英格兰数理精英教师培养及启示——基于“未来教学学者”计划

英格兰政府针对国内中小学数学和物理等学科专业教师紧缺、学生数理成绩较差的现状，推出了"未来教学学者"（Future Teaching Scholars）精英教师培养计划。这一专项教师培养计划旨在通过严格的选拔标准、系统的培养方案、丰厚的奖学金与助学金以及明确的教师未来职业发展规划，吸引高质量的本科生积极参与，从而提高英格兰数理学科教师的专业水平及学生的数理学科成绩。英格兰政府为改善特定科目和偏远地区学校教师质量而开展的专项教师培养项目为我国相关教师的培养工作提供了积极借鉴：创新教师教育培养模式，提高师范生教学实践能力；充分发挥地方师范院校的主体作用，保障特定地区教师供应；提高师范生选拔标准，促进教师队伍整体质量提升。     

日本新订高中历史课程之特点与启示

2018年3月,日本发布新的《高等学校学习指导要领》。这是日本自第二次世界大战后70多年来,对高中课程最大规模的一次修订,体现了日本高中教育发展的新趋势,标志着日本从此告别“宽松教育”而走向“生存能力”教育。由“历史综合”“日本史探究”“世界史探究”组成的新高中历史课程,立足“人”的发展,构建了“必修+选修、通史+专题”的课程体系,课程内容更加突出本国史与世界史的联系,课程学习倡导“主题+探究”的学习方式。日本高中历史课程的内容设置及特点启示我们,高中历史课程编制应加强中国史与世界史的横向关联,课程内容应体现探究性学习要求。     

基于真实项目的本土化外事口译人才培养模式探究——以汤显祖戏剧节暨国际戏剧交流月活动为例

全球化进程加快,欠发达地区日益增长的对外交流的需求与本地高素质口译人才短缺的矛盾日益突出。围绕“本土化外事口译人才的培养”这一议题,以功能主义目的论和建构主义理论为指导,充分结合地方实际,以真实的口译项目为依托,通过实践探索,构建出一套“三阶段式”本土化外事口译人才培养模式,以期为欠发达地区本土化外事口译人才培养问题提供借鉴。     

新时代应用型教师的培养：问题与策略——以地方本科院校为视角

以校地合作、校企合作为发展战略的地方本科院校向应用型院校转变，已经成为一种潮流和趋势，而应用型教师的建设与培养更是迫在眉睫。在明确新时代高校应用型教师培养的必要性的基础上，从数量层面、结构层面、能力层面以及培训层面指出了培养过程中存在的问题，同时针对这些问题提出较为有效的应对策略。     

Technical and vocational education and training in Uganda: A critical analysis

This article undertakes a diagnostic study of the Technical and Vocational Education and Training (TVET) sub‐sector in Uganda, with a view to characterizing the sub‐sector and identifying its potential strengths and weakness. We undertook a cross‐sectional pre‐survey of purposively selected key stakeholders in the TVET sub‐sector. We selected performance indicators following their importance in influencing the TVET reform process. Both qualitative and quantitative data was solicited from the stakeholders. Quantitative data was collected through stakeholder‐specific structured questionnaires, whilst qualitative data was collected through desk review and field visits, individual focused interviews and focus group discussions. Our findings indicate that financing and planning constraints have resulted in poor quality equipment, under‐ and ill‐trained staff, limited adoption of a competence‐based education and training (CBET) curriculum, not to mention the supervision inadequacies of TVET institutions. Besides, the limited TVET sub‐sector interaction with the private sector has incapacitated TVET curriculum development to nurture skills demanded by the private sector. Furthermore, backward technology use in the private sector has equally inhibited the success of student attachment programmes. Finally, legal ambiguities have perpetuated a qualification jungle and overlapping curricula.     

从教师专业实践能力发展反观高校与幼儿园的双向融合

当前，打通高校教师理论研究与基层一线教师专业发展瓶颈是总体提升我国教育质量的高效之举，教育的实践性本质也决定了高校教师的理论研究与一线教师的教育实践必须坚持双向融合的道路。实现校园双向融合既要积极构建教师发展共同体，还要积极探索有深度和广度的教研机制，并搭建开放、多元、创新的资源平台。     

我国农业传统文化与后现代农业发展的相关思考

现代农业的发展是以功利性为特征的,受经济目标的逐利影响,正逐渐步入生态困境。后现代农业发展阶段将出现农业生态观的原始回归,这将为我国农业传统文化功能的发挥创造机遇。我国后现代农业发展阶段应重视传统农业文化的诉求,挖掘本土农业文化资源,加强对外引文化的审视,提高农业自我创新能力。     

Family Background and the Process of Ability Formation*

This paper takes a sociometric approach to the process of skills formation in children as they mature into adults. Honda suggests that meaningful communication with family as a child is the determining factor that raises those abilities (ability β ¹ ) that fall outside of scholastic aptitude – motivation, personal relations skills, personality, and emotions. Along with considering the results of Honda's thesis, I have constructed an operating hypothetic model that includes two additional factors: the financial state of the family during childhood, and the transition of the communication target from within the family to a target outside the family. The data for this investigation were then verified. From the results, the direct effect of the observed family communication, when isolated from other influencing variables in the formation of abilities β, is not as decisive a factor as Honda emphasized. It was clear that the financial status of the family played a role, as did the indirect results of the intermediary shift from communication within the family to outside the family (the process of children becoming socially independent). The results of this analysis show that we should not necessarily be looking for the decisive factors of abilities β within the family; if anything, it reflects the existence of a formative route for abilities β that capitalizes on the resources outside the family. Based on the above, the results also show the potential for the introduction of social intervention to address the disparity and inequality in skills formation, and the possible anticipation of more rationality in the overblown discourse surrounding the role of the family in facilitating educational ability.     

以引导应用能力为主的《高职计算机文化基础》教学思考

基于当前计算机技术的发展现状和学生的特点,分析高校计算机文化基础课程教学特点以及教学中发现的一些问题,探讨了旨在加强学生素质教育,以引导学生应用能力为目的教学方法中可以改进的几个方面。     

如何提高高职院校辅导员的沟通能力

高校辅导员工作既是一个思想政治教育的过程，也是一个人际思想沟通的过程。事实上，思想政治教育工作能否取得实效，很大程度上取决于辅导员与学生之间能否实现有效的沟通。从高职院校的实际出发，就高职院校辅导员沟通能力的提高进行多方面的探讨。