我国普通院校本专科招生规模的理论分析与实证研究     

刘冬育 《考试研究》2006,(3)

本文在对我国普通院校本专科招生规模进行理论分析的基础上,用含虚拟变量的回归分析方法建构出高校招生规模的实证模型,并指出我国未来高校招生规模的确定应主要以客观指标为依据,结合社会适当发展的需要,走可持续发展的招生政策道路。  相似文献   

中小学教师招考评价指标体系的初步研究     

周喜华 《教育与教学研究》2012,(4):31-33

通过文献查阅、访谈与问卷调查确定中小学教师招考评价标准问卷的主要维度。该问卷包括了五个维度:能力、知识、思想道德、身心健康和个人背景。编制的中小学教师招考评价标准问卷具有良好的信效度,可以用于中小学教师招考的实践中。  相似文献   

论高校大类招生模式存在的问题及其对策     

王玲 《佳木斯教育学院学报》2012,(5):188+190

目前越来越多高校在招生中都开始施行大类招生模式,作为一种新型招生模式,大类招生能拓宽学生知识面,提高学生适应性,在人才培养上有其独到之处。但同时,它在实践中也存在一些不足,需要继续完善。本文将从大类招生后冷热专业的两极分化、学生专业培养时间不足两方面加以探讨。  相似文献   

大类招生培养模式下高校教务管理系统的改进思考——以漳州师范学院为例     

周春美 《佳木斯教育学院学报》2012,(11):168-169

人才培养模式的不断改革给高校教务管理工作带来了新的问题。本文剖析了漳州师范学院在大类招生这种新的人才培养模式下,教务管理所运用的信息化管理手段教务管理系统所面临的新问题,并对这些问题的解决方案进行探索,以期改进后的教务管理系统能更好的适应新的人才培养模式,提高教学工作的水平与质量。  相似文献   

内部提拔还是外部选聘:亚洲一流大学校长选拔模式研究     

喻恺  田原 《清华大学教育研究》2012,33(1):46-50

在考察了25所亚洲一流大学的校长选拔模式后发现,采用内部提拔模式的大学占大多数,但不同国家和地区的大学在校长选拔模式上存在较明显的差异;而在同一国家或地区中,不同大学的文化和历史背景也可能带来特定的选择倾向。从成立时间上看,新兴大学相较传统大学更容易接受外部选聘的校长;从国别或地区上看,国际化程度较高的香港的大学校长拥有极高的外部选聘,尤其是国际化选聘的比例,而日本大学的校长则多为本校培养,多具有完整的本校学习和工作经历。  相似文献   

大学教师招聘“四问”     

付八军 《高校教育管理》2012,6(3):78-82

当前,我国高校的教师招聘应该强化岗位意识,实现由编制管理向岗位管理的转变;正确对待近亲繁殖问题,以岗位需求与人才质量决定取舍;破解“武大郎开店”问题,提高人才招聘质量;认清“校历主义”的实质,成为真正的伯乐而不是人才招聘的机器.  相似文献   

广西北部湾经济区人才引进策略研究     

曾栋梁  容泽文 《钦州学院学报》2012,27(6):93-96

人才在经济发展中扮演着极为重要的角色,经济发展的各个环节和领域与人才的结构、数量有着密切关系。北部湾经济区正面临发展的黄金时期,对于人才的需求非常迫切。但从现状来看,一方面是人才的供应还远远不能满足现实的需要,另一方面还面临着全国各区域人才的竞争。因此,必须加强人才引进政策的研究,以促进北部湾区域经济社会的健康发展。  相似文献   

孤束核对胃机能调控的研究进展     

孙洪兆 《山东教育学院学报》2012,27(5)

神经解剖学和生理学的研究证明,孤束核（nucleusofsolitarytract,NrIS）是调控胃机能的重要副交感初级中枢。本研究就NTS的细胞构筑和突触联系、NTS对胃的神经支配、电刺激NTS对胃机能的影响以及NTS内的神经递质和受体对胃机能的调控进行了综述。  相似文献   

Teacher Recruitment in Context: Differences between Danish and Finnish Beginning Teacher Education Students     

David Reimer  Hans Dorf 《Scandinavian Journal of Educational Research》2014,58(6):659-677

Against the background of differing admission selectivity, structure, and status of teacher education in Denmark and Finland, we analyze the extent to which beginning teacher education students differ with respect to previous educational pathways, socio-demographic characteristics, academic self-concepts, and occupational motivations. In both Denmark and Finland, representative groups of first-year teacher education students and final-year upper-secondary students were surveyed. The collected data enabled us to characterize teacher education students in contrast to a baseline reference group of school students and to compare these differences across countries (difference-in-differences estimation). The results of our study indicate that Danish student teachers lag behind their Finnish peers in the valuation of their math skills. In addition, the average motivational profiles of Danish and Finnish teacher education students differ markedly. Implications of our findings are discussed.  相似文献   

The activation,appropriation and practices of student-equity policy in Australian higher education     

David Peacock  Sam Sellar  Bob Lingard 《教育政策杂志》2014,29(3):377-396

Current national reforms in Australian higher education have prioritised efforts to reduce educational disadvantage within a vernacular expression of neoliberal education policy. Student-equity policy in universities is enmeshed in a set of competitive student recruitment relations. This raises practice-based tensions as universities strive to meet specific institutional targets for low-socio-economic status (SES) and Indigenous student participation, whilst broadening participation more generally within the sector. This paper seeks empirically to trace the activation and appropriation of federal policy through two sites of higher education policy practices: a state government-sponsored equity practitioner body and two differently positioned universities, Dawson and McIllwraith, as they engage with low-SES schools. Working together Dorothy Smith’s insights into the textually mediated activation of local practices, Levinson and colleagues’ concept of the local appropriation of authorised policy, and Bourdieu’s notion of the contested field, we demonstrate that the generation of state level and institutionally specific policies for student-equity practices not only articulates to federal policy, but also appropriates the ruling relations of mandated policy. Further, the scope of these creative local appropriations is organised within a hierarchical academic field through which particular institutional imperatives, as well as the needs of low-SES students, are negotiated. The analysis demonstrates the vernacularisation of policy in the national rearticulation of global discourses, in appropriation at the level of the state body and in the practices of equity workers.  相似文献