高等法律职业教育改革发展之对策     

史凤林 《山西广播电视大学学报》2002,7(2):68-69

面对新的挑战,高等法律职业教育应当坚持三个面向,肩负起两个使命,努力开辟出一条具有国际视野和中国特色的改革发展之路.形成目标明确、理念先进、制度完善、运行有序、效果明显的高等法律职业教育新格局.  相似文献   

湖北省普通师范院校开设特殊教育课程研究报告     

柳树森 《襄樊职业技术学院学报》2002,1(4):59-62

对在普通师范院校开设特殊教育课程的必然性与可行性、途径、方法和模式尤其是课程建设的研究成果进行了系统归纳和提炼，旨在为教育决策提供依据。  相似文献   

试论先秦时代的用贤机制     

宁松夫 《襄樊职业技术学院学报》2002,1(4):71-74

重用贤才辅政，是我国有史以来历代明君贤王的愿望。先秦时代，虽然还只是用贤的初始阶段，但执政中的贤明，却在选贤任能、唯贤是举、知人察贤和宽怀用贤等方面进行了多方面的实践，并在实践中总结出一些值得今人借鉴的经验和教训。  相似文献   

连带责任求偿模式研究   总被引：3，自引：0，他引：3  

邱文华 《襄樊职业技术学院学报》2006,5(6):104-106

我国现行连带责任的求偿模式是任意求偿模式。债权人有权向连带责任人中一人、数人或全体，同时或先后请求履行全部或一部分债务。债权人的请求权没有人数多少、顺序先后、范围大小的限制。这种求偿模式虽有其合理性，但也存在诸多弊端。针对司法实务中适用任意求偿模式存在的问题．对完善我国连带责任的求偿模式进行了探讨．  相似文献   

The Influence of Occupational Self-Efficacy on the Relationship of Leadership Behavior and Preparedness for Occupational Change     

Birgit Schyns 《Journal of Career Development》2004,30(4):247-261

A theoretical framework for the relationship between preparedness for occupational change, occupational self-efficacy, and leadership is presented. Preparedness for occupational change is defined as the wish to acquire higher task demands (i.e. greater complexity) in the sense that employees have thought about change but have not yet acted to seek change. It explained why preparedness for occupational change is central prior to, during, and after organizational change is introduced. A model of determinants of preparedness for occupational change is established. The application of this model in different stages of organizational change is demonstrated. Central aspects in this model are self-efficacy and leadership. Self-efficacy influences preparedness for occupational change in the different stages. This effect is demonstrated using the three assumed outcomes of self-efficacy (i.e., initiation of behavior, persistence, and effort) and their relationship to preparedness for occupational change. It is assumed that perceived leadership influences occupational self-efficacy. Three factors influencing self-efficacy (mastery experience, vicarious learning, and verbal persuasion) are regarded as possibly being responsible for this effect. The implications of the model for organizational practice are discussed.  相似文献   

论新公共管理对中国行政体制改革的启示     

刘伟华 《郧阳师范高等专科学校学报》2003,23(3):97-98,133

新公共管理是西方自20世纪70年代末80年代初以来伴随着公共行政改革而出现的一种新的公共行政管理理念和模式，反映了当代西方社会政治、经济、文化与科学技术的发展对公共管理的影响，在一定程度上反映公共行政发展的规律和趋势。  相似文献   

教育机会均等的教育社会学分析   总被引：2，自引：1，他引：2  

唐金石 《哈尔滨学院学报》2003,24(12):31-34

教育机会均等是教育公平、教育民主化问题的核心内容。本文从教育机会均等的历史发展及其内涵变化趋势分析，探讨推进真正的教育民主化的必要性。  相似文献   

谈人文素质教育课程实施教学改革的方法     

卢连斌  宋万刚 《辽宁科技学院学报》2001,3(2):69-71

在人文素质课程教学中，实施教学改革，以务实、创新为原则，从教学内容的选择，到教学方法的应用，特别是在教学活动中“四个一”形式的运用，都给这门课增添了新的活力，取得了令人满意的效果。  相似文献   

The use of methods for learning to learn for students with special needs in Slovenia     

Marta Licardo 《欧洲特需教育杂志》2019,34(1):66-82

The purpose of this study is to evaluate the quality of instruction among professionals who implement additional professional support for students with special needs in Slovenia, with a focus on methods for learning to learn. A total of 1863 professionals with various job positions participated in the study. The results revealed that seven groups of professionals most often use methods for achieving standards in different learning subjects. The largest significant differences are in methods for developing social emotional skills, methods for rehabilitation and compensation of disabilities and methods for development of attention and concentration. The results also revealed that subject teachers use most of the methods significantly less than other professionals, which rise concerns about the quality of additional professional support in the group of subject teachers.  相似文献   

Zoo educators face common and specific demands and resources: an application of the JD-R model     

Daniela Sellmann  Valerie Beckmann  Sarah Panzlaff  Susanne Menzel 《Environmental Education Research》2019,25(1):92-114

Zoo educators are important communicators of the targets in education for sustainable development and therefore carry great responsibility for global environmental change. However, German zoo educators form a heterogeneous group, many of them working in non-permanent job positions and facing multiple challenges at work. Applying the job demands-resources model, our study aims at revealing factors influencing zoo educators’ job strain. Our data from eight in-depth interviews with German zoo educators confirm that they perceive common factors known from other studies, such as demands (e.g. workload) and resources (e.g. supervisory support). Besides this, job-specific factors were identified (e.g. working with humans and animals). The demands zoo educators mentioned could be classified either as job hindrances (e.g. lack of equipment) or job challenges (e.g. learning). Future studies should quantify these results to facilitate the development of appropriate measures to reduce educators’ job strain, thus enhancing their performance.  相似文献