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1.
姜艳 《四川职业技术学院学报》2011,21(3):72-75
新手教师和专家教师的合作是一种推动新手教师专业化成长的有效途径,合作因为类型、性质、层次的不同而形成不同的运行机制,相应地会对新手教师的专业成长产生不同的影响。完善学校管理制度、构建教师合作的文化氛围、优化教师合作过程、培养教师的合作素养,是实现新手教师和专家教师高层次、规范合作以促进新教师专业成长的有效策略。 相似文献
2.
Patrick Petitjean 《Minerva》2008,46(2):247-270
The World Federation of Scientific Workers (WFScW) and UNESCO share roots in the Social Relations of Science (SRS) movements
and in the Franco-British scientific relations which developed in the 1930s. In this historical context (the Great Depression,
the rise of Fascism and the Nazi use of science, the social and intellectual fascination for the USSR), a new model of scientific
internationalism emerged, where science and politics mixed. Many progressive scientists were involved in the war efforts against
Nazism, and tried to prolong their international commitments into peacetime. They contributed to the establishment of the
WFScW and of UNESCO in 1945–1946. Neither the WFScW nor UNESCO succeeded in achieving their initial aims. Another world emerged
from the immediate post-war years, but it was not the world fancied by the progressive scientists from the mould of scientific
internationalism. The aim of this article is to follow the path from the Franco-British networks towards the establishment
of the WFScW and UNESCO; from an ideological scientific internationalism towards practical projects. It is to understand how
these two bodies came to embody two different scientific internationalisms during the Cold War.
Patrick Petitjean is “Chargé de Recherches” at the CNRS, Paris. He is an historian of science and belongs to the laboratory REHSEIS (Recherches Epistémologiques et Historiques sur les Sciences Exactes et les Institutions Scientifiques). He has co-edited Science and Empires—Historical Studies about Scientific Development and European Expansion (Dordrecht: Kluwer Academic Publishers, 1992); and Les Sciences colonials—figures et institutions (Paris: Orstom éditions, 1996). He has recently published some contributions on Unesco’s first years: Petitjean, P., Zharov, V., Glaser, G., Richardson, J., de Padirac, B. and Archibald, G. (eds), Sixty Years of Sciences at UNESCO, 1945–2005 (UNESCO, Paris, 2006). He is currently working on the history of international scientific relations from the 1930s to the 1950s, and on the influence of the science and society movements upon the Science Division of UNESCO. 相似文献
| Patrick PetitjeanEmail: |
Patrick Petitjean is “Chargé de Recherches” at the CNRS, Paris. He is an historian of science and belongs to the laboratory REHSEIS (Recherches Epistémologiques et Historiques sur les Sciences Exactes et les Institutions Scientifiques). He has co-edited Science and Empires—Historical Studies about Scientific Development and European Expansion (Dordrecht: Kluwer Academic Publishers, 1992); and Les Sciences colonials—figures et institutions (Paris: Orstom éditions, 1996). He has recently published some contributions on Unesco’s first years: Petitjean, P., Zharov, V., Glaser, G., Richardson, J., de Padirac, B. and Archibald, G. (eds), Sixty Years of Sciences at UNESCO, 1945–2005 (UNESCO, Paris, 2006). He is currently working on the history of international scientific relations from the 1930s to the 1950s, and on the influence of the science and society movements upon the Science Division of UNESCO. 相似文献
3.
李侠 《西安文理学院学报》2004,19(4):64-65
倡导合作学习是课程改革的目标之一。合作学习重视交往，从学科角度看，利于发展思维力；从学生角度看，可满足其身心发展需要，激发学习兴趣，同时促进其社会化进程；从课程建设的角度看，实现了资源共享。 相似文献
4.
学生基础能力国际研究项目（PISA）的教育启示 总被引：1，自引：0，他引：1
赵萱 《安庆师范学院学报(社会科学版)》2008,27(12):62-66
PISA评价作为大规模的学生基础能力国际比较研究,是目前世界上最有影响力的国际学生评价项目之一。PISA应用了一系列目前世界上先进的教育测量理论和成熟的操作模式来评价15岁在校生进入未来社会所必需的知识、技能的获得情况,其评价结果具有高度的可比性、可信性和有效性,受到了各国政府的重视,被视为检验各国教育体制和未来人才竞争的重要指标。PISA项目为教育改革与发展提供了有益的启示,被誉为“教育界的世界杯”,是国际比较教育研究的重要成果。 相似文献
5.
通过对美国五个不同购物中心的图书馆采访调查,论证拥有一个醒目的和技术完备的图书馆是购物中心的一大优势,这一举措不仅对图书馆方有利,对商店的老板同样有利.此外,对购物中心图书馆的未来和今后商家与图书馆的合作提出了一些建议. 相似文献
6.
浅论合作创新的体育教学模式 总被引：10，自引：0，他引：10
为适应21世纪之市经济的需要,本文提出构建小学体育"合作创新教学"模式,阐述了合作的原则、动机、形式,创新的方法,课堂教学过程.主旨培养学生良好的合作能力,初步的创新精神. 相似文献
7.
通过教学实践对体育合作学习模式进行研究，提出了在体育教学实践中，合理运用合作学习模式教学，不仅能培养学生的集体荣誉感，而且能充分发展学生的个性，提高学生的创新能力。 相似文献
8.
百县千企联姻工程作为校企政合作的特色模式,取得了显著的成效,同时也存在一些问题。为此,笔者提出了该工程由平台创建向深化合作推进、由整体推进向层次发展推进、由院校一元主体向多元主体联盟化发展、由模式创建向机制优化推进、由资源共享向文化融合推进等进一步深入推进的应对策略。 相似文献
9.
Philip R. Tomlinson 《Research Policy》2010,39(6):762-775
Drawing upon survey data from 436 firms, this paper explores the impact of co-operative ties upon levels of innovation (both product and process) in five UK manufacturing industries. Unlike a number of previous studies in this area, the data itself captures both the scale and multi-dimensional nature of both co-operation and innovation. The paper finds evidence to support the hypothesis that vertical co-operative ties are a significant factor in explaining firms’ levels of innovative performance. However, the empirical analysis suggests that it is the strength of such ties - and not just their existence - which are important with stronger dyadic relations between firms having a positive and significant impact upon levels of innovation. The analysis also finds that in some sectors, horizontal co-operative ties are (albeit to a lesser extent) also important. 相似文献
10.
Tom Woodin 《International Journal of Inclusive Education》2019,23(11):1164-1179
ABSTRACTFor over a decade, co-operative schools have struck a note of discord within the highly orchestrated context of English education policy. They encapsulate an old set of ideas but re-articulate them for new times by engaging with educational frameworks which are locked into the so-called global education reform movement (GERM) based upon on standards, standardisation, a mixture of centralised and devolved accountabilities, leadership, testing and accountability. Yet co-operative schools ostensibly aim to embed a set of wide-ranging values and principles: equality, equity, democracy, self-help, self-responsibility and solidarity as well as the principles of education, democratic control and community ownership, all of which echo the history of labour movements. The co-operative legal model not only adheres to co-operative values and principles but necessitates stakeholder involvement in the governance of schools: pupils, staff, parents, community and, potentially, alumni are all expected to play a role. These are compared to David Hargreaves’ ideas about a ‘self-improving school system’. I analyse the emergence of the co-operative network and the reasons for its dramatic growth alongside the complex problems it faced. In turn, these help us to understand the possibilities and contradictions inherent in attempts to build inclusive and democratic educational networks. 相似文献