以就业为导向做好专业建设的实践与探索

专业建设是高职学校改革和发展的重要组成部分,又是课程建设的基础、纲领。本文通过以就业导向做好专业建设的实践,对如何做好高职的专业建设的问题,进行了探索。     

高职学生心理素质现状分析及培养规划

我国高职院校录取分数线低,生源素质较差,自卑心理普遍,学习动力缺乏,人际交往能力不成熟。不成熟的心理素质严重妨碍了他们三年的学习生活和将来的适应就业。本文试图提出一个心理干预的规划蓝图,通过三层次心理辅导干预,致力于学生人格的重塑和未来职业心理素质的培养。     

高职《商品学》课程教学改革探索

在高职教学中,课程教学是教学活动的基础,改革传统的课程体系和教学方法,是体现高职教学特点和实现专业人才培养目标的关键。本文通过对连锁经营管理专业中《商品学》课程教学改革的研究与实践,构建了课程的培养目标和课程体系,提出了课程教学组织实施和考试模式改革的具体办法。     

加强学生心理健康教育信息员队伍的建设

心理健康教育是素质教育的重要组成部分,它在促进学生全面发展的过程中发挥着重要的作用。本文从学生心理健康教育信息员队伍的组成、管理、作用三方面作了归纳性的阐述,强调了学生参与心理健康教育的有效性和必要性。     

论林浆纸一体化项目物流外包的必要性

针对林浆纸一体化项目与第三方物流建立战略同盟,进一步论述了林浆纸一体化项目物流外包对第三方物流的必要性。指出促使林浆纸一体化在经营过程中大量的原材料、初级产品及终端产品物流量科学配送降低物流成本,提高市场竞争能力,是实现企业永恒的主题。     

论普通高校的人才管理

21世纪是人才竞争的时代，普通院校要想在这时代的大潮中求生存、求发展，向全国一流大学迈进，就必须建立一支高素质的人才队伍。如何引进人才、留住人才、使用人才并进行人才管理，是学校工作的重中之重。本文就这一问题进行探讨。     

浅析高等教育学分制与学生创新能力的培养

文章提出了培养创新人才的重要性与紧迫性；分析了高等教育学分制在激发学生学习的积极性、自主性和创新意识，培养学生的创新精神和创新能力的主要优势；探讨了高等教育学分制培养学生创新能力的主要措施。     

The New Characteristics of the International Capital Circulation and the Strategic Readjustment of China＇s Utilizing Foreign Capitals

This essay proposes the concrete view that China＇s strategy of utilizing foreign capitals to adjust again on the foundation of explaining new characteristics of international capital circulation, namely, expanding the foreign investments of the service trade, strengthening efforts to attract outside investment of the Midwest, attracting trans-corporation＇s investment, etc., Chinese enterprises actively move towards overseas investment and create the policy environment that can contribute to absorbing the foreign capitals as well as making national economy benefit from it.     

中国加入世贸组织后外贸管理体系变化研究

中国自改革开放至加入WTO,外贸法规、政策发生了很大变化,与过去相比,正向更加标准、更加透明方向迈进,逐渐接近国际标准.但目前中国外贸法体系及与之相关的实施细则有待于修正和完善,进一步适应WTO规范.     

The Essential Features of Technology and Technology Education: A Conceptual Framework for the Development of OBE (Outcomes Based Education) Related Programmes in Technology Education

It appears that programme development in technology education is emerging from an atheoretical perspective. This could be attributed to the absence/neglect of conceptual frameworks (philosophical underpinning) in the development of programmes in technology education. This article explores the role of the content dimension of the 'essential features' of technology and technology education in OBE (Outcomes Based Education) related programme development. An instructional programme was developed using criteria derived from the essential features of technology and technology education. In order to gauge learners' experience, in relation to these essential features, a qualitative case study involving 20 learners was undertaken at a College of Education. Engagement with theprogramme proved to be an empowering experience for the learners who had hitherto not had the opportunity to experience a formal programme in technology education. Although it could not be proved conclusively that cognitive development had occurred, positive inter-dependence,shared responsibility, social skills and enhanced learning were evident. The study has shown that criteria derived from the 'essential features' of technology and technology education could serve as a reliable yardstick to measure the extent of learning in relation to these essential features