论房地产开发与管理课程的建设

在分析房地产开发与管理课程的特点的基础上,提出房地产开发与管理核心课程建设的思路和措施。     

当代大学生社会责任感缺失与两课教学作用关系辩正

当代大学生社会责任感呈现日益淡化的状态,表现为注重自我价值,轻视社会价值;重个人理想,轻社会理想;重权利的享受,轻义务的履行。导致这一现状的原因是多方面的,既有来自社会、学校、家庭等因素的影响,也有学生自身原因的影响。针对大学生社会责任感这既现实又迫切的问题,高校的两课教学应该从加强学生对中华民族传统美德与文化的学习,注意对大学生的思想引导,推动大学生树立正确的人生观和价值观,注意从社会实践等方面培养大学生的社会责任感。     

高职院校改革如何适应我省现代产业体系研究

建立适应河北省现代产业体系的高职教育,高职教育就要不断改革,从强化学生实践能力培养,加强校企合作、工学结合;拓宽生源渠道,推进多元化办学;整合资源,推进集团化办学平台建设;加强专业、课程和师资队伍建设,实现学校可持续发展四个方面进行了探讨。     

《砌体结构施工》项目化课程教学改革探讨

建构主义学习理论和情境学习理论为《砌体结构施工》项目化课程教学改革提供了充分的理论依据。在情境建构主义理论的指导下,采取了两项措施来推进课程改革:第一步是进行教师职教能力培训与测试,转变教师职业教育观念,提高教师项目化教学水平;第二步是开发该门课程,构建基于工作过程的项目化课程。     

计算机公共基础课立体化教学资源建设初探

对计算机公共基础类课程进行群化建设,把有限的教学资源进行重组、优化和整合,加强课程的立体化教学资源建设,建立纸质教材、电子教案、考试系统、学习网络等综合性、数字化、立体化的教学空间,将大大提高教学效益、优化教学生态。     

非环境类选修课《环境化学及保护》教学浅析

本文以培养学生的积极性和提高其综合素质为目标,根据《环境化学及保护》课程特点,从课程教学内容、教学手段、考核方式出发,提出了教学改革的思路与方法。     

“走出”工学结合特色的旅游英语教学改革

旅游英语专业要突破发展瓶颈,工学结合犹如一支及时的强心剂。本文笔者通过调查指出工学结合特色的旅游英语教学改革一方面要完善课程体系设置,"语言能力+专业技能"双管齐下,另一方面要"引进来+走出去",建立适应工学结合特色的专业课程教学模式。     

北方寒地中华金叶榆扦插育苗快速繁殖技术研究

中华金叶榆是目前我国北方高寒地区景观园林中使用量最大的一种彩叶树。现主要存在苗木繁殖速度慢,育苗成本高,苗木质量不高等问题。本文综述了北方寒地扦插育苗快速繁殖中华金叶榆的简易技术和方法,为高寒地区繁殖和生产中华金叶榆苗木提供技术指导和参考。     

Epistemological and Pedagogical Challenges of Teaching International Business Ethics Courses

International business ethics courses imply four basic epistemological and pedagogical challenges: (a) understanding various perceptions of ethics and values/virtues; (b) identifying ethical maxims among religious/spiritual traditions; (c) designing international business ethics courses as dialogical experiences; and (d) deepening our personal contribution to others’ learning process. This article argues that those epistemological and pedagogical challenges could determine the design and the contents of international business ethics courses: facing up to compatible/incompatible ethical theories (philosophical questioning), identifying ethical maxims among religious/spiritual traditions (religious and spiritual questioning), and reading our actions/decisions as quasi-texts (literature-bound questioning). Business ethics teachers could take those challenges upon themselves and design their business ethics courses accordingly. For each of the four challenges, a specific ethical issue is described; advice for teachers as well as ethical questions for debate and personal development are provided.     

Robots and us: towards an economics of the ‘Good Life’

(Expected) adverse effects of the ‘ICT Revolution’ on work and opportunities for individuals to use and develop their capacities give a new impetus to the debate on the societal implications of technology and raise questions regarding the ‘responsibility’ of research and innovation (RRI) and the possibility of achieving ‘inclusive and sustainable society’. However, missing in this debate is an examination of a possible conflict between the quest for ‘inclusive and sustainable society’ and conventional economic principles guiding capital allocation (including the funding of research and innovation). We propose that such conflict can be resolved by re-examining the nature and purpose of capital, and by recognising mainstream economics’ utilitarian foundations as an unduly restrictive subset of a wider Aristotelian understanding of choice.