充分利用民族传统体育资源加快少数民族地区学校体育课程改革

西部大开发与新一轮的课程改革,给少数民族地区体育教育的发展提供了有利的条件.针对这些有利条件,本文提出了加快少数民族地区学校体育课程改革的发展及对策.     

我国少数民族基础教育课程、教材建设:回顾与反思

我国少数民族基础教育课程教材建设在新中国成立以后经历四个阶段的发展 ,在三个层面上取得了一定成绩 ,对我国民族教育事业的发展发挥了重要作用。与此同时 ,少数民族基础教育课程、教材建设又深受课程与教材内容脱离民族文化和地区特色 ,不适应少数民族学生认知发展水平与特点等问题的长期困扰 ,严重影响了少数民族基础教育质量的提高。因而 ,克服这些问题 ,在新一轮基础教育课程改革背景下寻找少数民族基础教育课程与教材建设的突破口 ,是推进我国少数民族基础教育发展的重要任务。。     

高职教育语境下的法学课堂教学研究

高等职业教育是类型教育,与普通高等教育在人才培养定位、模式、课程设置、教学方式方法等方面都有不同要求,法学课程作为文科高职院校中的重要课程,必须在此语境下对其教育思想观念、课程开发、教学方式方法等诸方面进行研究和探索。     

浅析警察职业教育课程改革

警察职业教育课程的改革,应涵盖教学计划,教学大纲,教学材料、教辅资料,实验实训、见习、实习方案,教学评价方法等内容。警察职业教育应定位于实践导向课程模式,教学内容突出实战案例运用,教学训练方法采用实战情境和实战活动,注重隐性课程的作用和变革课程评价模式,警察职业教育课程体系应体现战、训、学三者的一体化,实现警察职业教育培养、训练应用型人才这一根本目标。     

论非英语专业本科生口译课程开设的可行性——兼论需要注意的问题

随着经济社会的发展,人们对口译员的需求越来越多,但仅靠各高校为数不多的翻译学院、翻译系以及外语学院所培养出来的口译员无法满足社会的需求。本文论述了在非英语专业本科生中开设口译课的可行性以及需要注意的问题。     

法律类专业学生应增强数学素质

从数学的特性和认知功能对法律生成发展的影响、法律类专业通识教育课程结构以及高职院校法律专业培养目标等方面,简述作为大学层面的高职类学校法律类专业开设数学课的必要性.     

Teaching Students to Engage with Evidence: An Evaluation of Structured Writing and Classroom Discussion Strategies

In their transition to college, students often struggle to identify and make connections between the main arguments, evidence, and empirical findings of articles from academic journals commonly assigned on political science syllabi. Which active learning techniques are most effective for teaching students to recognize and evaluate social science evidence? To address this question, we conducted an experiment with students from two first-year writing seminars in political science. Students were randomly assigned to either an in-class writing activity or a group discussion, both of which required them to summarize an article’s use of evidence. We find limited evidence that group discussions are more effective for teaching students to engage with evidence.     

Undergraduate Research at Two-Year Community Colleges

There is a growing movement in academia that focuses on increased efforts at undergraduate research. Historically, this movement has been driven by faculty in the science, technology, engineering, and mathematics (STEM) fields and has only recently become a focus for social sciences in general and political science in particular. For students to be successful at conducting undergraduate research, they should be exposed to it as soon as they are ready. This requires exposing students to undergraduate research in the freshmen and sophomore years. There is no reason this exposure should be limited to four-year institutions. To that end, a new journal has been created for students in political science and other social science courses at two-year colleges so they can be recognized for their undergraduate research. The Social Science Text and Academic Research (STAR) Journal is a peer/faculty-reviewed journal limited to students at two-year colleges.     

“It Was My Understanding That There Would Be No Math”: Using Thematic Cases to Teach Undergraduate Research Methods

Undergraduates frequently approach research methods classes with trepidation and skepticism, owing in part to math-phobia and confusion over how methodology is relevant to their interests. These self-defeating barriers to learning undermine the efficacy of methods classes. This essay discusses a strategy for overcoming these barriers—use of a case study as a thematic framework for the class. In theory, the case study engages students and renders the material less abstract. A research methods class recently taught by the author was organized around political assassinations, with an initial framing focus the assassination of President John F. Kennedy. In an end of semester Qualtrics survey, students reported that they liked this approach and believe that it kept them interested in the material.

“[S]tats are dry. The Kennedys are not dry.” ～A student     

Life at a Teaching University

Many new political science faculty at teaching universities are recent PhD recipients, and are coming to these institutions from research-oriented universities. There are considerable differences between the training for graduate students received at research universities and the expectations for faculty at teaching universities. This essay reflects on the author’s first year at a teaching university and offers six themes that may assist other new faculty in the transition from life as a graduate student at a research institution to life as an assistant professor at a teaching university.