对大中班授课模式下高校形势与政策课教学的思考

目前,在大中班授课模式下高校形势与政策课的教学存在着认识不够充分、队伍不够稳定、教学不够规范、考评不够科学、学生不够主动等问题。为此,应明确定位教学目标,全面提高对形势与政策课的认识;优化整合师资队伍,努力形成竞争向上的教学机制;构建立体教学模式,追求教学内容的规范化、科学化、合理化;采取多元考核办法,建立评训结合的教学激励监督机制;定制个性化、交互式、自主型的学习体系,激发学生学习的主动性,促进学生成长成才。     

刍议公安院校信息化警务教学与培训

信息化警务实质上是由人和若干信息载体组成的用以承担公安工作任务的人机交互系统,这一系统效率的高低不仅仅取决于信息载体的质量,更关键的是人的因素。解决人的因素需要通过公安院校教育及在职民警培训进行。当前公安院校在《信息化警务》课程建设上存在教师素质有待提高、教材不够系统、实训条件欠缺等问题。公安院校应在提升信息化警务教学教师素质、完善教材体系、构建因人施教体系、建立仿真实训室等方面采取措施,提升人才培养质量。     

艺术院校思想政治课教学中问题及对策探析

思想政治课是对大学生进行思想政治教育的主渠道,当前艺术院校思想政治课存在重视不够、管理不规范;师资队伍建设、教学内容以及评价方式有待完善;教学实效性不足等问题。为此,要转变观念、加强管理;提升教师素质;完善评价体系;综合采用多样化的教学方法和手段,提升思想政治课的实效性。     

加强高校师德建设

加强高校师德建设,无论是对于学生成长还是学校发展,无论是回应时代要求还是推动社会主义精神文明建设,都具有重要的意义。但当前高校师德建设仍然存在一些问题,部分教师育人意识淡薄、缺乏敬业精神、表率作用不足等,加强高校师德建设需从以下几方面着手:制定、完善关于师德建设的系列机制;建立高校教师道德学习和实践的长效机制;强化教师的责任机制;加强高校德育环境的建设。     

论构筑中国现代公共事业制度的财政政策体系

文章分析了我国公共事业制度的财政政策体系存在的主要问题 :事业单位对政府财政资金依赖程度高 ,财政负担沉重 ;财政资金供给范围过宽 ,超越了公共财政职能 ;财政资金使用效益有待提高 ,财务管理制度不够健全 ;建立现代公共事业制度所需要的配套财政税收政策还不完善 ;需要采取切实有效的财政政策措施 ,加快事业单位体制改革。探讨了构建现代公共事业制度的财政政策体系 :以公共政策为准则 ,重新界定公共事业类别 ,建立法定分类体系 ,实施相应的财政政策 ;改革财政资金供给方式 ,推动公共事业组织健康成长 ;完善财政政策支持体系 ,优化公共事业组织成长环境 ;采取有效的政策措施 ,加快事业单位制度改革进程 ,构建中国现代公共事业管理制度     

新课改下高师历史专业教师教育课程改革思考——以河南为例的考察

尽管中学历史新课改已在河南全面推行,但作为培养中学合格师资的高师院校历史院系,其教师教育课程与中学历史新课改仍存在着诸多脱节之处,如对中学历史新课改关注不够;教师教育课程设置滞后;师范生教研能力、信息化教学能力培养不够;实践教学、职业基本功训练实施力度不强等。为此,需要调整历史教育理论课程体系,增加适应新课改要求的新课程;构建严格的师范生教学技能考核体系,强化信息化教学能力培养;调整历史教育实践课程体系,切实提高实践效果;高度重视理论与实践脱节问题,把理论学习与实践反思结合起来。     

高职英语教师专业化发展机制存在的主要问题研究

高职英语课程是高等职业教育的一个有机组成部分,是为培养面向生产、建设、服务和管理第一线需要的高技能人才的目标服务的。高职英语教师要通过持续性学习、不间断的教学实践及培训,来提高英语专业知识、职业知识及教育技术等能力。高职英语教师专业化发展存在了很多问题,专业知识性不强、学科地位低、缺乏话语权、持续发展有效机制不够完善、高职英语教师教学与科研成果转化能力不强、社会支持力度不足等。     

高校社工课程实践教学存在的问题与完善建议

社会工作课程的实践教学是社会工作实践教学体系的重要组成部分。本文就LG大学社会工作专业开设实践教学环节的课程进行了问卷调查,调查表明:学生对目前各门课程实践环节的教学效果满意度较高,通过实践教学巩固了学生在理论课上所学的专业知识,提高了专业技能。但也存在以下问题:教师对实践教学重视不够,动力不足;实践课程考核内容、项目过于烦琐复杂;实践课程软件培训学习不够;实践教学基地不稳定,可持续性较差;教学管理及计算机操作机械化,缺乏灵活性;实践教学经费不明确等。提出完善社会工作课程实践教学的建议如下:增强教师职业道德,加强教学激励机制,改革职称评审制度;开课前加强实践课程软件操作及教务处实践教学网络使用的培训;修改实践教学管理系统的程序设计,简化学生成绩考评要求,简化教学工作中的审批手续,向基层学院和一线教师下放权力;为实施课程校外实践建立常规实践基地;将实践课程教学经费量化到各门课程。     

教师个人教学哲学及其建构探讨

教师个人教学哲学是教师系统化的教学观念,是教师对教学思想和实践的深刻反思。它作为教师个人教学智慧的结晶,对于教师的教学实践、专业发展和学生的成长具有重要意义。学习教育理论,提升理论自觉水平;参与教学实践,确立教学价值取向;加强教学反思,完善教学哲学体系;尝试哲学表达,彰显教师教学个性,是教师建构个人教学哲学的有效路径。     

英语学习游戏软件应用研究

随着英语教学的飞速发展,英语学习游戏软件在英语教育上产生了新的影响和作用。目前英语学习游戏软件应用中的主要问题有:教师和学生对英语学习游戏软件的认识不足;观念上存在差异;环境设施限制了推广和使用;现有的英语学习游戏软件优点鲜明,缺陷也比较突出。因而,需要从教师课堂使用、学生运用选择以及软件本身设计三方面加以改进和完善,以真正实现英语学习游戏软件的促进作用。     

South Korea and Sino-Japanese rivalry: a middle power's options within the East Asian core triangle

Abstract

South Korea is a middle power in a region where its scope of action can rise and fall quickly and diplomatic flexibility is needed. Neither realist responses to threats nor idealist trust in integration meet its needs for adjusting triangular ties with China and Japan, as their relations become the principal great power divide in Northeast Asia. Its optimal choice is as a facilitator biding its time when tensions over both security and national identity clashes are intense, while preparing for opportunities. Four conditions would give it a favorable environment: forward-looking foreign leadership; security challenges brought under some control; subsiding preoccupation with national identities; and its own strategic planning with care not to overreach. Multiple possibilities emerge if it can rebuild ties with Japan as part of a triangle with China as well as one with the United States and also synchronize ties with China to other ties. Even amidst recurrent tensions, the core East Asian triangle offers Seoul a chance to take advantage of changing dynamics in the world's most ascendant region.     

A Cognitive Perspective on Policy Implementation: Reform Beliefs,Sensemaking, and Social Networks

Utilizing a cognitive perspective, this article examines the social processes through which teachers come to understand the Common Core State Standards. The authors begin by identifying three beliefs that have important implications for policy implementation: self‐efficacy, resource adequacy, and value for clients. They measure those beliefs and the Common Core discussion networks that emerge among teachers at three points in time. Through the use of SIENA models, the authors explore how networks and beliefs coevolve within schools. Unlike prior research on social networks, which consistently finds strong homophilous tendencies, this research finds no evidence that teachers seek out coworkers who hold similar beliefs. Rather, teachers relied on preexisting formal and informal relationships to guide interactions. Those interactions were characterized by social influence, whereby a teacher's own beliefs adapted toward the beliefs held by the members of their social network. The findings offer a novel perspective on the complex dynamic that occurs within organizations as new policies are unveiled and employees interact with one another to understand the changes those policies entail.     

Strategic Involuntary Teacher Transfers and Teacher Performance: Examining Equity and Efficiency

Despite claims that school districts need flexibility in teacher assignment to allocate teachers more equitably across schools and improve district performance, the power to involuntarily transfer teachers across schools remains hotly contested. Little research has examined involuntary teacher transfer policies or their effects on schools, teachers, or students. This article uses administrative data from Miami‐Dade County Public Schools to investigate the implementation and effects of the district's involuntary transfer policy, including which schools transferred and received teachers, which teachers were transferred, what kinds of teachers replaced them in their former schools, and how their performance—as measured by their work absences and value‐added in math and reading—compared before and after the transfer. We find that, under the policy, principals in the lowest performing schools identified relatively low‐performing teachers for transfer who, based on observable characteristics, would have been unlikely to leave on their own. Consistent with an equity improvement, we find that involuntarily transferred teachers were systematically moved to higher performing schools and generally were outperformed by the teachers who replaced them. Efficiency impacts are mixed; although transferred teachers had nearly two fewer absences per year in their new positions, transferred teachers continued to have low value‐added in their new schools.     

浅析教师人格魅力对学生的影响

教师的人格魅力是教师的性格、气质、能力等个性特征的总和,是教师个人整体的精神风貌,它对学生有很大的影响,能够促进学生人格的发展。教师要注意塑造自己高尚的人格,发挥人格力量的独特魅力去影响学生。     

For an International of Workers and Peoples

It is probably not easy for a foreign reader to understand many of our difficulties. It is only natural. Each people and each country have a life of their own, their own laws, their own hopes and misconceptions, and their own ideals. Such diversity is wonderful; it needs to be developed rather than stifled. I, for one, am sick of the attempts of some politicians to teach others how to live and what policy to conduct.—Mikhail Gorbachev.’¹

The report [Gorbachev's report at the celebration of the 70th anniversary of the October Revolution] . . . makes a world assessment at variance with our understanding, virtually liquidating the contradictions of the period and acts as a damper on the world revolutionary movement. Our Party cannot accept its analysis, its argumentations and its conclusions.—Resolution of the Communist Party of India—Marxist.²

The Marxism we follow is superior to that followed by them [the Communist Party of the Soviet Union]—Saroj Mukherjee, Secretary, West Bengal State Committee of the Communist Party of India—Marxist.³     

Throwing money at schools

The conventional wisdom about public schools is that they face serious problems in terms of performance and that improving schools requires additional money. However, the available evidence suggests that there is no relationship between expenditures and the achievement of students and that such traditional remedies as reducing class sizes or hiring better trained teachers are unlikely to improve matters. Furthermore, there is little reason to believe that schools will move toward more efficient operations, either on their own or through consumer pressures. More attention should be given to developing direct performance incentives.     

Management and training for development: The Hombe thesis

A fundamental reason why public service management in many Third World countries has improved so little, despite significant training inputs, is that the political and bureaucratic elite do not want it to. The ‘Hombe thesis’ is that the elite consists of executives skilled in managing the system to meet their own interests and to preserve the status quo. Further, aid organizations and third parties engaged in management development tend to collude with the elite. Three additional basic problems are explored. First, that of developing a style of management appropriate to the local political and social environment. Second, identifying the actual functions of chief executives in the public service and helping managers to develop expertise in their roles. Third, the difficulties of assessing real managerial training needs rather than expressing desires. The paper concludes with a plea to face the fundamental constraints to effective management and training instead of playing around with subordinate issues.     

Redeeming the ‘Indian’: sport and ethnicity in post-revolutionary Mexico

For many historians of Latin America and others, twentieth-century Mexico offers a shining example of a country that has been able to overcome its ethnic divisions. Following a decade of brutal civil war (1910–20) the state devised a range of reforms designed to incorporate previously marginalized sectors of society. Semi-autonomous indigenous communities were singled out for particular attention as rural teachers and cultural missionaries engaged in the dual task of bringing ‘civilization’ to the ‘Indian’ and simultaneously gathering cultural remnants of ‘traditional’ indigenous culture for inclusion within an all-embracing new national culture. Within an environment of mutual understanding and respect, mestizo children in Mexico City, for example, would learn the dances of the Yaquis in Northern Mexico, and Yaqui children would practise the games of Mayas from the South. But what were the motives behind such measures, and how successful were they? Using sport as his focus, Brewster suggests that the political rhetoric accompanying these reforms contained an inner contradiction: the cultural diversity of Mexico's ethnic groups would be celebrated within a homogeneous national culture. He argues that there is little evidence that mainstream mestizo society ever compromised its own values in order to embrace those of its indigenous compatriots. Rather, the underlying trend was one in which indigenous communities were forced to accept an urban-based model of civilized society completely alien to their own. Moreover, Brewster argues, the frequently ostentatious public celebration of indigenous culture, whether in sport, dance or other arenas, rarely moved beyond a level of paternalistic tokenism. Behind the facade of national unity, the reality of ethnic divisions lay hidden, only to re-emerge at the end of the twentieth century to the surprise of a complacent mestizo society.     

PERFORMING AUDITORS?: ASSESSING AND REPORTING THE PERFORMANCE OF NATIONAL AUDIT OFFICES—A THREE-COUNTRY COMPARISON

Abstract: This article reviews self-assessment and reporting strategies of national audit offices in the United Kingdom, Sweden and Australia and develops a framework for the reporting of their performance. There is a common emphasis in the audit office objectives on serving their primary client and on improving the performance of the public sector, but there are differences in emphasis regarding the clients being served. The differing approaches to assessing and reporting their own performance can in part be attributed to differences between their mandates, objectives and identification of the clients being served. The audit offices have developed complementary internal quality assurance processes which generate additional performance information and have been subject to external peer reviews which assess and report on their performance. A framework is developed which clarifies the relationship between audit office objectives and the measures used. It involves a hierarchy of performance parameters, including effectiveness, efficiency and workload and gives priority to meeting the needs of the primary client. The study has revealed that significant progress is being made in particular areas of assessing and reporting audit office performance and this should encourage audit offices to share their experiences internationally to enhance their own accountability to their primary clients and the communities they serve.     

Representing teachers as criminals in the news: a multimodal critical discourse analysis of the Atlanta schools’ “Cheating Scandal”

On 1 April 2015, 11 Atlanta teachers accused of changing answers on their students’ standardized tests were convicted of racketeering and sentenced to 5–20 years in prison. Despite ample news coverage, few sources investigated teachers’ motivations for altering students’ responses or explored what the consequences would have been if student scores had not been changed to passing. Moreover, the fact that the teachers’ actions resulted from systemic problems associated with working within a high-stakes testing environment is glossed over and all but lost in the reporting of the “Cheating Scandal” events. The authors conduct a critical multimodal analysis of how semiotic resources were used to represent teachers in the Atlanta “Cheating Scandal” and show how the media's framing of teachers both reflects and conceals specific interests of the powerful educational reform movement and the corporations that benefit from it, such as Pearson, Inc. Data sources included four online news sources from April 2015 that covered the teachers’ sentencing, and the authors analyzed the visual and verbal transformations that occurred during the process of recontextualization. Analysis revealed the construction of a moral narrative that depicted the teachers as selfish and incompetent, reinforcing the dominant paradigm driving school reform in the USA. The authors conclude by calling for more counter-narratives that expose how dominant representations reify negative public perceptions of teachers.