论高校体育实验室器材的管理策略

在我国教育事业不断发展的背景下,各所高校的教学设备与教具在不断完善与健全,旨在为学生学习与锻炼提供各类协助,促使学生全面成才。教学设施数量的增多与种类的健全,意味着管理工作量在加大,做好管理工作显然已经成为当下高校的重点任务。论文站在体育视角,对高校体育实验器材的管理进行深入探究,并提出一些管理策略,希望可以给相关人员带去管理灵感。     

关于我国高等院校培养创造性人才的思考

在科技进步与创新的21世纪，我国高等院校担负着培养创造性人才的重任。培养创造性人才，要优化人才培养模式，改革传统教学方法，增强创新教育的基本理念。     

江浙高校教师亚健康状态调查分析与对策

采用问卷调查法，通过对江、浙二省部分高校教师亚健康情况的调查与分析，发现教师亚健康问题不容忽视。文章分析了导致高校教师亚健康的主要原因，并提出可以通过领导重视与关心，加强健康教育、培养个体良好的生活规律、增强调解心理压力能力、均衡营养、合理膳食等因素来降低亚健康状态的发病率。     

人的自由全面发展的相对性研究

在现实中,在范围和程度上,人的自由而全面的发展都具有相对性.作为理想和现实的统一,研究其相对性具有重要的意义.重视每一细微的发展,是通向终极目标的惟一途径.     

Pragmatism, Pedagogy and Philosophy A Model of Thought and Action in Action in Primary Technology and Science Teacher Education

This article reports on one outcome from a three-year study with pre-service primary teachers at Goldsmiths' College, University of London. The purpose of the study was to evaluate the influence of participants' prior educational experience and beliefs about the relationship between design & technology (D&T) and science on their lesson planning for these subjects during school placements. Data from the study support a three-domain model of pre-service teachers' thinking and action. When operating within the pragmatic domain, participants are primarily concerned with survival in the classroom, resulting in short-term planning which may contradict their epistemological and curricular beliefs. In the pedagogical domain, the focus shifts from the pre-service teacher themselves and their immediate survival to the learning potential of the activities they plan. There is evidence that some participants have progressed to operating within a philosophical domain, leading to clasroom practice which reflects and re-conceptualises pre-service teachers' core beliefs about the nature of, and relationship between, D&T and science. This revised version was published online in July 2006 with corrections to the Cover Date.     

Enhancing Practicing Primary School Teachers' Pedagogical Content Knowledge in Technology

This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented. This revised version was published online in July 2006 with corrections to the Cover Date.     

Cross‐Border Auction Cycle Effects of Sovereign Bond Issuance in the Euro Area

We provide evidence for the euro area of spillovers from foreign public debt auctions into domestic secondary‐market auction cycles. We also confirm existing evidence of such spillovers from domestic issues into the domestic secondary market. Consistent with a theory of primary dealers’ limited risk‐bearing capacity, we find that auction cycles from domestic issues are stronger during the recent crisis period, whereas cross‐border effects are stronger in the precrisis period, but this evidence is not strong. This finding likely reflects the opposing effects of reduced sovereign bond market integration during the crisis and higher yield covariances caused by more market volatility.     

Energy and CO2 emission relationships in the NAFTA trading bloc: a multi-regional multi-factor energy input–output approach

The North-America Free Trade Agreement (NAFTA) has brought together the economies of Canada, Mexico, and the US into forming one of the largest trading blocs worldwide (within the top CO₂ emitters). However, the current global protectionist discourse threatens the agreement. This paper analyzes the energy and energy-related CO₂ emission relationships between NAFTA countries in 2014 to gain insights into the climate change implications of current integration and the possible cancelation of the agreement. The analysis is performed with a multi-regional version of the multi-factor energy input–output model. The results show that NAFTA has not built a single integrated energy system, though it has helped reduce energy-related CO₂ emissions. Moreover, if NAFTA is not revoked, further integration would depend on the capacity of the Mexican energy sector to converge to the performance of its trade partners’ energy sectors. Conversely, a broken deal would induce negative environmental externalities.     

高职院校教师工作压力源研究综述

通过对CNKI数据库中涉及高职院校教师工作压力源文献的统计分析表明：高职院校教师承担的工作压力源多达24项，其中主要包括工作负荷大、学生学习成绩差、教师职业发展受限、学校组织管理科学性不高、工资待遇低、科研论著要求高和社会支持较少等。从实施主体来看，缓解高职院校教师工作压力的对策可分为政府、学校和教师个体三类主体。现有研究在以下领域还需加强：提高对高职教师工作压力源的关注度，把握高职教育的办学特点，重视对缓解工作压力措施的可行性研究。     

美国社区学院多元化办学与筹资模式的经验和启示

本文以美国阿拉莫学院(Alamo Colleges)为例,总结分析其成功办学经验,提出对我国现代职业教育的建立和筹资的若干启示和建议。