汽车类院校一体化教师培养模式的研究

随着我国社会主义市场经济和职业教育的迅速发展,社会及企业要求学校毕业生要有一定的理论知识又要有很强的实际操作能力。新的人才需求要求有新的教学模式——"专业基础理论与技能实践一体化"教学模式,要成功地实施一体化教学模式,建设一支既能胜任理论教学又能指导实习操作的"双师型"教师队伍是实施一体化教学的关键。本文就汽车类院校一体化教师培养模式进行探索。     

The Headmaster Ritual: The Importance of Management for School Outcomes

We estimate the impact of individual principals on school outcomes by using panel data that allow us to track principals over time. We find that individual principals have a substantive impact on school policies, working conditions, and student outcomes. In particular, students who attend a school that has a one standard deviation better principal improve their achievement by between 0.05 and 0.1 standard deviations. Despite rich background information on principals, it is difficult to characterize successful management, suggesting that innate skills are central. We find that the scope for discretion is larger among voucher schools and in areas with school competition.     

校徽的雕铣加工

由于校徽比较薄,难以用一般机用台虎钳加持进行雕刻(铣削)加工。设计并制作一个夹具,以夹持工件,完成校徽的铣削加工。     

论化学教师的PCK结构及其建构

如何利用学科教学知识提高化学课堂的教学成效,是每一名化学教师都应该关心的问题。     

金沙江中游水电站工程水土保持中存在的问题及对策

本文阐述了金沙江中游水电站建设中水土保持工作的重要性,分析了该区域电站水土保持工作中存在的问题,提出了解决问题的对策措施。     

美国学前教师职前培训体系演进之路省思与启示

美国是世界上学前教育最发达的国家之一,非常重视学前教育师资的培训和质量的提高,高素质的幼教师资主要通过职前培训这个途径来实现。本研究对美国学前教师职前培训体系发展历程进行了梳理,分为学徒制时期、培训学校时期、师范学校时期、师范学院时期和综合大学的教育学院和文理学院的教育系时期。反思不同时期美国学前教师职前培训的经验与教训,结合我国国情,在培训目标、课程设置、质量保障机制、教育实践等几个方面对我国学前师资的职前培训体系进行展望。     

企业对中职电商学生需求调查与分析

为了更好地推进中职电商专业的发展,培养适合企业需求的中职电商学生,笔者针对企业对中职电商学生的需求是什么这一问题,通过企业走访和发放调查问卷的形式,对企业进行一系列的调研,运用EXCEL软件对收集的数据进行分析,发现企业为学生提供的工作岗位、所需技能和个人综合素质等方面都发生新的变化,这些变化是随着电商的迅速发展而出现的。这就要求中职学校要做出相应的调整,鼓励学生毕业后继续学习,提高学历;着重培养学生吃苦耐劳、沟通能力等综合素质;开设满足企业岗位需求技能课程。     

高校教师个性含义、意义及实现

教师个性是教师专业个性与教师自身个性的统一,由教育风格表现出来,是教师存在的方式。个性的教师才是完整的教师,才是有活力的教师。当代个性教育呼唤教师个性,要求培养个性的高校教师。因此,当前的高校应该强化个性教育观,弘扬教师个性;增强创新教育观,发展高校教师个性的独特性。     

Paying for Pipes,Claiming Citizenship: Political Agency and Water Reforms at the Urban Periphery

This article interrogates the nature of political agency deployed at sites of market‐oriented water reforms. It presents a case study from Bangalore, India of a water project mandating significant ‘beneficiary’ cash contributions from lower‐middle‐class dwellers for the capital cost of extending piped water to the city's peripheries. Drawing on quantitative and ethnographic data, it illustrates why property owners who lack formal water access and land tenure — groups referred to in this article as the ‘peripheralized middle class’ — consent to paying for pipes rather than resist all together despite the high cost involved. It argues that far from reflecting an internalization of a ‘willingness to pay’ or ‘stakeholder’ ethos celebrated by development practitioners today, payment for water provides an insurgent means to bargain for greater symbolic recognition, respectability and material benefits from the state. In particular, payment for pipes enables peripheral dwellers to strengthen their claims to secure land tenure in an era of exclusionary and punitive spatial policies. Payment thus comprises a terrain of contested meaning making and political struggle, at the heart of which lie the stakes of urban citizenship. In documenting the process by which property related interests and tenure claims are advanced under a scenario of reforms, this article contributes to Gramscian political‐ecological conversations on subaltern political agency and the lived character of hegemony in urban environments.     

International educational tourism: Does it foster global learning? A survey of South African high school learners

International educational tourism has the potential to foster global learning; however, very little empirical research exists to support this claim. This study responds to the growing demand in the literature for rigorous empirical research to test the underpinning assumption of IET. A global learning survey instrument is developed and completed by 1152 Grade 11 learners in 16 South African exclusive high schools. In doing so, this paper demonstrates that some types of IET are more conducive to global learning than others. Furthermore, for significant global learning to occur, educational tourism needs to be facilitated and cultural difference needs to be experienced.Personality traits that include curiosity, altruism, and being open-minded to new experiences, are identified as predictors of global learning, but the effect of school-based academic achievement is small.Additionally, through the synthesis of educational tourism, international education, experiential learning and global learning theories, the concept of IET is developed.