高职教育实训基地建设的研究与实践

实训基地建设是实现高职教育培养目标的需要,是培养高职人才的必要场所.本文对高职教育实训基地建设的意义、原则和实现功能等方面进行了探讨,并结合专业建设进行了有益的尝试.     

秘书实务课程中的实训教学改革与研究

秘书实务是文秘专业的核心专业课程,实训教学改革是秘书实务课程改革的关键和重心.本文将秘书实务课程中实训课的学时和内容进行调整,分为秘书基础技能训练、核心技能训练、综合技能训练和社会实践四个方面进行训练,同时以情景模拟演示的方式组织实训,并通过基础技能和核心技能相结合、课堂教师评价和实训基地指导老师评价相结合的方式进行考核,真正提高和强化了学生的职业技能.     

The role of schools in helping communities copes with earthquake disasters: the case of the 2010–2011 New Zealand earthquakes

ABSTRACT

This article draws from the author’s four-year study of five school communities hit by the 2010–2011 earthquake sequence in the Canterbury region of New Zealand to highlight the roles that schools played in supporting their communities in the aftermath of the disaster. The article begins by synthesising the relevant literature on disasters, schools in earthquake disasters, and the importance of schools to their communities, pre- and post-disaster. The following themes from the data are discussed: (a) the role of schools in their communities prior to the earthquakes; (b) the role of schools in immediate rescue and response; (c) the role of schools in short-term relief; and (d) the role of schools in long-term recovery. The author then argues that as more evidence shows that schools play such crucial roles in post-disaster response and recovery, we need to better prepare and support them to undertake these functions. Further, we need to recognise the wider roles schools play supporting local communities to build and sustain resilience as part of on-going community cohesion and connectedness, so that society is better prepared when major disasters occur.     

高等职业院校教学模式探讨

教学模式是将多种教学方法有机地加以"整合"。从教学模式的角度来研究课堂教学为教学研究提供了新的思路,为教学理论与实践架起了一座桥梁。本文介绍了教学模式的概念、作用、发展及分类,分析了高职教学模式现状并对模式的构建提出了建议。     

学生自我管理在学生管理工作中的实践

介绍了学生自我管理的内涵以及高职院校学生管理中存在着诸如重不得、轻不得、管不好、难作为等问题，结合实际工作论证学生自我管理在高职院校学生管理实践中的具体应用及意义，并通过转变观念、明确意义、提供机会、完善制度等几个方面讨论如何更好地培养和提高学生的自我管理能力。     

Farming and Landscape Management: How French Farmers are Coping with the Ecologization of Their Activities

In Europe, an increasing share of public subsidies for food production is being transferred towards the production of goods and environmental services. Today, farmers hesitate between the quest for technical and economic performance, which has been the paradigm of their professional activities since the 1960s, on one hand, and taking account of the environmental concerns that have been imposed since the middle of the 80s, on the other. Is it possible for farmers to continue to work according to the paradigm of the producer of agri-food goods, and how do they react to the ecologization of their activities? In this paper, we will see the difficulties and sources of tension induced by landscape maintenance in the daily professional practice of the farmers. We will see that the professional identity of the farmers is profoundly brought into question by these changes (substitution of strictly “agricultural issues” by more general concerns such as “rural issues,” substitution of the farmer by the “ecologized” peasant...). The topic of landscape reveals social strains between farmers. It also raises the question of the legitimacy of farmers to define the sense of their activities by themselves. Finally we will see that environmental orientations do not systematically open up new prospects for all farmers; they sometimes contribute to increase the inequalities between farmers (financial support proportional to land property, marginalization of farmers who are less socially integrated...).     

浅析高职数学教学中的人文精神及其培养

目前在高职高专数学教育中存在着只注重数学知识、数学思维、数学思想的研究和教学的现象，而数学教学中应体现的人文精神却常常被忽视了。本文分析了数学教学中蕴涵的人文精神，并提出应坚持自觉性与渗透性的原则，加强数学教学中人文精神培养。     

关于高职园林专业职业素质培养的几点思考

高职园林专业职业素质培养中存在认识不足、形式落后、评价体系不科学等问题，应该通过明确认识，使教学内容多样化，增强师资力量，提高评价体系的科学性等来对园林专业及高职院校相关专业进行教学改革。     

PROFESSIONAL WATER RESOURCES EDUCATION FOR THE FUTURE… ARE WE READY?1

ABSTRACT: Water resources professionals are being increasingly called upon to address complex problems which require the interaction of several individuals operating as a planning or implementation team. Education for water resources professionals must move to meet the demands of this mode of operation. To best prepare the student, educational programs must focus not only on technical competence but must also incorporate concepts of cooperative problem solving with individuals from a diversity of backgrounds as a part of the curriculum. Among strategies which may work are academic requirements outside of the technical specialty, modification of existing course materials, and inclusion of outside faculty as a part of departmental curriculum preparation.