Active Learning in Large Graduate Classes: Reflections on an “Attaining Citizenship” Simulation

Abstract

This article details a role-playing “citizenship simulation” used in a large graduate seminar offered by the Masters of International Relations (IR) faculty at Monash University in Melbourne, Australia. While recognizing the need for a more systematic analysis of the relationship between class size and active learning strategies, this article offers an anecdotal reflection on the challenges faced when employing active learning in an IR course with growing enrollment numbers. We describe and analyze a simulation used in the graduate course to evaluate the feasibility and desirability of structuring large IR classrooms to include participatory group activities such as simulations. We also hope the simulation provides instructors with an effective sample design for simulations in their own larger courses.     

试论中国社会分层与共同富裕并行不悖

中国社会分层结构,目前正处于一种复杂的结构变化过程。中国社会资源的扩散和重新配置,引起社会结构的变迁,出现 数量不多的"富人"和一个有一定规模的社会底层。国家既要允许和鼓励一部分人先富起来,又要在初始分配后通过法律、法规、财政 税收和社会福利保障政策,缩小初始收入分配的差距,努力实现全体人民的共同富裕。     

党校主体班研究式教学方法探讨

改革、创新党校教学方式 ,一直是党校系统教学改革中重要问题。文章从三个方面对党校主体班研究式教学方法进行了探讨。第一 ,进行研究式教学是党校主体班教学改革的客观要求。第二 ,研究式教学方式的实施过程。第三 ,研究式教学方法中存在的问题和解决问题的对策     

我国城市社区变迁与社区阶层变化趋势

在市场机制下,城市区位和个人经济能力将对社区变迁起主要作用。城市社区变迁使社区阶层分化加速。深入分析城市变迁原因和社区阶层化趋势关系,寻找相关对策,有助于我国的城市现代化建设。     

建构主义及其对党校主体班教学的启示

建构主义是当代心理学中行为主义发展到认知主义以后的进一步发展。文章从建构主义知识观、学习观、教学观三方面对建构主义的教学思想进行了分析,提出了以学员为主体,尊重学员自己构建的知识体系;注重合作交流,建立起协商式教学模式;教师转变角色,作学员知识建构的引领者等观点,以揭示建构主义对党校主体班教学的启示。     

试论跨境电子商务能力的深度培养途径--阿里巴巴速卖通实操课程的实践意义

近年来,我国跨境电子商务飞速发展,已经形成了一定的产业集聚和交易规模,电商人才的拼抢空前激烈。在这个大背景下,各大院校纷纷探索跨境电商人才的培养模式和最佳途径。通过对阿里巴巴速卖通——国际淘宝卖家后台的模板设计进行分析,并将速卖通实操课程引入高职院校,将有助于对专业学生跨境电子商务职业能力的深度培养。     

从体育特性出发理顺高校体育教学思路

体育有其自身的独特性、实践性和显露性。教学中应重视学生的个体差异,发挥体育的多元性,培养学生的兴趣和习惯,调动其主动性和积极性。     

Elite development theory: a labour-centred critique

Much development theory is based upon elite-led conceptions of social change. Elite development theory (EDT) conceptualises ‘the poor’ as human inputs into or, at best, junior partners within elite-led development processes. This elitism contributes to the continual (re)framing of the poor as passive beneficiaries of elite policy, and legitimates economic exploitation of the poor. These claims are illustrated by discussing a number of EDT traditions – the Washington/Post-Washington Consensus, statist political economy, modernisation Marxism and varieties of pro-poor growth. As an alternative to EDT the article argues for a conception and practice of ‘labour-centred development’.     

Theory and practice of labour-centred development

This article outlines the theory and practice of labour-centred development (LCD). Much development thinking is elitist, positing states and corporations as primary agents in the development process. This article argues, by contrast, that collective actions by labouring classes can generate tangible developmental gains and therefore that, under certain circumstances, they can be considered primary development actors. Examples of LCD discussed here include shack-dwellers’ movements in South Africa, the landless labourers’ movement in Brazil, unemployed workers’ movements in Argentina and large-scale collective actions by formal sector workers across East Asia. The article also considers future prospects for LCD.     

专题式教学对《概论》课内容的整合及教学探析

专题式教学是研究性教学意义上的有益尝试,其意义首先体现在对教学内容的有机整合上,这种整合是教师在熟练掌握课本内容的基础上的再创造过程;其次体现在对各种教学方法的综合运用上。灵活多样的教学方法和不断更新的教学内容使《概论》课教学更贴近现实,对学生更具有亲和力。因此,专题式教学在改善教学方法、凝练教学内容、提升教学效果、锻造精品课程等方面作用显著。