浅析中小学教师岗位聘任制改革中的行为短期化问题

学校实行岗位聘任制度是我国学校内部管理体制改革的必然趋势。通过竞聘上岗，教师有了危机感，也有了积极进取的压力和动力，教师的岗位意识、竞争意识普遍得到加强，在一定程度上调动了大家的工作积极性。然而岗位聘任制度改革同任何一项新的改革措施一样，需要有一个逐步稳定和完善的过程，我们必须清楚地认识到，中小学教师岗位聘任制实施过程中，也存在着不容忽视的问题，其中较为突出的是行为短期化问题。     

高校推行岗位聘任制中的问题及其对策

高校推行岗位聘任制,打破了教职工待遇分配上的平均主义和职务终身制,改变了"大锅饭"、"铁饭碗"的传统人事管理模式,优化了高校人员结构和资源配置方式.但目前高校在推行岗位聘任制过程中还存在诸多问题,有必要进一步深入分析高校岗位聘任制中的症结所在,提出了相关的改革对策.     

教学岗位聘任制的实践与思考

世纪之交,正向纵深推进的我校教学改革和管理体制改革又多了一个新亮点：在数学系和物理系试行教师教学岗位聘任制。“一石激起千重浪”,这项改革在校内外引起了广泛的关注。一、为什么要试行教学岗位聘任制第一次全国普通高等学校教学工作会议以后,我校开始试行教学岗位聘任制。这项聘任制是指,设置一定数量的主讲教授岗和主讲教师岗,明确这些岗位的聘任条件、岗位职责、考核方法和待遇,教师公开竞争教学岗位,经学校评审,择优聘任。这是一种新的管理制度和运行机制。我校之所以要试行教学岗位聘任制,是出于以下考虑：1．教学岗位…     

科学设岗是高校管理岗位聘任制的核心

本根据目前高校在管理岗位聘任制实施过程中遇到的问题，提出实行岗位聘任制应该达到的目标，并从科学设岗的角度探讨实现该目标要处理好的岗位与职务、重点岗位与一般岗位、岗位与晋升等方面的关系。     

论高校的岗位考核及其人性化管理

高校人事管理制度改革深化的关键在考核，考核是一项基础性的工作，关系到能否实现真正的岗位聘任制，以及推进人事制度改革的深入，实施人性化考核的重点和难点是制定好岗位职责，考核标准和考核方向有明显的导向和指导作用。     

高职院校管理岗位聘任制思考

本文根据目前高职院校在管理岗位聘任制实施过程中遇到的问题,探讨完善高职院校管理岗位聘任制的一些做法,以进一步健全高职院校管理岗位聘任制,实现由"身分管理"向"岗位管理"的转变,激励管理人员的工作积极性,使高职院校管理队伍充满生机与活力.     

中小学教师聘任制

一、教师聘任制是时代的要求 教师聘任制是我国为适应社会主义市场经济发展而进行的教师任用制度改革的重要组成部分，它是聘用双方在平等自愿的基础上，用人学校或教育行政部门根据教育教学的需要设置工作岗位，聘请具有教师资格的公民担任相应教师职务的一项重要人事管理制度。教师聘任制是大势所趋。目前教师的任用仍采用行政指派的方式，教师跟学校产生了一种依赖关系．很明显，学校规模的扩大与缩小，生源数量的多与少．学校     

浅析我国教师岗位聘任制中的绩效考核

教师岗位聘任制是适应社会主义市场经济和教育发展内在要求的产物，而绩效考核是教师岗位聘任制的基础和前提，其最终目的是把学校与教师个体作为利益和责任的共同体，推动双方共同进步达到“共赢”。本文旨在借鉴企业人力资源绩效管理的成功经验．着重分析教师岗位聘任制中的绩效考核程序、标准、内容、方法以及结果的使用。     

高校多媒体教室的使用现状及对策研究

随着教育信息化进程的深入,多媒体教室也日渐普及。但是在使用和管理的过程中还存在着很多实际问题,针对这些问题提出具体的解决方案。     

Playing the game: examining parental engagement in schooling in post‐millennial Queensland

The abolition of the probationary year for teachers in 1991 by the Department for Education was short-lived, with new requirements for the setting of Induction Standards, monitoring of performance, the administration of assessment procedures, and the possible de-registration of new teachers introduced in the Teaching and Higher Education Act 1998. The article describes the policy context of the initiative; the characteristics of the new requirements; the complex induction problem, which needs solving; and the failed promises on induction, which preceded the new provision. It argues for a more imaginative alternative to be developed, capable of ensuring that new teachers are able to contribute actively and in meaningful ways to the reconstruction of education.     

高校毕业生就业过程中的诚信问题及对策

当前高校毕业生就业过程中的不守诚信的行为有许多表现形式。本分析了产生这些现象的原因，并就加强对高校毕业生进行诚信教育，制止少数学生在就业过程中的不讲道德、缺乏诚信的行为提出了意见和建议。     

Patterns of motivating teaching behaviour and student engagement: a microanalytic approach

Positive student engagement is a prerequisite for students’ educational success. In this study, a microanalytic approach was used to explore patterns in teachers’ use of specific motivating teaching behaviours from the perspective of self-determination theory in relation to indicators of students’ positive engagement. The lessons of 52 teachers were observed and event-based coded. Results showed that specifically asking motivating questions and providing positive feedback and support during exercises were associated with subsequent positive student engagement. Unexpectedly, some demotivating teaching behaviours were also found to relate to positive student engagement, although to a lesser extent. Implications and directions for future research are discussed.

     

中国近代文化对两岸婚约制度影响——兼谈我国婚约制度的立法完善

婚约为债法及亲属法上之契约,在我国古代占有很重要地位,具有强大的法律约束力。近现代的新文化思想改变了旧婚约制度,并分别体现在南京国民政府时期和红色革命根据地的亲属法和婚姻法中。台湾地区现行婚约制度基本上传承了南京国民政府的婚约立法精神,而大陆对婚约问题不做明文规定,有其积极意义,但也造成现实中大量的婚约纠纷无法可依,不利于法制建设。传承近现代法文化思想,借鉴台湾地区立法经验,制定并完善我国婚约制度。     

The meaning of student engagement and disengagement in the classroom context: lessons from organisational behaviour

Despite the popularity of student engagement and, by association, student disengagement, the academic literature is unclear about the meaning of these terms. This review extends existing conceptual studies of student engagement by offering clear definitions and conceptualisations of both student engagement and disengagement in the classroom context. To develop these conceptualisations, the present review draws upon organisational behaviour theory on work engagement and disengagement because the literature in this discipline is notably more refined than in educational research. Using an organisational behaviour backdrop, student engagement and disengagement are defined by the degree of students’ activation and pleasure. In order to operationalise student engagement, measures that are aligned with the proposed conceptualisation are recommended. Recommendations are also suggested for the development of a measure of student disengagement. The proposed measurement of student engagement and disengagement should provide a unified direction for future empirical research on these topics.     

环境行政执法问题及对策研究

严格环境行政执法是保护环境、实现可持续发展的重要因素.我国环境行政执法与环境保护实际要求之间存在较大差距.剖析我国环境行政执法存在的问题及其成因,将有助于找出解决问题的具体对策.     

官僚主义根源及对策探微

官僚主义是社会主义现代化建设的大敌.脱离实际、脱离群众、不关心群众疾苦、不按客观规律办事的官老爷领导作风是唯心主义和形而上学的产物.     

Validating a model of effective teaching behaviour and student engagement: perspectives from Spanish students

Research consistently shows that teaching behaviour is a highly-important indicator of learning environments. Based on a teacher effectiveness model with six observable teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching–learning strategies, and differentiation), the present paper examines the psychometric quality of the My Teacher questionnaire for capturing student perceptions of teaching behaviour in the Spanish secondary-education context. Additionally, this study validated the model of teaching behaviour and student engagement and its relevance in Spain. 7114 students of 410 teachers attending 56 public and private Spanish schools constituted the sample. The six teaching behavioural dimensions model were confirmed in the Spanish context. Regarding student academic engagement, the presence of two domains (behavioural and emotional engagement) were confirmed. Furthermore, results of a multiple-group structural equation modeling path analysis, examining the relationship between teaching behaviour and student engagement across different teaching experiences, revealed differential effects of teaching behaviour influences on students’ engagement. The percentage of explained variance was larger for emotional engagement than for behavioural engagement. Furthermore, teachers’ teaching experience explained differences in the relationship between perceived teaching behaviour and engagement. Two domains (learning climate and activating teaching) appeared to be the two most-important teaching domains for students’ behavioural engagement while, for emotional engagement, the most important domains for student engagement were learning climate and teaching learning strategies.

     

石家庄市农村远程教育存在的问题及对策

石家庄市农村远程教育中存在着：办学方向不清，办学模式单一，教育机构设置过多，教育工作待遇不稳定等问题。需通过整合农村教育资源，改革办学模式，加强职业技能培训的途径加以解决。