高职学生综合素质培养的系统化设计实践与研究

高职大学生是国家宝贵的人才资源，其综合素质的高低，直接关系到国家社会经济发展的进程，关系到高职院校的生存和发展，因此，我们对学生综合素质的培养进行了整体构思，系统设计，统筹安排，使子系统互相协调、相互促进，相辅相成，以共同促进学生综合素质的发展。     

中山市实现社工服务镇区全覆盖

广东省中山市继之前23个镇区成立了社工综合服务中心或家庭综合服务中心后，2011年12月15日，中山市阜沙镇社工综合服务中心揭牌成立，这预示着社工服务在中山实现镇区全覆盖。     

基于模糊物元的建筑节能改造项目风险共担效益评价

为探索建筑节能改造项目风险共担综合效益评价方法，引入模糊物元方法对项目风险共担综合效益进行综合评价。笔者在对建筑节能改造项目风险共担效益评价目标进行综合分析的基础上，构建了建筑节能改造项目风险共担效益评价物元可拓模型，并通过算例分析对模型进行计算验证，利用指标权重与欧氏贴近度对方案进行了评价优选。该方法避免了风险共担效益多指标间相互矛盾的现实问题，直观全面地衡量了建筑节能改造项目风险共担综合效益水平，对建筑节能改造项目实现合理的风险共担具有重要的现实意义。     

关于促进福建平潭综合实验区养老服务业发展的建议

随着我国逐渐步入老龄化社会，养老服务产业发展成为社会关注的焦点，积极探索养老服务业创新模式，对于整合社会资源具有重要意义。本文以福建平潭综合实验区为个案展开研究，全面概述了平潭综合实验区养老服务机构现状，分析了福建平潭综合实验区养老服务产业的优势和不足，最后从医养结合，提升服务质量；延伸业态，丰富服务供给；做好规划，加强宣传引导；科学规划，优化合理布局；加强监管，完善考核机制等方面，提出促进福建平潭综合实验区养老服务业发展的建议。。     

无线电测向活动与学生综合素质的提高

无线电测向活动作为我校综合实践活动课程的组成部分，是具有知识性、竞技性、趣味性一体的活动项目。适合在青少年中开展，使学生在知识技能、身体素质、心理品质等得到有效的锻炼，有助于学生的综合素质的提高。本文运用教育教学原理，根据无线电测向活动的项目特性和运动方式．阐述了无线电测向活动对提高学生综合素质的作用，提出了无线电测向活动中提高学生综合素质的原则和途径。     

广州家庭综合服务中心发展的“三把剑”

2010年10月，广州市率先通过政府购买服务的方式在萝岗区建立首家街道家庭综合服务中心——“联和一家”，面向社区家庭和居民群众个人提供综合性的社会工作专业服务。目前，广州已有街道（镇埭庭综合服务中心150家左右。广州用了不到两年的时间，实现了家庭综合服务中心的城市全覆盖，在全国范围内产生了广泛影响，这也是广州市社会工作快速发展的体现。     

大学生身体综合素质评价的数学模型

通过查阅文献、专家咨询和对相关数据的分析，选取身体综合素质评价的指标，利用线性插值和数理统计的方法为所选指标制定评分标准。在此基础上利用层次分析法建立身体综合素质评价的数学模型，对大学生身体综合素质体评价方法进行了探索。     

差异教学在中职语文综合实践活动中的实施策略

语文作为一门综合性学科，主要任务就是通过培养学生的语文应用能力，为综合职业能力的形成奠定基础，提高学生的综合素质。但是当前中职语文教学暴露出了许多问题：主要表现为学生厌学、教师厌教，语文课堂改革出现“疲软现象”。20世纪末，随着新课程改革的实施，综合实践活动走进了语文课堂，课堂随之出现了一些新气象。但由于种种因素的影响，语文综合实践活动并没有得到全面开展。本文试图从差异教学理论出发，立足于学生的全面发展，突出中职语文特色，从中职生的群体及个体差异入手，寻找实施语文综合性学习的途径和突破口，力求改变目前中职语文教学的现状。     

模糊综合评价模型在交通建设项目管理中的应用

该文将模糊综合评价模型引入对交通建设项目的管理实践中，对交通建设项目指标体系的构成进行了初步探讨，描述了模糊综合评价模型的建立方法，并结合交通建设项目实例介绍其具体应用过程。     

大学生自我完善的综合素质评价模式

目前，我国大学生综合素质评价和教育评价一样，较多定位在泰勒（Tyler）的目标导向评价模式上。本文在回顾学生素质评价模式变迁的基础上。深入分析了大学生素质评价的现状及存在的问题，并提出新的基于自我完善的大学生综合素质评价模式。基于自我完善的大学生综合素质评价模式以大学生个人档案为依据，依靠大学生综合素质评价基金的支持，对大学生应具备的各项素质进行独立评价，从而提高大学生教育方案和激励措施的针对性．以达到大举生综合素盾提高的教育目的．     

职业英语“参与式教学”探讨

“参与式教学”是激发学生自主学习的法宝，它打破了单一的填鸭式教学，是教学方法的新突破。采用“参与式教学”可以调动学生的积极性，发挥学生的学习能动性，让学生学会学习，成为学习的主人。     

Towards “cognitively complex” problem‐solving: Six models of public service reform

This article proposes “cognitively complex problem‐solving” as a refinement of the recent problem‐solving approach to public service reform, and as an addition to existing political and institutional explanations for the frequent failure of reform. It substantiates the new problem‐solving model by identifying and selectively reviewing six models of reform that have been practised in developing countries over the past half‐century: public administration, decentralization, pay and employment reform, New Public Management, integrity and corruption reforms and “bottom‐up” reforms. A short case study of Myanmar is presented to illustrate the problem‐solving approach in practice.     

Tomorrow's Social Needs and Social Work Education

This paper presents a rationale and educational plan for teaching statistical orientation (not statistics per se) by means of a series of practice questions that are, at the same time, basic statistical questions. These questions include, for example, measures of central tendency, “What can typically be expected of the client's problem behavior?” and measures of variability, “What range of variation from the typical is typical?” Set in a context of practice, these types of questions do not seem to provoke the hostility among social work students that often typifies their reaction to traditional statistics courses.     

卓越人才培养模式探讨

以实施“卓越工程师教育培养计划”为出发点,在分析国内高等工程教育现状和“3＋1”教学模式的基础上,从人才培养新机制、培养模式和人才培养标准等方面对卓越工程师教育培养进行了探讨。     

Sciences,politics, and associative democracy: democratizing science and expertizing democracy

Relations between science and politics are under pressure because urgent problems create an increasing external demand on sciences while inside sciences the old idea that “science speaks truth to politics” is increasingly seen as unfeasible and undesirable. We are not forced to choose between such an objectivist and a skepticist model. Associative democracy provides more fruitful interactions between sciences and politics in order to “democratize science/expertise” and to “expertize democracy” compared with the outworn institutional alternative of parliamentary democracy – incapable of solving risk-decisions because of limited and misguided information, lack of qualification and practical knowledge – and neo-corporatist “shifts from government to governance” – suffering from rigidity, exclusion of legitimate stakeholders, intransparency and lack of democratic legitimacy. It introduces contest where it matters most and where it is most productive: in the framing of issues, in the deliberation/negotiation on alternatives, and in the implementation and control of the chosen problem solving strategy.     

Competing Cultural Narratives: Gender and the Representation of US K–12 Teachers in Contemporary School Reform Policies

Cultural narratives about the proper scope and focus of teaching are embedded in contemporary school reform policies. This review examines literature related to two competing cultural narratives about US primary and secondary teachers: that “good teachers” are autonomous saviors, defined by their abilities to act independently and against great odds to improve academic outcomes for low‐income and minority students, and that “good teachers” are disempowered technicians who follow the guidance of externally‐recognized experts in their efforts to reduce educational inequalities. A review of literature critiquing these narratives finds that scholars have often analyzed these narratives using theoretical frameworks associated with race, class, and/or neoliberalism. This review examines what historians of education and feminist scholars can contribute to a critical analysis of the representation of US teachers in political speech and popular culture. It demonstrates that gender, as part of an intersectional approach, is important to understanding how White middle‐class women teachers can be positioned simultaneously as “autonomous saviors” and as “disempowered technicians” and how these narratives influence the professional status and autonomy associated with the work of teaching.     

SOLUTION-FOCUSED THERAPY: TOWARD THE IDENTIFICATION OF THERAPEUTIC TASKS*

Brief therapy has often been regarded as “problem solving therapy.” This article discusses the development of a solution-focused approach to clinical practice. Solution-focused therapeutic tasks and interventions are described.     

Undergraduate Teaching Environments: Normative Orientations to Teaching Among Faculty in the Higher Educational System*

This paper illustrates that higher education is a system integrated by shared values and is also differentiated according to institutional teaching orientations. This illustration is accomplished through a “visual display” of shared and differentiated teaching goals as faculty reported these in a national survey conducted in 1973. Using these teaching goals, six normative teaching orientations are derived. The six orientations associated with higher educational institutional variation reduce to four types of teaching environments. Relating these environments to each other refiects a system according to the Parsonian AGIL framework.     

A descriptive analysis of family discussions about everyday problems and decisions

The Analysis of Verbal Behavior - Skinner’s Verbal Behavior (1957) and “An operant analysis of problem solving” (1966) were used to develop a coding system to analyze the...     

Jane Addams and the Campaign of Theodore Roosevelt

Abstract

Built on the assumption that both rational and nonrational thought go into problem solving, but only rational approaches have been presented as appropriate technology for program development, this article offers an alterative way of designing social programs. We call this approach “emergent planning.” Our aim is to provide a conceptualization of planning processes that will be useful regardless of culture, mission or goals of the human service organization within which planning and service occur. Our hope is to deconstruct what constitutes rational thinking in program planning in order to critically consider alternative ways of thinking and planning within the context of multiculturalism and globalization. The goal is recognition of a subjugated model of planning so that those who do not plan rationally are not automatically assumed to lack competence to engage in “real” planning and effective problem solving.