民族院校人才培养理念的重构与教学管理制度的优化

长期以来,民族院校为民族地区的民主改革、经济建设、改革开放、社会稳定,为维护我国的民族团结和国家统一,为繁荣和弘扬各民族优秀文化做出了重要贡献.民族院校已经完成了自身的第一次跨越,即"正规化"--从非正规化的高等教育模式向普通高等教育模式转变,实现了由以干部培训为主向正规大学的跨越.目前,民族院校在新的形势下,如何实现第二次跨越,建设新型的现代化民族大学,显得尤为紧迫.本文重点论述了民族院校人才培养理念的重构与教学管理制度的优化两个关键问题.     

Initial teacher training: understanding ‘race,’ diversity and inclusion

There is little research which has explored how students on Initial Teacher Training (ITT) courses understand and conceptualise discourses of ‘race’, diversity and inclusion. This article will focus on student understandings of racialised identities; it will explore the discourses by which students understand what it means to be White and what it means to be Black, within the context of ITT. The article will examine the different facets and themes of identity within the context of belonging and exclusion which exist within higher education in the cultural and social contexts of English universities. The findings indicate that students’ understandings of ‘race’, diversity and inclusion on ITT courses are complex and multifaceted. The article argues that greater training is needed in relation to the practical assistance that student teachers require in terms of increasing their understanding of diversity and dealing with racism in the classroom.     

河北省高职酒店管理专业人才培养模式研究

高职酒店管理专业是社会专业酒店人才培养的重要阵地,每年为社会提供大量有知识有能力的高素质酒店人才,推动着酒店管理业的发展。但是,高职酒店管理专业的人才培养模式也存在着这样或者那样的问题,给高职人才的就业造成了一定的阻碍。这就需要我们对高职酒店管理专业人才培养的现状进行探究,从而提出新的人才培养模式,以促进高职酒店管理专业的快速发展。     

基于提升会计职业判断能力的校地合作培养模式研究

会计职业判断直接影响到会计信息质量的优劣,会计职业判断能力是财会人员综合素质的集中体现。本文从财会人员职业判断的内涵入手,阐述了财会人员专业素质高低的根本在于其职业判断能力的强弱,介绍了校地合作模式必须掌握的三大原则,提出了校地合作模式是提升会计职业判断能力的有效途径,并对此模式的目标、机制、途径及效果测评等进行了较为全面的论述。     

“集中培训＋交流合作＋自主发展”的中学英语教师继续教育模式

在综述国内外中学外（英）语教师继续教育模式研究现状的基础上。尝试构建“集中培训＋交流合作＋自主发展”的中学英语教师继续教育模式。该模式具有立体交互的特征,对探讨系统的、形式多样的、可持续发展的中学英语教师继续教育体系和机制具有启示与参考意义。     

初中生物新课程实验课教学培训的内容和方法

从教师层面,探讨了初中生物新课程实验课教学培训的内容和方法。培训内容为实验课教学的理念、课标实验总体分析、教材中的具体实验、实验设计、实验教学方法、实验改进、多媒体虚拟实验和实验评价八个方面。培训方法主要是读、研讨、做、中学实验教学实践。     

Winnicott’s “Potential Space” and the Jewish Study Hall for social work students,faculty and practitioners

Abstract

The article addresses the potential interface and dialogue between academic and quasi-academic spaces. In particular, it examines the space of the Jewish Study Hall (Beit Midrash) as facilitative of the professional as well as personal development of social work students and practitioners in an Israeli college. We examine how Winnicott’s potential space concept contributes to understanding the Study Hall’s uniqueness as an extracurricular learning space within the School of Social Work. Twenty participants in the Beit Midrash for Judaism and Social Work took part in the study. Thematic analysis of transcribed sessions revealed three themes: (1) The Beit Midrash as a peaceful, safe and inclusive physical space; (2) The Beit Midrash as a space for playing out different realities; and (3) The Beit Midrash as contributing to social work training. Findings indicate that potential spaces that embrace the metaphysical world can help students engaged in religion and spirituality to complement and expand their academic training. We conclude by recommending that Winnicottian potential spaces that embrace the metaphysical world be integrated in social work programmes.     

Negotiating the Lines of Contention: Counterframing and Boundary Work in the School of the Americas Debate1

Counterframing scholars typically identify counterframes that interpretively distinguish arguments among opponents. This approach assumes that counterframing strategy centers on directly countering the claims of protesters. In my in‐depth examination of the ongoing debate between protesters and officials of the former School of the Americas, I identify a form of counterframing that agrees with and embraces the moral alternatives implicit in accusers’ claims. I bring boundary construction theory into conversation with counterframing analysis to expand understanding of how framing and counterframing strategies revolve around the competition for common, moral resources. I explain that in the movement to close the School of the Americas, protesters’ claims have served as moral boundaries against which the targeted institution has redefined its objectives and programs. I introduce the concept of “boundary negotiation” to argue that counterframing strategy and success lie in the negotiation of moral boundaries called into question by social movements. I outline defensive and offensive modes of boundary negotiation and identify boundary negotiation as a mechanism driving the link between counterframing and demobilization.     

Evaluation of a Training to Reduce Provider Bias Toward Pregnant Patients With Substance Abuse

The objective of this article is not to present a scientific or systematic study, but to provide an initial framework for designing a training workshop to enhance health practitioners’ (nurses, social workers, physicians, etc.) knowledge regarding substance abuse treatment and to decrease their bias toward substance-abusing women, particularly pregnant women in rural communities. We incorporated the 4 Transdisciplinary Foundations from the Substance Abuse and Mental Health Services Administration Competencies Model, with specific competencies targeted that related to provider bias. After the conference, 52 of the 70 participants completed a questionnaire to self-assess knowledge level and confidence in skill related to substance abuse management. Participant mean scores were statistically significantly higher following the conference than 1 week prior (p < .001) in the area of “gender difference with substance abuse,” moving from an average of 2.6 to 4.5 on a 5-point Likert scale. Our conference was successful in increasing attendees’ knowledge about gender difference and substance abuse among pregnant patients.     

高职化工类专业技术技能型人才培养方案的构建

结合陕西国防工业职业技术学院化工类专业人才培养方案的构建,对高职院校化工类专业人才培养方案构建的指导思想、制定原则、基本框架、课程体系开发、教学模式流程、人才培养质量评价体系等内容进行了具体阐述。