“互联网+”背景下高校大学生劳动教育融入工匠精神路径研究

立德树人视域下高校劳动教育与工匠精神之间呈现高度契合，随着互联网时代的到来，高校劳动教育应更加注重融入工匠精神。本文对“互联网+”背景下高校开展大学生劳动教育的必要性加以分析，讨论了二者耦合的价值取向，进而提出树立正确的劳动教育观念、构建完善的劳动教育体系、拓展高校劳动教育网络资源、家校协同落实劳动教育内容、通过新媒体实现劳动教育常态化，以及围绕工匠精神加强校园文化建设等策略。     

教育实践领域人工智能的应用初探

人工智能(AI)使计算机或其他机器以人类智能相似的方式做出反应.随着机器学习和自然语言处理技术的进步,人工智能在教育行业中的应用向普遍化、个性化方向转变.人工智能为教育实践提供了新方式,具体包括为个性化自适应学习构造场景、为个性化教育提供技术支持、为普适性教育提供智能教辅工具.与此同时,人工智能给教育实践带来新挑战,具体包括引发教育伦理危机、引发师生角色的适应困境、引发传统与现代教育模式的整合难题.为此,应当建立教育领域人工智能伦理标准、增强教育服务透明度,健全人工智能人性化机制、促进师生角色融入,加强智能系统整合、实现线上线下有机融合,实现教育实践领域人工智能适用路径优化.     

关于搭建高校创业教育平台的思考

上个世纪八十年代末期,创业教育最早是由西方国家提出来的。在同一时期,创业教育走进我国,而我国正式提出创业教育理念是在上个世纪九十年代。近几年,随着我国社会实力和经济水平的不断发展,我国对高等教育中的创业教育平台更需要加强建设,加强同学们的创业意识和创业思维。本文针对创业教育是高校教育的发展趋势以及创业教育成为我国高校教育趋势的缘由,对我国高校如何构建大学生创业教育平台进行了理性的分析和研究。     

广东高校扩招引发的教育质量问题及应对措施

广东高校扩招产生了一系列问题,如生师比的增大、生均教学资源的减少、入学学生质量的下降以及毕业生就业困难等,对教育质量的提高产生诸多影响。本文在分析扩招影响教育质量因素的基础上,从师资队伍建设、教育资源共享、人才培养机制以及高等教育结构等几个方面提出了一些建议,使高校在扩招的同时也能保证良好的教学质量。     

新时代理工科研究生网络意识形态安全观教育路径

本文基于高校理工科研究生网络意识形态安全观教育实践,建议从健全研究生网络意识形态安全观教育制度、有效实施网络意识形态安全观教育、评价研究生网络意识形态安全观教育效果、优化研究生网络意识形态安全观教育机制等四个方面开展理工科研究生网络意识形态安全观教育,供高校学生教育管理研究者、研究生院(部)、宣传部、研究生辅导员参考,用于高校新时代理工科研究生意识形态安全观教育实践,提升高校理工科研究生意识形态教育管理水平。     

高校新生入学教育工作存在的问题与对策

高校大学生的入学教育工作是各高校工作中的重要组成部分,是高校大学生过好大学生活的开始。本文通过对大学新生的特点的分析及目前高校大学新生入学教育工作中存在问题的分析,提出在新时期加强高校新生入学教育的途径与方法,旨在为高校大学生的入学教育工作提供一定的方法。     

大数据背景下的高校教育数据分析与应用

大数据背景下的高校教育数据资源是十分宝贵的教育发展参考,必须加强对大数据的利用,并加强对教育数据的分析,才能增加其利用价值,使其可以有效推动素质教育发展。该文首先分析教育大数据内涵及现状,希望可以通过加强对教育数据的分析,为教育教学和教育管理做好基础;其次,讲述大数据技术在高校教育中的应用现状,希望可以通过分析,发现大数据技术在高校教育应用中存在的问题,并提出一系列解决对策,从而促进教育数据的有效应用,也为高校教育发展奠定基础。     

基于教育云平台的数字资源建设应用现状与对策研究——以张家口教育云平台为例

本文探讨了张家口市教育云平台的数字资源建设应用现状,并针对存在的问题,提出了改进策略及建议,如加强数字资源标准化建设、提高资源质量、健全管理体系等,以期为推动我国教育云平台数字资源建设提供参考。     

高校新生入学教育工作存在的问题与对策

高校大学生的入学教育工作是各高校工作中的重要组成部分,是高校大学生过好大学生活的开始。本文通过对大学新生的特点的分析及目前高校大学新生入学教育工作中存在问题的分析,提出在新时期加强高校新生入学教育的途径与方法,旨在为高校大学生的入学教育工作提供一定的方法。     

改善培训机制,加强中小学教师教育技术培训效果

中小学教师教育技术能力对教育改革与发展有着至关重要的作用.本文从培训的原则、形式和评价体系等方面探讨了如何改善培训机制,加强中小学教师教育技术培训效果.     

Education, education education

The BCS Education Forum held an event with the theme ‘Feedingthe Pipeline: What can we do in schools?’ Christina Preston,representing Naace, and Robin Mellors-Bourne from CRAC openedproceedings and a debate followed.     

IT in education and teacher education in Australia

Abstract Responsibility for education at all school levels in Australia is the constitutional prerogative of the states and territories while almost all the funds are produced via Commonwealth taxation. On the other hand, university education, including those faculties responsible for teacher education, come directly under Commonwealth control. These arrangements have been questioned often, particularly in terms of assuring the Commonwealth that 'they are getting value for their money'. In recent years, there has been a number of moves towards a more national approach to education and many of these have incorporated statements concerning the role of technology in education. This paper sets the context of these developments as they have impinged on teacher education and provides specific examples from two institutions.     

Workers' education

Health education is one of the most popular weapons against low back pain and other work-related musculoskeletal disorders.

It is used for both primary and secondary prevention to teach healthy life and work habits and to improve body mechanics in order to promote and maintain health. It is assumed that with a few hours of teaching, people adopt new working postures and movements, make ergonomic changes in their environment, and start exercising.

The most common teaching method is lecturing, with visual aids. The practical session is often short.

In evaluations shortly after the sessions, participants have been satisfied, their knowledge has increased, and in some cases the number of injuries or sick leaves has decreased. Follow-ups have shown that the health situation has returned to its former state within two years. In health education, aimed at preventing musculoskeletal injuries, the principle should be ‘learning by doing’. Instead of lecturing, the programmes should have a comprehensive approach, which includes the improvement of the live situation and environment, and involves the entire community.

Three programmes (the prevention of data entry operators' neck and upper limb disorders, early rehabilitation courses for forest workers, and workers guidelines to self-help) are presented and the teaching methods and contents analysed with special interests in the didactic methods and in participation of workers.     

EuLisp in education

We present our experience withEuLisp as a teaching language, focussing on the level of the language which was specifically designed for this purpose (level-0).EuLisp has been used in undergraduate and postgraduate teaching since 1990, in lectures and laboratories, where in many cases it has replaced Scheme or Common Lisp. It has been used extensively in programming courses, parallelism courses, as a vehicle for advanced courses in symbolic computing and programming language design; it has also been used as a platform for final year undergraduate projects. This experience has demonstrated thatEuLisp is well suited to teaching and far reaching in its capabilities: it supports the relevant concepts in a consistent and versatile framework, so that the language serves to facilitate the educational process. The discussion is illustrated with examples, and where appropriate we draw a comparison with the Lisp dialects used previously in these courses.     

ICT in higher education: evaluating outcomes for health education

Abstract This paper presents an investigation that examined and compared the effectiveness of collaborative tutorial activities carried out in both web-based and face-to-face learning environments within an undergraduate health education subject. Effectiveness of the different learning environments was measured in terms of observed learning outcomes, analysis of learner interactions and reported perceptions of the learners regarding their experience. Results demonstrated that web-based environments, with embedded collaborative activities, can effectively foster rich learning experiences that result in attaining positive learning outcomes.