Reputational cheap talk with misunderstanding

We consider a cheap talk game with a sender who has a reputational concern for an ability to predict a state of the world correctly, and where receivers may misunderstand the message sent. When communication between the sender and each receiver is private, we identify an equilibrium in which the sender only discloses the least noisy information. Hence, what determines the amount of information revealed is not the absolute noise level of communication, but the extent to which the noise level may vary. The resulting threshold in transmission noise for which information is revealed may differ across receivers, but is unrelated to the quality of the information channel. When information transmission has to be public, a race to the bottom results: the cut-off level for noise of transmitted information now drops to the lowest cut-off level for any receiver in the audience.     

浅析高校教师人力资源管理的制度安排

高等教育发展的关键在于高校人力资源的开发和管理,教师队伍是其中的核心资源。高校教师具有高知识层次性、人格独立性、劳动创造性的特点,高校教师人力资源管理应采用激励措施的完备、选择性激励、柔性管理等方法。     

旅游院校"双师型"师资队伍建设的思考--以桂林旅游高等专科学校为例

通过对我国旅游院校(高职高专专业)“双师型”师资队伍建设的基本情况分析和不同国家(地区)高职院校(专业)师资队伍建设的比较,在总结桂林旅专“双师型”师资队伍建设实践的基础上,提出了旅游院校“双师型”师资队伍建设的基本思路,并列出了可供参考的途径和措施。     

必须加强高校青年教师党员发展工作

在高校青年教师中发展新党员是高校党建工作的重要内容。必须高度重视并采取有效措施,积极做好 青年教师党员的发展工作。     

浅谈良好课堂纪律的形成

良好的课堂纪律能保证正常的教学秩序和教学质量。良好课堂纪律的形成有赖于教师和学生双方面的共同配合 ,是师生之间的双边互动。     

Recent Research in Learning Technological Concepts and Processes

This paper examines recent research in student learning of technological concepts and processes. To explore this area three inter-related aspects are considered; existing concepts of technology, technological knowledge and processes. Different views of technology and technology education are reflected in both research outcomes and curriculum documents. Teacher and student perceptions of technology impact on the way in which technology is undertaken in the classroom. Teacher's perceptions of technology influence what they perceive as being important in learning of technology. student's perceptions of technology and technology education influence what knowledge and skills they operationalise in a technological task and hence affect student technological capability. Technological concepts and processes are often defined in different ways by particular groups. Subject subcultures are strongly held by both teachers and students. The influence of subject subcultures and communities of practice will be discussed in terms of defining and operationalising technological concepts and processes. Technological concepts are not consistently defined in the literature. For students to undertake technological activities, knowledge and processes cannot be divorced. Recent research highlights the problems when processes are emphasised over knowledge. This paper will examine different technological concepts in an attempt to create a critical balance between knowledge and process. Much of the literature in technology education has rightly emphasised definitions, curriculum issues, implementation and teacher training. This paper argues that it is now time to place a great emphasis on in-depth research on student understanding of technological concepts and processes and ways in which these can be enhanced.     

关于团结协作是教师与同事关系中的道德要求的探讨

教师职业道德是一般社会道德在教师职业中的具体体现,有其自身的特殊性质和鲜明的职业特征:它是理想人格的塑造者,是传统道德的汇聚者和弘扬者,是社会道德的创导者,是未来道德的启迪者。然而,教师之间互相支持,相互帮助,建立教师集体,也是师德的一个重要方面。人才的成长,有赖于全体教师的长期团结协作。     

体育教学中教师美学因素的描述

在体育教学过程中,教师美学因素直接影响着授课的质量和学生的学习兴趣。教师在教学实践中要重视审美教育,通过教学的各个环节,用美感教育来开阔学生的胸襟,陶冶学生的情怀,有意识地发展学生感受美、观赏美和表现美的能力,以促进学生德、智、体、美和谐的发展,不断提高体育教学质量,达到最优化的教学效果。     

浅谈中学新课程改革对教师专业悟性的升华

从国家新课程改革的主导思想出发,结合中学教师在专业发展上的新要求,简要阐述了基于新课程理念,教师面对新课程需要更加敏锐的专业悟性的现实意义和培养教师专业悟性的基本思路。     

Reflecting on Teacher Development in Technology Education: Implications for Future Programmes

This paper reflects on the outcomes of teacher professional development programmes in technology education. These programmes were based on a model which emphasised the importance of teachers developing an understanding of both technological practice and technology education. Two different programmes have been developed and trialed in the New Zealand context. They are the Facilitator Training programme, and the Technology Teacher Development Resource Package programme. This paper will focus on the outcomes of these programmes. The Facilitator Training programme was a year long programme, and ran in 1995 and 1996. It involved training a total of 30 educators – 15 each year, from all over New Zealand. The Resource Package was trialed in 14 schools over a 3–6 month period in 1996. The evaluations indicate the successful nature of these programmes and the usefulness of the model as a basis for the development of teacher professional development in technology education. The programmes reported on in this paper were developed and evaluated as part of two New Zealand Ministry of Education contracts held by the Centre for Science, Mathematics and Technology Education Research. This revised version was published online in August 2006 with corrections to the Cover Date.