论学术编辑工作的学术评价功能   总被引：1，自引：0，他引：1  

冯霞 《山西财经大学学报(高等教育版)》2009,12(1):46-48

通过对编辑审稿活动的考察,指出原本服务于编辑出版的学术审稿已逐步演化为服务于社会的学术评价。既然编辑出版具有了社会的学术评价功能,编辑出版部门就应该承担起学术评价这一社会责任,以促进科学研究事业的发展和编辑出版事业自身的发展。  相似文献   

拟升本专科学校图书馆如何应对升格验收评估     

刘卫红 《吕梁高等专科学校学报》2009,25(3):95-96

拟升本学校图书馆在馆舍面积、生均藏书量、管理水平、服务水平等方面与评估标准和本科教学科研需求之间有一定差距,所以,应采取强化本科意识,大力补充藏书数量,提高队伍素质等措施,全面提升服务水平,顺利通过验收评估。  相似文献   

新课程数学学业评价体系的构建与实施     

周映平 《广东教育学院学报》2009,29(4):14-19

当前我国基础教育评价中仍存在着过于关注结果,忽视被评价者在各个时期的进步状况和努力程度,没有形成真正意义上的形成性评价,不能很好地发挥评价促进发展的功能等问题。其原因主要是仍以传统的纸笔考试为主,仍过多地倚重量化的结果。针对这些问题,应该从采用体现新评价思想的、质性的评价手段与方法入手,以高中数学学业评价为突破口对评价体系的建构、操作方法及评价量表的使用等进行探讨。  相似文献   

我国高等教育评估矛盾的博弈论分析     

道靖 《教育理论与实践》2009,(3)

我国高等教育评估制度是管制主义体制下的产物,过于关注政府权益而忽视了高校的利益诉求,从而衍生出了不少弊端与问题,如评估的缘起,评估主体与评估客体之间体制问题导致评估的"寻租"现象,评估机构与高校之间、高校与高校之间的不完全信息博弈。  相似文献   

高校课堂教学评价要素的反思和重建   总被引：2，自引：0，他引：2  

闫瑞祥 《教育理论与实践》2009,(3)

高校课堂教学评价要素是提高教学质量的重要导向。目前,我国高校课堂教学评价标准在过程要素、内容要素和方法要素上存在着许多问题,需要从关注学生的学习状态、引发学生学习状态的教学行为、支撑教学行为的教学素养、学生学习的实际效果和教师的教学特色等要素方面进行重建。  相似文献   

网络虚拟财产的刑事认定及价值评估     

刘焱  于洪群 《安庆师范学院学报(社会科学版)》2009,28(5):114-117

网络虚拟财产指存储在计算机网络服务器中的各种有价值的特定数据和信息,分为交易价值、不具备现实交易价值、转化型三类。网络虚拟财产具有独立性、可控性、经济价值。具有现实交易价值以及转化型的网络虚拟财产符合“物”的属性和特征,应当纳入刑法保护范围。司法实务中需要在分类的基础上确定其价值评估方法,为犯罪所得数额的界定提供法律依据。  相似文献   

谈高职院校如何提高高等数学教学效果——以教学内容和考核方式为切入点   总被引：1，自引：0，他引：1  

梁秀丽 《辽宁高职学报》2009,11(1):21-22

面对高等职业教育中高等数学教学的现状,提高高职院校高等数学教学效果是一个亟待解决的问题。为此,要以教学内容与考核方式为突破口进行改革。教材方面,要选好教材,开设特色课程,充实新知识;考核方式方面,要做到平时考核与集中考核相结合,动手动脑相结合,尝试多种形式,以适应高职院校培养人才的需要。  相似文献   

《思想道德修养与法律基础》课考核模式探索   总被引：1，自引：0，他引：1  

赵敏 《新疆职业大学学报》2009,17(2):60-62

本文在分析《思想道德修养与法律基础》课考核模式改革必要性的基础上,提出了考核模式改革应遵循的基本原则,并对建立新的《思想道德修养与法律基础》课考核评价体系进行了探索。  相似文献   

Evaluating online learning communities     

Fengfeng Ke  Christopher Hoadley 《Educational technology research and development : ETR & D》2009,57(4):487-510

This article reviews recent evaluation studies of online learning communities to provide a systematic understanding of how such communities are evaluated. Forty-two representative studies were selected and categorized into a newly developed taxonomy of online learning community evaluations. This taxonomy is divided into four components: evaluation purpose, evaluation approach, measures for evaluation, and evaluation techniques. The findings suggest that it is inappropriate to conceptualize evaluation of such communities as a one-size-fits-all, generalizable measure of “good” or “bad.” Instead, we recommend a comprehensive, on-going, diagnostic approach to measuring clusters of indicators, or syndromes, of a particular OLC and examining the causal relation assumed by the evaluators between what is measured and the success of OLC as an imputed outcome.

Christopher HoadleyEmail:

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Fengfeng Ke   is an assistant professor of Instructional Technology in the Organizational Learning and Instructional Technology Program at University of New Mexico. Her research has focused on computer-supported collaborative learning, educational gaming and simulations for instructional purpose. Christopher Hoadley   is an associate professor of Educational Communications and Technology at New York University. He designs, builds, and studies ways for computers to enhance collaboration and learning.  相似文献   

Classroom computer experiences that stick: Two lenses on reflective timed essays     

Jared Judd   《Assessing Writing》2009,14(3):194-205

Testing the hypotheses that reflective timed-essay prompts should elicit memories of meaningful experiences in students’ undergraduate education, and that computer-mediated classroom experiences should be salient among those memories, a combination of quantitative and qualitative research methods paints a richer, more complex picture than either method would independently. A quantitative approach appears to provide support for the hypotheses, revealing that students mention media-related experiences three times as often as they mention specific professors. A qualitative, close-reading approach both challenges and supports the hypotheses. The construct of media-related experiences includes mundane, instrumental encounters with computers as well as transformative experiences with them. This hybrid research methodology supports the identification of those transformative experiences and thus provides validity evidence for the use of reflective timed-essay responses in guiding endorsements of specific classroom practices.  相似文献