公共政策价值观的构成、功能及整合   总被引：1，自引：0，他引：1  

梁丽芝 《衡阳师范学院学报》2002,23(2):104-106

公共政策价值观是公共政策主体的价值取向模式。公共政策价值观的构成要素是复杂多样的，公共政策价值观的整体功能的实现可以通过交换、说服、强制等方式整合实现。  相似文献   

The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research     

Herbert W. Marsh  Marjorie Seaton  Ulrich Trautwein  Oliver Lüdtke  K. T. Hau  Alison J. O’Mara  Rhonda G. Craven 《Educational Psychology Review》2008,20(3):319-350

The big-fish–little-pond effect (BFLPE) predicts that equally able students have lower academic self-concepts (ASCs) when attending schools where the average ability levels of classmates is high, and higher ASCs when attending schools where the school-average ability is low. BFLPE findings are remarkably robust, generalizing over a wide variety of different individual student and contextual level characteristics, settings, countries, long-term follow-ups, and research designs. Because of the importance of ASC in predicting future achievement, coursework selection, and educational attainment, the results have important implications for the way in which schools are organized (e.g., tracking, ability grouping, academically selective schools, and gifted education programs). In response to Dai and Rinn (Educ. Psychol. Rev., 2008), we summarize the theoretical model underlying the BFLPE, minimal conditions for testing the BFLPE, support for its robust generalizability, its relation to social comparison theory, and recent research extending previous implications, demonstrating that the BFLPE stands up to scrutiny. Quotations (associated page numbers) to the Dai and Rinn (2008) article are based on a prepublication version of the article available to the authors of this article that may have changed during the final preparation for publication. The authors would also like to express thanks to David Dai and Anne Rinn for their encouragement and assistance to us in preparation of our article, whilst still acknowledging that they might not agree will all the views expressed here.  相似文献   

从普通高校学生管理规定谈大学体育课成绩与健康标准的融合     

苏家福 《襄樊学院学报》2006,27(5):103-106

依据教育部三个文件,针对目前我国许多高校争论的热点问题:由体育课成绩还是由体质健康标准作为学生能否顺利毕业的依据而进行调查研究.结果表明:学生体育成绩应该是最终决定学生能否毕业的重要条件.体育成绩应该是体育课成绩、体质健康标准和课外体育锻炼的融合.  相似文献   

浅谈数学课堂教学中学生能力的培养     

蒋世军 《中国教育发展研究杂志》2007,4(3):135-137

笔者通过对高中数学新教材的教学，结合新教材的编写特点，对数学课堂教学中学生各种能力的培养进行探索。  相似文献   

湖州非物质文化遗产与乡村旅游融合发展研究     

朱智 《黄冈职业技术学院学报》2020,(1):62-65

非物质文化遗产需要传承和弘扬,地方旅游业发展需要文化支撑,如何将二者融合发展,值得研究。本文收集、整理湖州非物质文化遗产资料,对其数量、类型、分布等进行分析,并实地调查了湖州旅游发展过程中对非物质文化遗产的利用现状,提出湖州乡村旅游应充分利用非物质文化遗产,可从打造舞台盛宴、创新导游解说、打造非遗属性旅游纪念品三个方面提升乡村旅游的文化内涵。这样,既可以更好地保护地方非物质文化遗产,又可以推动地方旅游文化事业,二者的结合是双赢之举。  相似文献   

基于创新思维能力培养的信息技术与中学数学课程整合   总被引：1，自引：0，他引：1  

黄堂红  李志河  陈东 《现代教育技术》2005,15(4):42-45

本文分析了中学数学课程创新思维能力培养的目标,依据信息技术在创新思维能力培养中的作用与应用方法,提出了基于创新思维能力培养的信息技术和中学数学课程整合的几种主要方式,最后指出在基于创新思维能力培养的信息技术和中学数学课程整合教学实践过程中存在的主要问题及应对策略。  相似文献   

Street Smarts vs. Book Smarts: The Figured World of Smartness in the Lives of Marginalized, Urban Youth   总被引：1，自引：0，他引：1  

Beth Hatt 《The Urban Review》2007,39(2):145-166

How smartness is defined within schools contributes to low academic achievement by poor and racial/ethnic minority students. Using Holland et al.’s (1998) [Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (Eds.) (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.] concept of “figured worlds,” this paper explores the “figuring” of smartness through the perspectives of marginalized youth. The youth made key distinctions between being book smart vs. street smart. This distinction is a direct challenge by the youth to the dominant discourse of smartness or “book smarts” as it operates in schools. To the youth, “street smarts” are more important because they are connected to being able to maneuver through structures in their lives such as poverty, the police, street culture, and abusive “others.” This distinction is key because street smarts stress agency in countering social structures whereas, for many of the youth, book smarts represented those structures, such as receiving a high school diploma. Implications for schools and pedagogy are discussed. B.A. earned from Indiana University – Bloomington, Masters and Ph.D. earned from University of North Carolina at Chapel Hill. Beth Hatt Fis an Assistant Professor of Educational Administration and Foundations at Illinois State University where she teaches research methods and social foundations of education. Her current research explores smartness as a cultural construct in schools and the media.  相似文献   

深化产教融合:理论依据、实践基础与实现机制     

江春华 《宁波职业技术学院学报》2021,(1)

产教融合已经成为国家战略和社会共识,也是教育发展的重要规律。产教融合是教育系统和产业系统互联互通、紧密协作的融合发展过程,是社会各领域要素相互渗透、交叉、协同基础上的异质性、互补性融合。依据教育的内外部关系规律和大学—产业—政府三螺旋创新模型,在社会大融合环境、产业融合、科教融合等广泛社会实践基础影响下,深化产教融合需要通过实施组织治理、协同创新、合作联盟等机制,才能有效推进产教融合纵深发展,服务于创新人才培养和经济社会发展。  相似文献   

从新托福听力测试看大学英语听力教学   总被引：1，自引：0，他引：1  

陈冬兵  苏理华 《成都教育学院学报》2007,21(5):46-48,52

新托福考试以交际语言教学理念为指导,从听说读写四个方面全面检验考生在学术环境中实际的英语语言交际交流能力.其听力测试完全模拟北美大学的教学、生活实景,并采用真实语料,全面考查考生在真实学术语境中的听力水平和交际交流能力.文章认为,新托福不仅将会对我国英语教学、测试产生积极的影响,促进我国英语教学与测试的改革,同时也对于我们的英语听力教学有着有益的启示.  相似文献   

谈企业人员管理的两个匹配层次     

杨智恒 《宜宾学院学报》2006,6(5):40-42

企业人员管理的实质是匹配,是两个层次的匹配:不仅是企业人员工作能力和工作的匹配,更是企业人员个性和企业共性的匹配。企业人员管理就是要实现这种匹配,使这种匹配达到最佳。  相似文献