“以工作过程为导向”的人才培养方案及创新途径研究——以山西传媒学院影视摄影与制作专业为例

传媒行业急需的摄制人才是既具备高超的专业技术能力又具备艺术思维和创作能力的高素质人才。山西传媒学院影视摄影与制作专业结合学生实际,针对目前国内高校影视摄制人才培养模式的不足,研究探索出一套"以工作过程为导向"的人才培养创新方案,主要通过认知专业、课堂实训、跨专业创作、岗位实训和顶岗实习等五个不同的能力和层次要求的实践步骤,它们彼此独立,又相互承接,取得了较好的人才培养效果。该人才培养方案是应用型摄制专业人才培养的有效方法,也是实践教学创新的重要构成。     

关于我国农民市民化政策性壁垒问题思考

城市郊区的失地农民和长期居住在城市的农民工,由于从事的职业已经非农化,亟需转变农民身份,完全融入到城市中去。但在这一过程中,失地农民和农民工可以选择的路径很少,他们往往要遭到户籍、土地、社会保障等政策性壁垒的限制。从现阶段看,只有通过转变思想观念入手,取消城乡二元分割的户籍制度,逐步建立普惠的社会保障体制,全面构建农民市民化的支持系统,才能帮助农民实现角色的彻底转换。     

台湾地区应用型高等教育课程发展评析与借鉴

台湾地区应用型高等教育(高等技职教育)日益成为推动社会经济转型和产业结构调整的重要社会角色。近十几年来,为达成培育务实致用高级专业人才的教育目标,台湾地区高等技职教育多次开展了大刀阔斧的课程改革,取得了令人瞩目的成就。文章就台湾地区几项重要的课程改革与发展项目及课程发展特色进行评析,并提出我国大陆应用型高等教育课程改革与发展的可资借鉴之处。     

中外合作办学中的教师专业素质调查与探析

中外合作办学已成为目前高等教育国际化新的办学模式。文章以中外合作办学项目中的中外教师为研究对象,通过问卷调查、课堂观察和访谈的方式,对大学推行国际化进程中的教师专业素质培养问题进行研究。结果表明,教师的专业素质与其所处的教学环境、教师团队合作精神、在职培训强度和激励机制等有着密切关系。因此,必须通过树立新的办学理念、强化专业培训、开门办学和改善教育教学条件等措施来尽快提高教师专业素质,以尽快适应高等教育国际化的需要。     

现代公司跨文化管理的模拟研究

当代管理学科有两个领域值得人们注意。一是跨国公司的多文化管理问题 ;二是适应新经济的组织变革与创新。有 7国参加的跨国公司经营博弈模拟研究 (INTOP)说明 ,平等、开放的多功能型团队等有机式组织是促进信息沟通、有利于合作和激发创新的有效结构。     

对高校本科专业建设中若干问题的进一步思考

专业建设是高等学校教学基本建设的主要任务和重点内容,是提高教学质量和办学效益的关键。专业建设中尚存在一些深层次的问题,需要我们认真分析和妥善解决。文章针对专业建设中的资源配置、专业建设与学科建设的关系以及专业建设的核心问题——培养方案等展开了讨论。     

指导新时代党和国家事业发展的马克思主义纲领性文献

党的二十大报告深刻阐释了新时代坚持和发展中国特色社会主义的一系列重大理论和实践问题,描绘了全面建设社会主义现代化国家、全面推进中华民族伟大复兴的宏伟蓝图,是党团结带领全国各族人民夺取中国特色社会主义新胜利的政治宣言和行动纲领,是马克思主义纲领性文献。学习贯彻党的二十大精神,要全面把握新时代中国特色社会主义思想的世界观、方法论和贯穿其中的立场观点方法,全面把握新时代十年伟大变革的深刻内涵和重大意义,全面把握中国式现代化的中国特色、本质要求和必须牢牢把握的重大原则,全面把握党的二十大作出的各项战略部署。     

Comparative evaluation of aesthetic, biological, and economic effectiveness of different lawn management programs

We evaluated aesthetic (lawn quality), biological (weeds and insect pests), and economic (management costs) effectiveness of a commercial (managed by a professional company), consumer (managed using consumer lawn care products following labeled instructions), integrated pest management (IPM) (pesticide applications based on monitoring and thresholds), organic (monitoring and need-based organic and natural product applications), and an untreated lawn care program. Percent weed cover was the lowest in the commercial followed by IPM, organic, and consumer programs. The commercial program had lower white grub density than all other programs, and the organic program had lower white grub density than the untreated program. The commercial program had the highest lawn quality while the untreated program had the lowest. The IPM and organic programs did not differ significantly in lawn quality, but both rated significantly higher than the consumer program. Annual costs were highest in the commercial ($382/0.05 ha) followed by the organic ($305/0.05 ha), IPM ($252/0.05 ha), and consumer program ($127/0.05 ha), respectively. We conclude that the commercial program produced the highest lawn quality, and weed and insect control, and was the most expensive. The IPM and organic programs were cheaper than the commercial program and produced slightly lower lawn quality. Although the consumer program was the cheapest, it produced the lowest weed control and lawn quality among treated lawns.     

Household Structure and Short‐Run Economic Change in Nicaragua

During the economic crises Nicaragua suffered between 2000 and 2002, a conditional cash transfer program targeting poor households began operating. Using panel data on 1,397 households from the program's experimentally designed evaluation, we examined the impact of the program on household structure. Our findings suggest that the program enabled households to avoid reagglomeration during the economic crises, with households in control communities growing more than treated households. These changes were driven primarily by shifts in residence of relatively young men and women with close kinship ties to the household head. In contrast, households that received transfers continued to send off young adult members, suggesting that the program provided resources to overcome the short‐term economic pressures on household structure.     

Supporting systemic social and emotional learning with a schoolwide implementation model

A strong body of research indicates that evidence-based programs designed to promote social and emotional learning (SEL) can lead to positive developmental outcomes for children and youth. Although these evidence-based programs have demonstrated benefits for students, it is also well-established that programs must be implemented with quality and sustained to maximize positive outcomes. To support schools in implementing SEL that is integrated into all aspects of a school community, the CASEL School Guide implementation model was developed to guide school leadership teams in establishing a vision; selecting, implementing, and sustaining evidence-based programs; and integrating SEL schoolwide. The School Guide model is based on CASEL’s School Theory of Action which includes planning, implementing, and monitoring schoolwide SEL. This paper describes findings about the feasibility and degree of implementation of this model as carried out by 14 school leadership teams who were supported by SEL coaches. The participating schools implemented an evidence-based SEL program as the foundation of their efforts to promote schoolwide SEL. Findings demonstrate the feasibility of implementing this model in urban schools that primarily serve students of color, as all teams successfully carried out the implementation model and demonstrated increased levels of capacity related to supporting schoolwide SEL.