The Purpose and Perception of Learning Objectives

Much of existing assessment and instructional design strategies revolve around the use of learning objectives. Learning objectives are used by faculty, by instructional designers, by accreditors, by assessment offices, and by students. But even as the use of learning objectives becomes more widespread, the definition and purpose have remained unclear. Instructional designers argue that learning objectives exist to provide a focused mindset for students engaging in the content, while faculty often view learning objectives as an administrative requirement that has little impact on teaching or student performance. Existing research on the subject is primarily normative and/or qualitative in nature (Harden 2002 Harden, Ronald M. 2002. “Learning Outcomes and Instructional Objectives: Is There a Difference?” Medical Teacher 24 (2):151–155.[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]; Torrance 2007 Torrance, Harry. 2007. “Assessment as Learning? How the Use of Explicit Learning Objectives, Assessment Criteria and Feedback in Post-Secondary Education and Training Can Come to Dominate Learning.” Assessment in Education 14 (3):281–94. doi:10.1080/09695940701591867.[Taylor &; Francis Online] , [Google Scholar]). In this article, the researchers seek to use empirical evidence to examine the definitions, purpose, and impact of learning objectives on student performance. We find that there is no shared understanding of definitions and purpose, and using an experimental design, we find that learning objective wording and use in the classroom does not affect student performance.     

When are Students Ready for Research Methods? A Curriculum Mapping Argument for the Political Science Major

For many political science programs, research methods courses are a fundamental component of the recommended undergraduate curriculum. However, instructors and students often see these courses as the most challenging. This study explores when it is most appropriate for political science majors to enroll and pass a research methods course. The hypothesis posits that the number of prior introductory-level political science courses can be a strong precursor to research methods success, even for those who are upper-class students and majors. This hypothesis is tested by analyzing data from six sections of an undergraduate research course offered at a midsized public university. The results demonstrate that students are most likely to succeed in their research methods course if they are majors with at least five previous political sciences courses completed. Recommendations for course prerequisites and specific curriculum mapping are offered in light of these findings.     

公安院校人才培养模式的创新

公安院校承担着为公安机关培养输送高素质专门人才的神圣职责。公安院校人才培养模式,应在传统模式的基础上有所创新,促进学生知识、能力、素质的协调发展,以便适应公安工作为经济建设、社会协调发展保驾护航的需要。公安院校人才培养模式的创新是一个复杂的系统工程,就其基本内容而言,可以表现在课程体系、授课方式和培养平台等方面。     

论Jessup国际法模拟法庭比赛对国际法本科教学的促进

由于Jessup国际法模拟法庭比赛案例系由经验丰富的国际法学专家精心设计,其内容紧扣国际法学热点问题,题材新颖,问题棘手,涉及面广,且学生在应用国际法理论知识进行分析时不需要考虑政治因素、强权因素,又由于此项赛事完全以英语进行,因此,将该赛事与国际法本科教学相结合,不但可以促使学生更好地理解和运用国际法,而且还可以增进双语教学的实效.     

新建本科院校学风建设的突破口与切入点

摘要：学风建设是校风建设的重中之重,树立良好的学风是大学生成才的关键.文章通过对新建本科院校学风中存在主要问题的分析，进而提出了新建本科院校加强学风建设工作的突破口与切入点。     

"三个代表"重要思想"三进"工作的探讨

“三个代表”“三进”工作是当前高等院校的一项重要工作,要做好这项工作,首先必须加强“两课”的阵地建设,在增强工 作的自觉性、主动性、针对性、有效性上下功夫。从而,真正使“三个代表”的重要思想成为武装学生的理论武器。     

信息化教学解决方案

现代远程教育作为一种崭新的教育模式,可以最大限度地利用现有教育资源,是实现高等教育大众化、现代化、终身化和国际化的新形式。     

公安院校招录培养模式改革后的专业课教学应对

为了应对公安院校招录培养模式改革,公安院校应制定政策激发专业课教师的工作积极性、引导专业课教师进一步转变教学理念、大刀阔斧调整教学内容、推行以动态实景全仿真模拟教学法为主的教学方法、多部门协作大力推行以小班教学为主的教学组织形式、切实轮训现有教师以提高专业课师资力量。     

试论大学生消费文化与高校德育

当代大学生的消费观与以往相比已经发生了新的变化,具有了新的特点和新的道德意义。存在着盲目无计划消费、从众消费、人情消费、攀比消费等误区。高校对大学生的消费文化需求,既要适当满足,又要积极引导,要把消费道德教育纳入学校教育和思想政治教育范畴,引导大学生消费文化朝着积极健康的方向发展。     

树立和落实科学发展观 推进高校“两课”教学改革

大学生思想政治教育非常重要.要树立和落实科学发展观,确立以人为本、促进人的全面发展的"两课"教学改革的基本思想,使"两课"教学更好地贴近当代大学生的思想实际和社会实际;要充分发挥大学生在"两课"教学过程中的主体性和创造性,提高"两课"教学的吸引力、感染力;要以考察大学生的政治思想素质、人文社会科学的综合素质和创新能力为重点,引导"两课"教学实践.