建构主义学习理论与大学英语听说教学

大学英语的教学目标是培养学生的英语综合运用能力,特别是听说能力。针对目前大学英语听说课中存在的实际问题,文章将以建构主义学习理论为基础探讨如何改进大学英语听说教学。     

采用dq变换研究矩阵式电源变换器

本文基于Ｖｅｎｔｕｒｉｎｉ提出的输入输出变换函数，利用ｄｑ变换将矩阵式电源变换器等效成不包含开关元件的线性电路网络，运用线性系统的方法分析其性能，所得结果对研究这种电源变换器及其控制策略有一定的价值。     

论董必武的守法思想及其启示

董必武的社会主义法制观重点体现在依法办事上。其实讲的是守法问题。本文阐述了守法主体如何界定 ,为什么要守法和为什么不守法的原因 ,并提出如何使人们真正做到守法 :一是理顺党政 ,党法关系 ,树立法律权威 ;二是加强法制宣传教育 ,培养群众的守法意识。     

语言学习者的策略训练研究与教师的作用

教会学生学习、教会学生思考已成为近年来世界各国关注的焦点问题。一方面,掌握学习策略已成为衡量学生学会学习、学会思考的根本标志。另一方面,语言学习策略研究也对于我们外语教学大纲的制定、教学原则的确定都有一定的启发和指导意义。同时,作为教师,我们如何在学生语言学习策略中发挥作用,如何在教学实践中正确处理教与学的关系也是本文所讨论的重点。     

中央与地方政府关系对公共资源配置影响的时空分析--以交通基础设施发展为例

把与交通基础设施发展相关的权力进行分类,提出权力时空尺度的概念,并把权力的时空尺度具体化为权力主体与客体的时间尺度和空间尺度。从时空的角度形成中央与地方政府关系对公共资源配置影响的解释框架,通过逻辑推理和实证研究的方法对理论进行验证,可知在交通基础设施发展中,权力主体与客体的时空关系在很大程度上决定着公共资源的配置效率,通过权力的尺度重组分别实现事权、财权、行政首长任免权和监督权主、客体时空尺度的匹配,有助于提高公共资源的配置效率。我国目前应进一步完善基层人大制度,在更大程度上实现地方政府与当地公众的激励相容;进一步加强中央政府对地方政府的合法性监督。     

组织弹性研究的现状和趋势

福岛核事故表明,组织安全需定位于组织本身的应对事故和风险的能力,即组织的弹性。文章在文献研究的基础上,研究了组织管理安全研究的发展过程,对近年来国外关于组织弹性的研究现状进行了介绍,包括弹性的定义、组织弹性的结构和部分测量方法。最后对研究现状进行评价并且指出未来的研究方向。     

Solving Current Social Challenges: Engaging Undergraduates in Policy Practice

This article explores an innovation in teaching policy practice at the undergraduate level. It analyzes an experiential learning model that uses current social challenges as a compelling way to generate student learning about policy practice. Over the course of the semester, students examine antecedents, current issues, and potential solutions to a contemporary social issue through a series of assignments that build knowledge and skills and link the topic to larger social policy concerns. Using quantitative and qualitative evidence from seven semesters, the article explores benefits and challenges of this approach to teaching, and derives lessons for social work education.     

Environmental Sustainability and Social Work: A Rural Australian Evaluation of Incorporating Eco-Social Work in Field Education

Climate change poses significant threat to the wellbeing of global society. Addressing this change has as yet generated no fixed blueprint for social work practice and education. This paper reports on a formative evaluation of one Australian initiative to address this transformative opening in social work field education. Prompted by service users' and workers' experience of the impact of drought, a rurally located social work course team amended the field education curriculum to include a focus on Environment and Sustainability. This learning goal was added to the existing learning goals derived from the Australian Association of Social Workers (AASW) Practice Standards. Students and field supervisors were surveyed on their experience of meeting this new learning goal. While most expressed confidence in understanding the concepts involved, they clearly lacked assurance in interpreting these in practice encounters. Considering their qualitative input suggests that this topic is making a transition from being on the margins of social work to becoming mainstream. Their open-ended responses indicate that the incorporation of environmental sustainability into practice is at a threshold stage of development. Further enactment of eco-social work at the local level is concluded to be supported by using a transformative learning framework in facilitating critical reflection and collaborative dialogue for effective change.     

Speed Mentoring in Teaching and Learning: Young people with experience of the care system mentor social work students

The value of listening and talking to young people with experience of the care system has been recognised as a vital and positive contribution to social work students' learning. A model of co-production was used to develop a series of speed mentoring events whereby social work students placed in local authority children and family settings were mentored by young people with experience of the care system. This tentative review of this small-scale project shares the authors' critical reflections on the value and reliability of this model, for evaluating the outcomes of co-productive mentoring relationships between young people and social work students. The reversal of the power dynamic between student and service user contributed to the unsettling of assumptions about each other and empathy for each other's role. The student authors reflect on learning about the child's experience that has influenced their practice. The mentor authors welcomed the opportunity to participate in the development of ‘young people friendly’ social workers. Suggestions are made as to how this model could be developed to contribute to a more systematic approach to the role of service users in mentoring, advising and contributing to the supervision process of students and social workers.