政府在发展高等职业教育中的角色定位思考

高等职业教育是我国高等教育的有机组成部分,政府在发展高等职业教育培训中拥有无可争议的地位,但政府能否对自己的角色加以理性定位却事关高职教育的健康发展。依据中国的具体国情,本文提出政府在高职教育发展中应该扮演催化剂、支持者、激励者和调控者的理性角色。     

职教学生的规范教育

本文对职教学生的规范教育状况进行了分析,就当前如何做好职教学生的规范教育提出了设想,并作了述评。     

试析大学生的综合素质培养

本文介绍了提高大学生综合素质的重要性和迫切性 ,通过分析当今教育存在的某些问题 ,提出就提高学生综合素质所应采取的改革的几点建议。     

高职院校档案管理现代化的思考

介绍高职院校档案管理现代化的特点与内容,指出了高职院校档案管理现代化的必要性以及档案管理现代化面临的困难,提出了实现高职院校档案管理现代化的方法和步骤。     

素质教育应把德育放在首位

在素质教育中,在人才素质的诸要素中,思想道德素质是根本、是灵魂。这是最具有时代特征的新型人才观,也是素质教育的核心。思想道德素质制约和影响着学生的人生观和价值观;思想道德素质决定和影响着学生的治学态度;思想道德素质决定和影响学生毕业的发展和职业道德。     

对《形状和位置公差》新标准的理解和应用

通过对《形状和位置公差》新、旧国际的对比，综述了新、旧标准间的不同之处、便于迅速了解和应用新标准。     

论我国高等教育产业化的可能途径

笔者通过探讨推动我国高等教育产业化的可能途径以及当前所要解决的问题,并就我国高等教育产业化的发展前景进行了较系统的分析,认为我国高等教育走产业化之路是一种客观必然趋势。     

Do high interest rates defend currencies during speculative attacks?

Do high interest rates defend currencies during speculative attacks? Or do they have the perverse effect of increasing the probability of a devaluation of the currency under attack? Drawing on evidence from a large sample of speculative attacks in developed and developing economies, this paper argues that the answer to both questions is ‘no’. In particular, this paper documents a striking lack of any systematic association whatsoever between interest rates and the outcome of speculative attacks. The lack of clear empirical evidence on the effects of high interest rates during speculative attacks mirrors the theoretical ambiguities on this issue.     

文学课教学中的审美人生教育

文学教育是一种审美教育,其终极目标不在于培养审美兴趣与审美能力,而在于培养审美人生观。这与文学自身的特性及文学鉴赏的要求有关。在文学课教学中落实审美人生教育应抓住作品的生命意识,强化情感体验,将审美与育人结合起来。     

Applying continuous improvement to teaching in another culture

As international business programs proliferate, the mixing of many cultures in the classroom creates new teaching challenges. This paper reports on how an American accounting professor coped with cultural differences at INSEAD in France. Student evaluations for the first course taught at INSEAD revealed a variety of problems that the professor tried to resolve by applying the principles of continuous improvement in the next course he taught. Confronting the students directly with the problem, enlisting their aid in improving the course, and eliciting specific feedback all combined to substantially raise the level of student satisfaction. The principles applied in this intervention are broadly applicable to college professors, not only those working with “international” students.