The role of academic competences and learning processes in predicting Bachelor’s and Master’s thesis grades     

《Studies in Educational Evaluation》2021

Writing an academic thesis is an important and complex task and the thesis grade should reflect students’ academic competences. The present study aims, firstly, at exploring how Bachelor’s and Master’s students self-evaluate their academic competences and approaches to learning and whether their evaluations differ from each other. In addition, the study aims at investigating how academic competences and approaches to learning are related to the thesis grades of Bachelor’s and Master’s students. The data consisted of 1 019 Bachelor's and Master’s students, all of whom completed an electronic questionnaire at the time of their graduation. The results imply that Bachelor’s students already possess a considerable number of academic competences. It seems that students’ organising skills should be supported, especially in the Bachelor phase. Finally, the present study raises the question of what the thesis grade actually measures if its relations to both learning processes and academic competences are questionable.  相似文献   

小学语文古诗词中儿童意象的探究     

翟翠敏 《天津教育》2021,(1):94-95

诗歌大多借助“意象”表达情思。小学课内以“儿童”为人物意象抒情言志的古诗词大致有工笔描“象”,直抒生命意趣;借“象”抒情,寄托思想情怀;以“象”言志,表明志向抱负。基于意象去品赏古诗词,以象解意,以象教诗,唤醒学生对诗词的思考,对诗词文化的探究,小学古诗词教学才会真正触摸到诗词的灵魂。  相似文献   

论高等教育发展的“中国之治”     

宣勇  伍宸 《高等教育研究》2021,42(2):1-13

高等教育治理的内涵与外延随高等教育实践发展而不断丰富,并服务于高等教育实践活动。中国高等教育管理体制机制的改革创新走过了波澜壮阔的70多年发展历程。高等教育发展的"中国之治"体现了高等教育发展的"中国追求",是高等教育治理体系现代化"中国探索"的发展果实,彰显了高等教育治理体系的"中国优势"。高等教育治理的"中国之治"是对现代世界高等教育治理理论与实践的丰富与发展,体现了中国特色,凸显了中国优势。高等教育的"中国之治"是中国治理能力和治理体系现代化的重要组成部分,展现了中国特色社会主义制度的优越性。  相似文献   

20世纪90年代以来的诗歌叙事     

李志元  张健 《北京师范大学学报(社会科学版)》2006,(2):55-62

为了修正诗歌与现实的关系,恢复写作的有效性和活力,20世纪90年代以来的诗歌将叙事作为主要的话语方式。这一话语方式的形成包含着多方面的原因:历史的选择、修辞策略、见证历史的抱负和信心以及审美现代性的自觉。其特征则表现为零度叙事、复调叙事和非史诗叙事。90年代以来的诗歌叙事扩大了当代诗歌的表现视域和处理复杂经验的能力,同时,它的局限性和负面影响也不容忽视。  相似文献   

教研与科研“携手”打造名师名牌学校   总被引：1，自引：0，他引：1  

范永丽 《教育理论与实践》2005,(14)

目前正在进行的基础教育课程改革为所有学校和教师提供了巨大发展空间,同时也使所有学校和教师承受着巨大压力和挑战。面对教学改革发展的需要,面对激烈的社会竞争,学校和教师只有迎接挑战,走教研与科研携手的道路,打造名师名牌学校,才是求生存、求发展的最佳选择。  相似文献   

集中供热的单独用户计量问题的解决方案     

徐玉梅  袁东 《洛阳工业高等专科学校学报》2001,11(1):28-29

从计费合理管理方便的角度出发，详细介绍了室内采暖管道每户为一独立系统，各楼层之间采用并联方式的采暖系统。  相似文献   

内隐学习理论对社会规范学习的启示     

覃江霞 《中国德育》2008,(5):35-38

社会规范学习是个体品德形成的基础。由于忽视了社会规范学习的特点,社会规范学习成了令人厌烦的灌输与说教。内隐学习理论对社会规范学习的启示在于：社会规范学习中,必须激发学生内隐学习潜能;在各个学科教学中,渗透积极人生观;个体在无意识中形成内在品质;以外显可量化行为间接考察内隐的观念。在社会规范学习中运用内隐学习理论应注意：正确处理社会规范学习中内隐学习和外显学习的关系;选用符合学生认知发展规律的内隐学习材料;懂得内隐学习不是一蹴而就的。  相似文献   

Moral education and values education in curriculum reform in China   总被引：1，自引：0，他引：1  

Xiaoman Zhu 《Frontiers of Education in China》2006,1(2):191-200

In the new curriculum reform in China, moral education and values education have been defined from the angles of the integrity and conformity of curriculum functions. Accordingly, a new education concept based on complete/integral curriculum functions is established. By discussing the essences of the curriculum, the basis of moral and values education, integrated curriculum setting in instruction structure, the presence of emotional and attitudinal goals in the subject standards, and teaching methods, this text points out that this curriculum reform looks to moral and values education in schools. The reform also emphasizes and will guarantee moral and values education in schools. Finally, the article recommends to elementary and secondary schools the studies on moral education in class conducted by the Research Institute of Moral Education of Nanjing Normal University, one of the Key Bases for Humanities and Social Sciences Research for the Ministry of Education. __________ Translated from Global Education, 2002:12  相似文献   

物理教学中培养学生思维能力的若干策略   总被引：1，自引：0，他引：1  

周宏弟  舒建国 《黄冈师范学院学报》2003,23(3):87-90

分析了物理教学中影响学生思维能力的主要因素，包括环境要素、条件要素、方式与方法要素以及品质要素，提出了培养学生思维能力的若干策略，包括明确目标、营造思维环境，呈现思维过程，开展实践活动。  相似文献   

Classroom     

Praveen Pathak  Vijay A. Singh  Homi Bhabha  Himanshu Asnani 《Resonance》2007,12(6):58-66

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. Wemay suggest strategies for dealingwith them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science.  相似文献