CAS Launches Centers of Excellence and Innovation     

《中国科学院院刊(英文版)》2014,(3):211-211

<正>In the beginning of 2014,the Chinese Academy of Sciences took another important step towards nurturing worldclass researchers:by establishing centers of excellence and innovation(CEIs),it will remarkably increase fi nancial support and management autonomy to facilitate their innovation.According to CAS President BAI Chunli,the decision was made after a year of planning."Generally speaking,CAS still has a long way to go to build itself into a firstclass science academy.However,in some fields,our scientists are already standing at the forefront of their domains,and they are very promising to achieve innovative breakthroughs."The aim of CEIs is to select such groups and cultivate them with"fertile soil".As for the"fertile soil",fi rst of all,every CEI enjoys  相似文献   

中职语文教学自主合作课堂探究     

叶锋 《大众科技》2014,(1):114-115

在《中职语教学课程标准》中,把倡导"自主合作探究"的学习方式列为中职语文教学课程的基本理念。文章从教学模式探究、兴趣导向、学习习惯养成及培养学生个性发展等四个方面来阐述开展中职语文自主合作式教学的措施,真正实现"以学生为主体""一切为了学生",提高学生学习积极主动性及课堂有效性。  相似文献   

非英语专业大学生自主学习能力实证研究     

刘晶 《济宁师范专科学校学报》2014,(6):119-122

对济宁学院225名非英语专业大学新生的自主学习能力进行问卷调查,发现他们的英语自主学习能力水平较低,对英语语言和文化的学习有较高的热情,但缺乏计划性和相应的学习策略.对调查结果进行皮尔逊相关分析,发现他们的自主学习能力和高考成绩并不呈现较强的正相关.针对这种现状,尝试提出了一些建议和方法,旨在提高非英语专业大学生的自主学习能力.  相似文献   

人本主义心理学视角下大学英语听说教学的优化     

段桂湘 《湖北函授大学学报》2014,(21):151-152

本文基于人本主义心理学的教学观,针对大学英语听说教学中存在的问题和困难,分别从教师角色,师生关系,课堂教学,自主学习方面探讨了优化教学的几点举措,希望能为开展人性化教学,提高学生听说能力提供一定的指导。  相似文献   

高校哲学繁荣发展之路研究     

张德欣 《科教文汇》2014,(2):43-44

高校哲学发展繁荣,意义重大。观念是行动的先导,惟有“文化自觉”、“文化自信”,方能“文化自强”。作为文化组成之一的高校哲学,其发展繁荣亦如此：惟有“哲学自觉”、“哲学自信”,方能“哲学自强”。本文从“文化自觉”和“文化自信”两方面展开探讨,分析了实现“文化自强”的观念条件,进而在此基础上提倡“哲学自觉”、“哲学自信”,探讨了实现高校哲学发展繁荣之路的主体意识障碍破解及现实路径。  相似文献   

Background and Practices Related to Educational Marketing Efforts     

《Journal of Marketing for HIGHER EDUCATION》2013,23(1):3-13

No abstract available for this article.  相似文献   

课堂教学中培养高校学生自主学习的实践及分析     

任凌云 《苏州市职业大学学报》2005,16(4):62-65

文章以现代外语教学中的自主学习理论为基础,在大学专科学生中进行了广泛的调查和结果分析,指出了自主学习理论在不同学生群体中产生效果及反馈的差异性,并针对该差异提出了若干可行的解决方法。  相似文献   

The changing nature of autonomy: Transformations of the late Swedish teaching profession     

Wieland Wermke  Eva Forsberg 《Scandinavian Journal of Educational Research》2017,61(2):155-168

This article discusses teacher autonomy in the case of the Swedish teaching profession since the 1980s. It is argued that deregulation, decentralization, and marketization reforms of the 1990s have indeed increased teacher autonomy, but in some respects also led to a increase of complexity in the Swedish school system. In order to handle this complexity, the state intensified a standardization of schooling, which restricts teacher autonomy today. Relevant the paper's understanding is that teacher autonomy is always about control, exerted internally by the profession itself and facilitated externally by state standards. The article argues that the restriction of teacher autonomy in recent times is also related to a simplified understanding of the phenomenon in the reforms of the 1990s.  相似文献   

Autonomy and religious education: lessons from a six-year evaluation of an educational reform in an Israeli school network     

Ilana Paul-Binyamin  Shahar Gindi 《British Journal of Religious Education》2017,39(2):149-171

This study investigated the tension that exists between promoting an educational agenda and practising an educational approach which emphasises autonomy within the framework of religious education. Our main thesis is that every educational deed contains a dialectical tension between endorsing an educational agenda and the promotion of autonomy. Moreover, this tension is not restricted to religious education. The intensity of such a conflict varies in accordance with the flexibility (or inflexibility) of the dogma, the conceptual cohesion of the educational agenda and the perceived importance of granting autonomy to students. The more cohesive and inflexible the educational agenda is, the greater the danger that autonomy will be discarded. The present research examined an educational reform implemented in the National-Religious School Network in Israel, which included the promotion of autonomy among principals, teachers and students. Conducted over a six-year period (2006–2012), the research employed both qualitative and quantitative methodologies and involved various stakeholders in the school network. The multifaceted picture that emerged of the relationship between educational autonomy and religious agenda is presented.  相似文献   

Parental influence in educational decisions: young people’s perspectives     

Kristinn Hegna  Ingrid Smette 《British Journal of Sociology of Education》2017,38(8):1111-1124

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