基于“应用型”人才培养的独立学院实践教学模式研究——以南京信息工程大学滨江学院为例

独立学院以“应用型”人才为培养目标,实践教学是培养应用型人才的重要环节。独立学院人才培养质量的提高,有赖于自身发展的实践教学体系,进而促进学校的生存和发展。滨江学院作为江苏省最早设立的独立学院之一,经过多年的探索,形成了“一个中心,四层次训练,两项基本保障”的实践教学体系,对独立学院实践教学体系构建有借鉴意义。     

我国少数民族创新人才培养模式改革探索研究

我国少数民族地区经济落后,区位偏僻,导致职业教育办学条件差、师资力量薄弱,教学设备与基础设施跟不上,民族地区职业教育学生就业困难,学生最终大多流向了发达地区,国家对少数民族地区职业教育的补偿资源变相地为东部地区培养了人才的困境.我国少数民族人才培养模式应进行五个方面的探索:实施辅导计划;营造校园文化的多样性;开放和发展民族文化课程;采取特殊优惠政策;重视人才培训部门与地方政府的合作.     

县域幼儿教师培训的困境及对策分析

工学矛盾突出、补偿性学习需求强烈、专业支持服务较弱、外部专业力量介入不足都是当前县域幼儿教师培训工作中普遍存在的难题。县域幼儿教师培训困境的症结就在于：对学前教育正确理念的漠视与偏失、基层研修队伍的匮乏与失衡、培训软硬件资源的不足与浪费以及基层培训体制的刚性与僵化。县域学前教育事业的健康发展,需要重视对幼儿教师培训的顶层设计与分类指导,重视基层研修网络及团队建设,重视多方面培训力量的汇聚,全面推进幼儿教师培训模式的改革与创新。     

近年来我国教师培训研究热点知识图谱及发展趋势

为了更客观和直观地展示我国近六年教师培训研究成果,并为未来的教师培训研究提供知识支持,本研究采用关键词共词分析法,利用Bicomb2软件及SPSS软件对从中国知网中检索查询的2010-2016年间的1254篇文献进行了分析,绘制了有关教师培训研究方面的热点知识图谱。结果表明,教师培训热点主要集中在“教师培训现状及对策研究”、“培训形式与质量研究”、“国外教师培训研究与我国高校教师的培训研究”三个方面。     

自闭症儿童语言障碍个案干预效果之比较分析——基于关键反应训练（PRT）

研究者借助PRT（Pivotal Response Training）关键反应训练技术，对三例自闭症儿童进行为期一年的干预训练。干预训练包括基线期、介入期、维持期三个阶段。研究者通过SPSS19.0统计软件对三例个案在不同阶段进行差异性比较，结果显示：三例个案在基线期与介入期之间都存在显著性差异；介入期和维持期相比无显著性差异；个别案例在基线期与维持期之间存在差异。其中，案例一和案例三在维持期之后都有显著的退步现象，案例二则在维持期之后表现了较为稳定的状态。研究结果表明：PRT技术对自闭症儿童的语言干预是有效的，但是个别案例还需要进行持续性的教育干预。     

The History of Interest Inventories and Career Assessments in Career Counseling

Interest inventories and career assessments continue to be used to support practitioners as they work to uncover client interests, abilities, skills, motivations, values, and other personal factors that help individuals self‐define and construct their career. The skilled use of career inventories and assessments remains a minimum competency of career service providers' ability to successfully partner with their clients. A history of the evolution of assessment from 1914 through 1974 and considerations for the future of assessment are highlighted to provide historical perspective to inform practitioners as they serve the diverse needs of complex client populations.     

Computerizing the Small Non-Profit

Summary

Small non-profit organizations that computerize their operations face a number of problems because of their lack of financial resources and technically trained personnel. A group of computer consultants discuss typical experiences of computerization that bear on organizational and personnel issues, the organization's relation to consultants, and training. Factors emphasized are the importance of using informal computer champions; management involvement; obtaining second opinions on consultants' recommendations; paying consultants after satisfactory results are obtained; and training staff in small, incremental steps growing out of their job functions.     

Practical Issues for Newcomers to Computer-Based Education

Summary

After reviewing some applications and reports of evaluation of computer-based education (CBE) in higher education, this paper provides a discission of environmental, instructional, and managerial issues in development, implementation and maintenance of computer-based education processes and materials. A short list of guidelines for development is also provided.     

职业院校学生人文素养培养模式探究

当今世界处于经济全球化的时代,职业院校学生不仅要有扎实的文化知识和高超的技术能力,还必须具备较高的人文素养。文章分析了职业院校学生人文素养的现状,论述了人文素养培养的模式。     

Can former Soviet Union top managers of large industries become successful leaders of privatized corporations?

Management training as a facilitative process in organizational change is a complicated undertaking even in the most innovative companies in the West. The Russian context adds problems of cultural and management unfamiliarity with the socio-business and the political environment within which Western management trainers operate. In the early 1990s 180 Russian senior managers from four large state corporations participated in a training-needs analysis, which was to estimate the level of knowledge of how market economy concepts work in the West. They were asked to 1) state their organization's training objectives, 2) indicate their understanding of the process, and 3) indicate the level of their personal ownership in carrying out the training objectives. The results showed that Russian top industrial management had no experience of top decisionmaking processes, and individually they felt disorientated by the collapse of the former Soviet Union. Their historical understanding of their professional roles and distrust of the present changes left them demotivated and without any constructive personal aspirations. By 1998, after a period of focusing solely on financial auditing training, large Russian companies began to be interested in management training and development programmes. These findings have some basic cultural implications for Western trainers working with Russian management.