Biological and environmental influences in visuospatial abilities     

F. Vlachos  G. Andreou  E. Andreou 《Learning and individual differences》2001,13(4):497

Sex differences in cognition have been the focus of intense debate for years. In this study, we examined the hypothesis that the pattern of sex differences in a visuospatial task may be differential due to environmental factors such as the participation of females in technical and scientific courses. A total of 452 undergraduate students (146 males and 306 females) participated in this study. Results showed a significant effect of academic discipline on both Rey–Osterrieth Complex Figure (ROCF) copy and recall scores. Significant effects of gender were found only on the recall condition. This pattern of results indicates that both gender and academic discipline may influence the performance on a visuospatial task such as ROCF.  相似文献   

中国高等教育评估实践的问题及对策   总被引：18，自引：1，他引：18  

王战军  廖湘阳  周学军 《清华大学教育研究》2004,25(6):60-65

改革产物与推动力量是对我国20年高等教育评估实践的基本判断。制度缺陷以及利益冲突导致我国高等教育评估实践存在着行政行为化、社会中介评估机构的合法性等问题。评估的科学定位、评估体系的构建以及评估文化的培育是保证我国高等教育评估实践积极持续发展的基本对策。我国高等教育评估的前景是方兴未艾，一级学科评估、高等教育国际合作项目的评估成为高等教育评估的新领域。  相似文献   

学科竞赛与实验中心教改深度融合的探索     

吕海霞  张丽靖  张艳辉  杨志杰  尚龙安 《实验室研究与探索》2020,(1):170-172,190

学科竞赛是培养学生实践创新能力、促进大学生全面发展的有效载体。分析了生物与化学工程实验教学中心学科竞赛的现状,明确学科竞赛与实验教学的关系,以学科竞赛为导向,通过推行原料到产品全过程实验教学、实施CDIO实验教学模式、突出系统的工程训练、重视实验报告及答辩等措施,促进学科竞赛与实验教改深度融合。实践表明,教改提高了学科竞赛水平,促进了实验教学改革,提升了人才培养质量,实现学科竞赛与实验教改同步发展的良性循环,为我校实现"十三五"建设区域特色的高水平应用型大学做了有效的探索。  相似文献   

Paranoia: A few final remarks     

John Wilson 《Interchange》1993,24(4):443-445

Paranoid is given a tolerably clear meaning. It is suggested that conceptual understanding must be the first step before seeing how far unconscious or other pressures distract teachers and others from retaining a firm grasp of concepts. Concepts are not relative.  相似文献   

以学科建设为龙头,推进我国媒介素养教育实践的思考     

张玲 《大学.研究与评价》2007,(Z1)

一场全球性的媒介素养教育运动正在世界范围内兴起,它给我国的全民素质教育增添了新的内容。随着人们对于媒介素养教育认识的逐步提高,有关媒介的规范管理以及在大、中、小学中加强媒介素养教育的问题也日益突显出来。开展媒介素养教育可以引导人类进一步适应当代媒介环境,从而提高其生存能力和生活质量。而建设传媒教育硕士点,全面推进其在我国本土化的发展,则是我国高校义不容辞的责任。  相似文献   

我国学习策略研究进展及发展趋势     

郝宁 《宁波大学学报(教育科学版)》2007,29(3):16-20

对学习策略的研究,我国学者主要围绕以下问题进行探讨:学习策略的实质和内涵;学习策略的体系建构;学习策略的发展特征与影响因素;学习策略的教学处置。近年来,我国学者对上述问题的研究取得一定进展,深化了对学习策略的理论认识,从中也透视出我国学习策略研究在今后几年的发展趋向。  相似文献   

论高校效能监察的导入及其实施   总被引：2，自引：0，他引：2  

蒋国英  娄金海 《扬州大学学报(高教研究版)》2004,8(5):66-68

随着高校改革的深入，高校完全可以而且必须导入效能监察，效能监察应成为高校纪捡监察部门日常工作的重要内容。高校的效能监察必须紧密结合高校特点，把握关键环节，抓住重点内容，有计划、分步骤地实施，充分发挥效能监察的作用，推动高校办学事业的发展。  相似文献   

浅谈高职院校对违纪学生的教育引导   总被引：1，自引：0，他引：1  

杜佳 《漯河职业技术学院学报》2007,(2)

高职院校学生违纪现象的上升趋势给高职院校的学生管理工作带来一定难度,通过对高职院校学生违纪现状的分析,对如何减少学生违纪现象进行了思考,提出了一些建议。  相似文献   

优化学科专业结构 创建品牌特色专业   总被引：14，自引：0，他引：14  

贡福海  孙绍君 《扬州大学学报(高教研究版)》2002,6(4):74-76

在经济全球化、知识经济时代的背景下，高校要更好地为社会输送高质量的具有竞争力的人才，必须优化学科专业结构，包括学科专业的总体结构和内涵结构；准确定位，紧扣市场，改进人才培养模式、教学模式，创建品牌专业、特色专业，确保可持续发展。  相似文献   

Undergraduate students who are required to withdraw from university: The role of ethnicity          下载免费PDF全文

Ruth Woodfield 《British Educational Research Journal》2017,43(2):230-252

A large body of international research focuses on identifying reasons why students do not ‘persist’ (Tinto, 2006 ) within higher education. Little research has focused on students whose leaving is non‐voluntary and where narratives of ‘persistence’ are therefore not as pertinent. This paper seeks to refocus some of the attention onto the distinct group of students who do not elect to leave their studies but who are, instead, required to withdraw; such students leave under ‘Academic fail’ and ‘Exclusion’ categories. More specifically, it explores the relationship between student leavers’ ethnicity and their likelihood of being required to withdraw. Utilising a large dataset comprising UK‐domiciled undergraduate students enrolled to take a degree within an English higher education institution in 2010/11, it finds that most groups of Black and Minority Ethnic students are more likely to be required to withdraw than White students. Ethnicity exerts an independent impact on a student's likelihood of being required to withdraw, when other background and on‐course characteristics are controlled for, but this impact varies by disciplinary area. It is suggested that these findings implicate factors within the higher education sector itself as key drivers in the process that leads to students being required to withdraw. Lessons are drawn out for those tasked with managing the student experience within higher education.  相似文献