提高认识 依法治教 积极推进冶金企业教育的改革与发展

企业教育的改革和发展是我国社会主义改革任务的有机组成部分，是城市教育综合改革的重要内容。但有关各方对企业教育的目的．内容，尤其是如何依法治教、推进改革和发展，在认识上尚不完全一致。这里从冶金教育的实际提出两点认识，供大家讨论。     

贯彻全国教育工作会议精神搞好学校整体改革

贯彻全国教育工作会议精神搞好学校整体改革东北大学在我国发展和改革的历史性关键时刻，党中央和国务院召开了建国以来规格最高、层次最高的一次全国教育工作会议。这次会议的精神，对于指导今后我国教育事业的发展和改革，具有战略意义和历史意义。近三个月来，我校领导...     

结构调整与制度创新——关于调整宏观教育结构的几个问题

《中国教育改革和发展纲要》把优化教育结构作为跨世纪教育发展战略的组成部分，提出了结构调整的基本思路；94年召开了全国教育工作会议，又把调整宏观教育结构作为教育发展和改革的全局性问题，提出了调整教育结构的总体目标。调整宏观教育结构关系到今后一个时期各级各类教育的发展方针，也牵动着教育体制改革和教育制度创新，是世纪之交教育发展和改革的一个重大战略问题，需要从历史、现状和未来发展趋势相联结的角度，探讨其内外动因、调整思路和配套措施。本文试就与此相关的问题提出一些看法。以求引起讨论。     

新世纪高职化工类专业人才培养模式的探讨

我国高等职业教育有二十余年的发展历史。近几年又得到蓬勃快速的发展。高等职业教育人才培养模式及改革，一直是高等职业教育的热点和改革的关键之一。所谓人才培养模式，就是人才的培养目标、培养规格与培养方式。培养模式决定了所培养人才的基本特征，集中体现了学校与教师的教育思想与教育观念。     

提高教师队伍的素质和能力推动成人高校的改革与发展

《中国教育改革和发展纲要》指出：“成人教育是传统学校教育向终身教育发展的一种新型教育制度，对提高全民族素质、促进经济和社会发展具有重要作用”。原国家教委1998年工作要点指出：“根据产业结构调整、区域特色经济发展和再就业的迫切需要，积极发展各种形式的职业教育和成人教育，进一步加快职业教育和成人教育改革”。这些为成人教育明确了积极发展、加快改革的方向。成人高校作为成人教育重要组成部分，改革与发展问题值得认真研究。     

作业成本法在高校学生培养成本核算中的应用

随着高等教育改革的不断深入发展，尤其是教育财政拨款制度的改革与学生缴费上学制度的普遍实行，政府部门、高校管理者、学生和家长等各方越来越关注高校教育成本方面的信息。但是，长期以来，我国高等教育缺乏成本意识，学生培养成本信息薄弱。     

对攀钢发展高等职业教育的思考

1987年，国家教委《关于改革和发展成人教育的决定》指出：“职工大学、职工业余大学或管理干部学院应当利用自己同企业、行业关系紧密的有利条件，结合需要，举办高等职业技术教育，为企事业单位培养生产、经营、管理方面的专业技术人才”；1993年，四川省人民政府批转省教委《关于进一步改革和发展成人高等教育的意见的通知》中，也把发展高等职业教育列为今后成人教育的重点。     

中专教育要与市场经济接轨

中专教育要与市场经济接轨梁会禄社会主义市场经济体制的建立，不仅使我国中专教育的外部环境发生了巨大变化，也给中专教育的内部改革带来了活力和机遇。中共中央、国务院颁布的《中国教育改革和发展纲要》指出，要“改革包得过多，统得过死的体制，初步建立起与社会主义...     

谈高职院校“两课”教学改革与创新

高校马克思主义理论课和思想品德课(以下简称“两课”)教学是在与时俱进，不断改革中向前发展的，在教育教学过程中需要认真贯彻理论联系实际的原则，紧密结合国际形势的新变化，结合社会主义初级阶段发展的新情况，特别是我国改革开放和现代化建设的新实践，结合高等教育改革、发展和培养高素质创新人才的新要求，结合高校学生学习、生活和思想政治状况的新特点，增强教育教学的针对性、实效性和主动性。     

重视培养学生的创造能力努力造就创造性人才

“教育要面向现代化，面向世界，面向未来”这是邓小平同志在一九八三年十月写给北京景山学校的题词。短短的十六个字为我国新时期的教育改革和发展提出了明确方向，它是邓小平同志教育思想的精髓和核心。教育要面向现代化，首先是教育要适应社会主义现代化建设的要求，适应科学技术发展的需要，培养出能为实现四个现代化服务的人才。其次，就是要实现教育本身的现代化，也即要更新教育观念，改革一切落后的教育思想、教育内容、教育手段和教育方法，把社会发展的需要与人的自身发展的需要二者结合起来。     

Mentorship and professional role development in undergraduate nursing education

Mentoring is a positive method for promoting professional development; however, there is little information in the literature addressing the use of mentoring with baccalaureate nursing students. Because professional socialization is a critical component of baccalaureate nursing education, mentoring would be an optimal methodology. The authors describe how a mentorship program combined with a professional role development course was integrated into a BSN nursing program. The evolution of the faculty-student mentorship program and the professional role development course is presented.     

The necessary common knowledge approach to broad and general education for professional psychologists.

This paper advocates the necessary common knowledge approach to meaningful broad and general scientific education (as distinct from professional/clinical education) for professional psychologists. Adopting this plan leads to an explicit core curriculum. The current view of the American Psychological Association's Commission on Accreditation regarding broad and general is described. “Common” and “essential” knowledge in medicine are described along with law's core curriculum. A general rationale for broad and general education is developed, and preferred kinds of experiences are suggested. As an example for psychology, a broad and general course on cognitive and affective bases of behavior is described. The way the necessary common view fits with the educational competency movement is explained. High quality broad and general education will have a positive impact on both research and professional practice. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Professional issues in Canadian counselling psychology: Identity, education, and professional practice.

The past decade has seen significant growth in counselling psychology's professional identity, increased visibility of the specialization within applied psychology, and advances in doctoral training and accreditation by the Canadian Psychological Association. The current article details professional issues associated with the recent evolution of the field, including the establishment of a strong professional identity for the profession, developments and challenges associated with graduate training (e.g., the limited availability of predoctoral internships), and the implications of the dynamic, changing workplace environment for graduates affiliated with counselling psychology. Recommendations are offered for continued development of the specialization in its Canadian context. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Striving for competence in the assessment of competence: Psychology's professional education and credentialing journey of public accountability.

The history of psychology's development as a licensed profession is traced over the past 60 years through the evolution of the profession's quality control practices in education and credentialing. These two essential features of a profession began at about the same time, but evolved quite independent of one another for the first 30 years. Shaped by events of the 1970s and 1980s, however, there has been a gradual convergence of focus by those responsible for professional education and credentialing on how best to assess the quality of professional education programs and their graduates who apply for licensure. Although at first this focus was predominantly on the content of curriculum taught and the knowledge examined, increasingly over the past decade there has been a shift of emphasis to the broader, more complex construct of competence to practice for which examination of knowledge is a necessary but insufficient assessment. The article describes the events and structures that led to this outcome and concludes with comments about the future. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

终身教育与职业教育改革

在简介终身教育理念及其传播的基础上,较详细地分析了目前我国终身教育的主要实践内容、职业教育在我国终身教育体系中的主体作用,提出了面向终身教育的职业教育观和职业教育课程改革的若干原则,设计了若干整合职业教育资源的操作方法。     

School psychology: A specialty of professional psychology with distinct competencies and complexities.

School psychology at the doctoral level is recognized as a specialty of professional psychology by the American Psychological Association, with corresponding licensure as a psychologist granted by state boards of psychology. School psychology also is regulated by state boards of education; they set the credentialing standards for professional practice in public schools. The intent of this article is to enhance the understanding of this distinct and multiply influenced specialty. The need for psychological services in schools is highlighted, followed by a discussion of multiple influences and licensing/credentialing issues. Next, the specialty is delineated, its distinctiveness highlighted, and competencies for practice in the public schools elaborated. Finally, education/training models and mechanisms for program accreditation are described, as are the major professional organizations in school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distance education in professional training in psychology.

Distance learning methods have had a dramatic effect on undergraduate education and are being incorporated by graduate and professional programs in a variety of areas, including psychology. To address the implications of these developments, an APA task force was organized in 2001 and presented its findings in 2002. This article summarizes key findings of the task force regarding (a) developments in distance education applications to training in professional psychology, (b) significant issues regarding best practices and quality assurance, (c) implications of accreditation standards for programs based on distance methods, (d) licensure and recognition of graduates from online programs, and (e) implications of distance education methods for campus-based programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Observed classroom quality during teacher education and two years of professional practice.

The aims of the present study are to investigate whether and how teachers change in their observed classroom quality (emotional and instructional support, classroom organization, and students' engagement; measured with the Classroom Assessment Scoring System observation measure for secondary school [CLASS-S]; Pianta, La Paro, & Hamre, 2006) during their teacher education year and the first 2 years of professional practice, as well as the effects of personal characteristics and contextual factors on observed classroom quality. Confirmatory factor analyses (CFAs) with a reduced number of indicators per a priori construct fitted the data well. Using factor scores in 3-level multilevel models for change (376 lesson segments 20 min in duration nested within 10 time points, within 17 teachers), we found more variability over time than within lessons and the least variability between teachers. Emotional support showed an inverted U-shaped change over time, whereas classroom organization increased linearly over time. Emotional support was lower for older students, and students were more engaged in larger classes. A higher level of classroom organization during lessons was related to less variability in student engagement, but variability of instructional support was unrelated to variability of student engagement within each lesson. The findings are discussed within the context of teachers' supported transitions into professional practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The dynamics of specialization in professional psychology.

Practicing psychologists face numerous questions regarding specialization, reflecting the dramatic changes occurring in the last half of the 20th century. Is the specialization trend in professional psychology practice and training out of step with marketplace realities? Should specialty training and practice be guided and controlled, and if so, by whom? In response to the interplay of various forces and in a spontaneous and unguarded fashion, specialization has evolved in the form of a two-tiered model, consisting of general practice specialties and delimited specialties. The model better reflects existing distinctions in roles, methods, and settings for education and training than does the systematic differentiation of specialist functions or practice competencies. Were the discipline to implement an orderly sequence of steps to develop a coherent system for specialization in psychology, it would facilitate its future growth and development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The shame of American education.

Recent analyses of American schools and proposals for school reform have missed an essential point: Most current problems could be solved if students learned twice as much in the same time and with the same effort. It has been shown that they can do so (a) when the goals of education are clarified; (b) when each student is permitted to advance at his or her own pace; and (c) when the problem of motivation is solved with programmed instructional materials, so designed that students are very often right and learn at once that they are. The theories of human behavior most often taught in schools of education—particularly cognitive psychology—stand in the way of this solution to the problem of American education, but the proposal that schools of education simply be disbanded is a step in the wrong direction. Teachers need to be taught how to teach, and a technology is now available that will permit them to teach much more effectively. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)