新课标下中学美术隐性课程实施的策略

随着美术教育理念的更新,教学常规的变化,现代教学手段的运用,对中学美术隐性课程教育的探讨和优化就变得必要而且迫切。本文从中学美术隐性课程教育中应加强艺术欣赏;应培养审美能力;学习方式应多样化;应与其他学科相融合;内容要回归生活世界五个方面探析新课标下中学美术隐性课程实施的策略。     

高校课程教学质量关键要素的考量与构建

＂十二五＂教育规划启动之年,高等学校如何通过实施＂本科教学工程＂初步形成中国特色的人才培养质量观,引导高校主动适应国家战略需求和地方社会经济发展需求,牢固确立人才培养在学校各项工作中的中心地位和本科教学在大学教育中的基础地位,大力提升人才培养水平的任务已刻不容缓。本文拟从深化教学改革,构建科学规范的课程质量评价要素研究入手,探讨如何培养具有现代教育思想,基础知识宽厚、实践能力强、富有创新精神的高素质本科合格人才。     

新课改过程中教师的教育地位与行为的再审视

教师的教育地位和行为是决定新课改成效的关键。重申基础学校教育过程中教师的主导地位,有助于教师课程领导地位的确立、创造性教学的开展以及新课改的顺利推进;而教师恰当的课堂教学行为和学生评价方式,也直接影响着新课改的成效。新课改过程中关于教师地位和行为的若干偏颇的观念和做法,是顺利实施新课程中较为严重的阻碍。     

销售及运营计划（S＆OP）与企业各资源规划系统关系探微

21世纪的竞争是供应链之间的竞争。而销售及运营计划（S＆OP）,一个先进、实用、成效显著的决策工具,能够为高层管理者构建随需而动的高效供应链。本文从企业目标层级,内部资源计划体系以及各职能部门的连接三方面着手探索了销售及运营计划（S＆OP）的运行机制。     

浅析《世界现代史》的课程建设

课程建设是学校教学建设的核心内容和基础性建设,深入开展课程建设研究与实践,对提高教学质量将起到重要推动作用。在世界现代史课程建设过程中,教学团队的建设是课程建设的依托;教学改革是课程建设的突破口;教育教学研究是课程建设的重要内容。     

中国高校商务英语专业课程设置调查及构想

根据商务英语的学科内涵和中国国情,从培养方案、《高等学校商务英语专业本科教学要求》(试行)中对课程的分类以及布鲁姆分类法三个层面对三所代表性院校的商务英语专业课程设置进行交叉案例比较,分析三所院校课程设置的异同及原因,在此基础上,提出我国商务英语专业课程设置在求同存异中不断发展的构想。     

安徽省体育课程改革的进展、问题与对策研究

安徽省全面实施体育新课改几年来,取得了令人鼓舞的教育教学成绩,也出现了不少问题,本研究通过对这些问题的阐述和分析,探讨出了一些解决问题的对策和方法,为以后的体育课程改革提供借鉴和参考。     

AN EVALUATION OF SEQUENCING RULES FOR AN ASSEMBLY SHOP

Research relating to sequencing rules in simple job shops has proliferated, but there has not been a corresponding proliferation of research evaluating similar sequencing rules in more complex assembly job shops. In a simple job shop, all operations are performed serially; but an assembly shop encompasses both serial and parallel operations. As a result of the increased complexity of assembly shops, the results associated with the performance of sequencing rules in simple job shops cannot be expected for an assembly shop. In this paper, 11 sequencing rules (some of which are common to simple job shops and some decigned specifically for assembly shops) are evaluated using a simulation analysis of a hypothetical assembly shop. The simulation results are analyzed using an ANOVA procedure that identifies significant differences in the results of several performance measures. Sensitivity analysis also is performed to determine the effect of job structure on the performance of the sequencing rules.     

Social Work Training or Social Work Education? An Approach to Curriculum Design

Population ageing, economic circumstances and human behaviour are placing social welfare systems under great strain. In England, extensive reform of the social work profession is taking place. Training curricula are being redesigned in the context of new standards of competence for social workers—the Professional Capabilities Framework (PCF). Students must be equipped on qualifying to address an extensive range of human problems, presenting major challenges to educators. Critical theory suggests an approach to tackle one such challenge—selecting the essential content required for areas of particular practice. Teaching on social work with older people is used to illustrate this. Habermas' theory of cognitive interests highlights the different professional roles served by the social work knowledge base—instrumental, interpretive and emancipatory. Howe's application of sociological theory distinguished four social work roles corresponding to these. It is suggested that curriculum design decisions must enable practitioners to operate in each. When preparing students to work with older people, educators therefore need to include interpretive and emancipatory perspectives, and not construct social work purely as an instrumental response to problems older people present. This approach provides one useful rationale for curriculum design decisions, which is applicable to other areas of practice, and to contexts outside England.     

Including Disability in the Social Work Core Curriculum: A Compelling Argument

In light of an impending review of the Australian Social Work Education and Accreditation Standards (2012), alongside imminent service system changes associated with the rollout in Australia of the National Disability Insurance Scheme (NDIS), this article argues for urgent inclusion of disability in the Australian social work core curriculum. Although increased disability content has been debated previously, the implications of the NDIS policies for changes to the mainstream services system in Australia offer compelling reasons for revision. Recommended is a comprehensive review of how disability is presented in curriculum and development of new guidelines for essential core curriculum content.