产物,是中国特色社会主义理论体系的重要组成部分之一。科学发展观的提出,为社会的发展提供了一把金钥匙,具有重大的理论与应用价值,为社会的前进与发展指明了发展方向和道路。  相似文献   

高校科研经费绩效审计初探     

李军  陈鸿鸣 《襄樊学院学报》2014,(2):41-43,85

当前我国高校科研经费使用和管理过程中普遍存在着管理相对松散,没有统一科学的管理模式;项目管理与财务管理相互脱节,采取各自为政的管理模式;科研项目结题差,科研转化率低,与高校科研团队不相配.高校科研经费绩效审计必须从规范科研经费管理制度、建立科学评价标准体系、提高内部审计队伍能力、搭建科技中介信息平台、借鉴国外成功经验措施等多方面入手,确保高校科研工作健康公正的发展.  相似文献   

Teacher Control over Interagency Collaboration: A Roadblock for Effective Transitioning of Youth with Disabilities     

Denis Meadows  Wendi Beamish 《International Journal of Disability, Development & Education》2014,61(4):332-345

Poor post-school outcomes for youth with disabilities have consistently been reported internationally. Interagency collaboration between school systems and post-school services is critical and key to improving post-school life for these youth. An initial Queensland study that benchmarked the teacher practice of 104 transition teachers and associated personnel indicated that interagency collaboration practices had the lowest levels of implementation. These results were the motivation behind a second study which investigated the hypothesis that lack of teacher control over interagency collaboration practice formed a roadblock for effective transitioning of youth with disabilities. Results generally confirmed the hypothesis and provide further understanding about the multi-faceted nature of interagency collaboration and the stakeholders involved in this process. Three interconnected actions are proposed to bypass identified roadblocks. If these actions are put in place, schools should improve their connections with post-school services, teachers should enhance their practice, and students should achieve improved post-school outcomes.  相似文献   

How Big is Your Effect Size: Doing Research in the Classroom     

Anne Turvey 《Changing English: An International Journal of English Teaching》2014,21(2):150-158

It would be impossible to preface what follows with one of those ‘disclaimers’ that insist ‘the views and opinions expressed in this article are those of the author and do not reflect the views of…’ This would not only be disingenuous, it would deny the history that I draw on to make an argument about teaching, learning and research. Twenty-five years ago I came to the Institute of Education to do an MA in Language and Literature. My tutors were Jane Miller and Tony Burgess. Since 1989 I have been working at the Institute as a member of what used to be called the English department, largely as a PGCE (Postgraduate Certificate in Education) and MA tutor. My ideas about classrooms as places where creativity and cultural making are defining characteristics have grown out of my work here, the time I’ve spent in classrooms and working with trainee teachers and MA students. As important have been the conversations I have had with colleagues in the Institute and the writing I’ve done with them. This history has its roots in the work of James Britton and Harold Rosen and their insistence that we have no choice but to ‘begin from where the children are’ (Britton, J. [1970 Britton, J. [1970] 1975. Language and Learning. Harmondsworth: Penguin. [Google Scholar]] 1975 Britton, J. [1970] 1975. Language and Learning. Harmondsworth: Penguin. [Google Scholar]. Language and Learning. Harmondsworth: Penguin, 134), to see the linguistic and cultural resources that pupils bring with them to the classroom as the foundation for learning. John Yandell’s work is part of this history, particularly his many studies of the ways in which students illuminate and make sense of the literature they encounter in the classroom. ‘The text, the classroom and the world outside’ is the sub-heading of Chapter 6 of his book The Social Construction of Meaning: Reading Literature in Urban English Classrooms (Yandell, J. 2013 Yandell, J. 2013. The Social Construction of Meaning: Reading Literature in Urban English Classrooms. Abingdon: Routledge.[Crossref] , [Google Scholar]. The Social Construction of Meaning: Reading Literature in Urban English Classrooms. Abingdon: Routledge.) and it signals a clear link between John’s work and the Bullock Report of 1975, with its insistence that no child should be expected to ‘cast off the language and culture of the home as he crosses the school threshold, nor to live and act as though school and home represented two totally different cultures which have to be kept firmly apart’ (Bullock, A. (Chairman). 1975 Bullock, A. (Chairman). 1975. A Language for Life. The Bullock Report: HMSO. [Google Scholar]. A Language for Life. The Bullock Report. HMSO, 286).  相似文献   

Collaborative approaches in initial teacher education: lessons from approaches to developing student teachers’ use of the Internet in science teaching     

Pete Sorensen  John Twidle  Ann Childs 《Teacher Development》2014,18(1):107-123

In many countries, governments are keen to persuade teachers at all levels to seek to enhance the learning of their students by incorporating information and communication technologies within their classrooms. This paper reports on the development of collaborative approaches to supporting use of the Internet by Post Graduate Certificate of Education (PGCE) science students on initial teacher education (ITE) courses in England, drawing on data from five higher education institution (HEI)–school partnerships across four years. A mixed-method approach was used, involving questionnaires, structured interviews, lesson observations and case studies. The outcomes of the first three years identified barriers to practice and suggested the need to develop more collaborative approaches to development. The focus of this paper is on examining ways in which university faculty tutors and mentors or cooperating teachers can work together with students on PGCE courses in developing practice. The lessons from this focus on the Internet, no longer a new technology, have enabled us to identify implications for HEI partnerships in ITE and suggest a need for further collaborative structures in order to support and develop practices, including those involving the innovative use of new technologies in the post-industrial society.  相似文献