实施个性化教育的策略

《基础教育课程改革纲要》明确指出,教育要使学生在普遍达到基本要求的前提下实现有个性的发展。教育的主要功能是促使人的个体社会化,促使人的全面发展。其关键就是对学生实施个性化教育。已成为今后人才培养、教育发展和改革的基本指导思想。     

把握后进生特征 实施个性化教育

职业院校后进生的存在及产生的不良影响,不但成为危及校园安全、扰乱校园秩序的不稳定因素,不利于职业院校培养目标的顺利实现,而且也在一定程度上影响了学校的社会形象,削弱了企业接收毕业生的积极性和进行校     

运用现代教学手段实施语文个性化教育

随着多媒体使用的日益广泛，现代化教学手段对传统的教学模式提出了挑战。而对于中职学生来讲，在课堂中合理、科学地运用多媒体进行教学，既符合学生的特点，又可以最大限度地发挥课堂的能动作用，让语文课堂充满活力，对学生的教育实现个性化。     

大学校园文化个性化建设的理论探求与实施策略

大学校园文化个性化建设是当前高校关注的理论问题.笔者从哲学、教育学、生物学、管理学等多维的视野中,探寻大学校园文化个性化的理论基础,提出了大学校园文化个性化的实施策略,以指导大学校园文化个性化的建设.     

大学思政教育生活化的必要性及其实施策略

大学生的政治思想素质如何直接关系到国家未来的前途和命运。掌握大学生实际的思想政治素质情况,探索出一套行之有效的高校思想政治教育新途径,把当代大学生的思想政治教育推上一个新的阶段,确保人才满足社会主义现代化建设的需要,充分发挥高校对人才的培养作用,使高校成为社会主义建设的阵地,具有重大的现实和战略意义。本文主要论述了大学思想政治教育生活化的必要性和实施策略。     

中职学生礼仪教育的必要性及实施策略

本文首先阐明了加强礼仪教育对全面提升学生综合素养的作用和意义,然后分析了中职礼仪教育的必要性。在此基础上,提出了加强礼仪教育的途径及方法,包括建立教师文明礼仪准则、把礼仪教育引入课堂、开展丰富多彩的礼仪活动、营造校园礼仪文化环境、实现家校联合互动和为建设文明社会志愿服务等六个方面。     

高等数学教学中实施情感教育的有效策略

情感教育对高等数学的教学十分重要。同时,高等数学是一门偏重理论性的学科,通常它的教学方式比较侧重理性,而情感教育的实施,可以使学生感受到理性与感性的双重体验,有利于提高高等数学的教学效果。文章基于情感教育的重要性,探讨情感教育在高等数学教学中的有效策略。     

微信在思想政治教育中的实施策略

信息化背景下,依托于网络技术的社交平台不断增加,为人们获取和传输信息提供了巨大的便利,微信就是其中备受欢迎的一种。利用微信本身的信息传输和沟通功能,开展思想政治教育,从理论上讲具有良好的可行性。而对于高校而言,利用微信平台开展思想政治教育,需要解决一些关键问题。本文从高校思想政治教育应用微信的可能性出发,就微信在思想政治教育中的实施策略进行了讨论和研究。     

论中学个性化教育的可行性研究

随着教育改革的不断推进和素质教育的深入,当前中学以发展学生个性为目的个性化教育成为了教育话题讨论的热点,广大专家学者正在探究其理论上的来源和具体实践的可行性。本文将针对我国中学实行个性化教育的现实困境,提出在我国实行个性化教育的理论依据,并试图探索在我国中学实行个性化教育的要求和方法。     

Performance evaluation and enrollment quota allocation for higher education institutions in China

Higher education has always played an important role in promoting economic and social progress. With the rapid development of economy, China's higher education has entered a new stage and made a series of extraordinary achievements. However, the uneven development of higher education has become a critical factor restricting China’s overall progress. In this paper, we propose Data Envelopment Analysis (DEA) approach to evaluate the performance of higher education resource utilization from the perspective of provincial level. In addition, we assess productivity changes of each province with the help of Malmquist Productivity Index (MPI). Further, by considering the enrollment quota as a special kind of resource, we construct a more reasonable allocation scheme, while keeping the total number of newly added enrollment quota unchanged in the next year. Finally, according to the results, some suggestions are put forward to help the Chinese government better solve the unbalanced development of higher education among provinces.     

美国高校教育捐赠制度的成功对中国的启示

近年来,我国高等教育快速发展,但同时也面临着很多问题,其中一个就是经费不足的问题。社会捐赠,作为高校资金运转的一个部分,扮演着越来越重要的角色。美国在高等教育捐赠方面积累了许多宝贵的成功经验,深入分析和探讨其捐赠的现状与成功因素,对于我国高等教育的发展无疑具有非常重要的作用,并对我国开展符合国情的捐赠具有重大的启示意义。     

Intercultural teaching in higher education

In this paper I examine the difference between a multicultural curriculum and an intercultural one. I argue that such a distinction is important because it helps teachers in universities and colleges to move beyond the canon debate and its politics, and focus on the more fundamental task of fostering intercultural thinking. I assert here that interculturalism in teaching is not about covering multiple cultures; rather it is about working through a dialogue between cultures. A dialogue, of course, requires minimally a party of two. Once that requirement is satisfied, in my view the focus should then be on the dialogue itself rather than on the multiplicity of voices for the sake of inclusivity.     

Marketing higher education across borders: a cross-cultural analysis of university websites in the US and China

This cross-cultural analysis compares the visual elements of university websites in the US and China to determine whether culture might play a role in a university's marketing strategies. Results indicate that buildings, campus views, and university gates were the predominant visual elements on university websites in China, while single people and small groups of people were the most frequently used visuals on US sites. Overall, universities tend to sell from a perspective of “what we have” in China, whereas recruiting in the US comes from a position of “who we have”. Findings suggest that institutions need to tailor their marketing campaigns to a particular culture. For university websites that are designed to build and maintain relationships with multicultural audiences, how messages are delivered is as crucial as the information that is provided.     

Transgender experiences and transphobia in higher education

While categories like “campus climate” highlight variation across institutions, trans people's experiences also vary within an institutional context. By studying trans people's experiences in higher education, however, we can better understand and respond to the differentiated and changing needs of transgender people in other arenas. In this paper, I review key qualitative and quantitative findings along several themes: (a) disclosing trans identities, (b) trans communities, and (c) resources and career‐level support. Specifically, I use the concept of microclimates to explain how trans people encounter various forms of support and discrimination on campus. For example, someone might receive support from particular individuals, such as an advisor, or spaces, like a gender studies classroom, but not others. Researchers also report both similarities and differences between binary and nonbinary trans people, as well as between transgender men and transgender women, suggesting that there is no universal trans experience, nor a one‐size‐fits‐all approach to supporting trans students and faculty members. Challenging interpersonal and systemic transphobia requires context‐specific interventions.     

Assessing the relevance of higher education courses

The establishment of the European Higher Education Area has involved specifying lists of professional competencies that programs are expected to develop, and with this the need for procedures to measure how every course within a higher education program is aligned with the program's competencies. We propose an instrument for characterizing this alignment, a process that we call assessing the relevance of a course. Using information from the course syllabus (objectives, contents and assessment scheme), our instrument produces indicators for characterizing the syllabus in terms of a competence list and for assessing its coherence. Because assessment involves quality, the results obtained can also be used to revise and improve the course syllabus. We illustrate this process with an example of a methods course from a mathematics teacher education program at a Spanish university.     

Trends in higher education in Canada and implications for social work education

Canada, like other countries around the globe, is facing new challenges and opportunities with respect to post-secondary education. Trends in higher education in Canada include rising enrolments and falling revenues; a focus on enhancing employability of graduates through experiential and interactive learning; increased calls for accountability through the assessment of teaching and learning; and the rise of technology-enabled teaching and learning. Social work education is, in many ways, well positioned to take advantage of the opportunities presented by these trends due to the focus on case-based learning and practicum education, the focus on assessment of practice competencies as learning outcomes, and the long-standing commitment to teaching innovation and excellence. Nevertheless, meeting fiscal challenges and finding ways to exploit new technologies will require creativity and the development of an expanded body of research on social work education.     

Facilitating intercultural education in majority student groups in higher education

ABSTRACT

The present article critically analyses the pedagogical efforts of two teachers to promote values education and intercultural reflection in their own educational practice. They teach in higher education in Norway and most of their students have majority backgrounds. Based on their teaching experiences with VaKE (Values and Knowledge education), the article discusses opportunities and challenges when working with values education in majority student groups. It concludes that discussing values is difficult but can be eye opening. It also raises the question of which dilemmas can prevent stereotyping and foster more complex intercultural thinking and shows that intercultural education requires a discussion of one’s own cultural position. The article highlights the teacher’s crucial role in the VaKE-process regarding the aims of intercultural values education.