This chapter explores the challenges and dilemmas of Ukraine’s “deoccupation” strategies and their implementation in areas where Ukrainian forces regained control in late 2022. The Ukrainian authorities faced significant difficulties in previously occupied territories, including the need for extensive reconstruction and demining, amid ongoing Russian bombardment. There were also political and legal challenges. After Russian forces were forced to withdraw from Kherson city and Kharkiv oblast, underlying political and social cleavages in these areas were also evident. Complex legal and moral issues related to cases of collaboration also came to the fore, with Ukraine’s legal and judicial framework at times struggling to respond to the complexity of life under occupation. Government “deoccupation” strategies focused primarily on military means, but often lacked a vital political and diplomatic dimension.
This chapter describes the different ways in which the Russian authorities launched an assault on Ukrainian media, culture, education and history in an attempt to foster more pro-Russian attitudes among the population. Russian authorities repressed local Ukrainian media and blocked Ukrainian communication networks. They created new Russian television channels, newspapers and social media sites focused on the occupied territories. The Russian authorities transformed the visual environment, replacing Ukrainian monuments and symbolism with Russian and Soviet variants, and launched a cultural offensive in theatres, cinemas and museums. They introduced Russian-language education and the full Russian curriculum in schools and universities. Russia also promoted new youth movements and study exchange programs in an attempt to promote pro-Russian sentiments among young people.
This chapter sets out the details of Russia’s military campaign in the south, including the lack of preparedness for Russia’s invasion and its early advances in the south. The territorial extent of Russia’s occupation was largely determined in the first months of the war. A determined defense of Mykolaiv prevented further Russian progress along the southern coast towards Odesa, and a Ukrainian counteroffensive forced Russian withdrawal from Kherson city and Kharkiv oblast by the end of 2022. As the Russian military advanced, they began putting in place the key building blocks of the occupation, ousting Ukrainian officials, seizing businesses and properties, and targeting potential opponents.
中共中央办公厅、国务院办公厅印发的《关于加强新时代高技能人才队伍建设的意见》指出,技能人才是支撑中国制造、中国创造的重要力量,而职业技能竞赛正是技能人才成长、展示、交流的重要平台.
9 月 16 日,中华人民共和国第二届职业技能大赛在天津开赛.本届大赛以"技能成才、技能报国"为主题,来自全国 36 个代表团的4045 名选手参赛,角逐 109 个项目奖牌.58岁"老师傅"、16岁"小工匠",学生、企业员工同台竞技.
技能人才是我国人才队伍的重要组成部分,是支撑中国制造、中国创造的重要力量.加强高技能人才队伍建设,对于巩固和发展工人阶级先进性,增强国家核心竞争力和科技创新能力,推动高质量发展具有重要意义.
技工院校学生职业技能等级过程化评价能够有效提高学生学习的积极性,体现不同职业技能等级能力要求,提升技工院校学生职业技能水平,使其获得更好的发展.通过对过程化评价的实践研究,本文分析了在职业技能等级认定中采用过程化评价的意义与实施的方法,以及过程化评价在实践中存在的问题,针对这些问题提出了一些改进建议.
近日,"广东技工"工程羊城行动——"羊城工匠杯"2023 年广州市技工院校教师职业能力大赛决赛在广州市轻工技师学院举办. 针对技工院校教师岗位群的职业能力要求,本次大赛通过公共课教师、专业课教师、培训课教师和班主任四类赛项共七个组别的比赛,全面考察广州市属技工院校任课教师教学和班主任育人等综合职业能力,达到以赛促教、示范引领、培养高素质教师队伍、促进技能人才高质量培养的目的.
智慧型课程是当前教育领域研究关注的热点,在新时期教育信息化发展中占据重要地位.为厘清智慧型课程运行逻辑,本文从现状、演变历程、内涵、实践、发展趋势五方面对智慧型课程研究进行分析,以期推动智慧型课程的建设与发展.
本文旨在探讨改革中等职业学校语文教学方法的途径.通过对语文教学现状进行分析,结合学生实际情况,提出以下几条改进建议:加强语文课程的改革、引入多元化的教学方法和注重培养学生的综合素质和创新能力,同时,加强对教师的专业培训和考核,提高教师的教学水平和素质.这些改进措施有助于增强语文教学的针对性和实效性,提高学生综合素质和就业竞争力.
本文基于换位思维,阐述了如何选用案例教学法及情境教学法对教学课堂进行设计,结合中职推销实务课程实际,导入事实案例进行课程分析,探究客户购买思维,以情境模拟的方式,帮助学生加深对客户购买思维的理解,通过分析案例及模拟情境,不断增强自我服务意识,在课堂中学会同客户之间建立良好的关系,顺利完成销售任务.
本文从安全项目、维修的逻辑顺序、维修信息的查询和解释、精密测量、故障诊断与排除、工具的正确使用、设备系统和元件的维修保养、信息沟通及书面报告编写八个方面,说明世界技能大赛(简称世赛)重型车辆维修项目技术标准在工程机械故障检修课程中的应用情况.
在加快构建现代职业教育体系,培养更多高素质技术技能人才背景下,我国以世界技能大赛为龙头,构建高技能人才培养的竞赛体制.江西冶金职业技术学院教学团队结合多年师生参加世界技能大赛的经验,创新技能培训教学模式,将世界技能大赛项目技术和教学资源进行转化,开发竞赛培训教学资源,搭建网络评价系统平台,构建科学的选手综合素质评价体系,取得了较好的教学成效,培养了大批创新型技术人才,形成示范效应.
运用"未来教室"平台的多维交互课程进行教学,可以有效地提高课程质量,实现资源和内容的有效整合."未来教室"平台的实施有利于解决课程数字化资源建设与实践的多维度难题,教师要根据学生的学习需求,认真选择并收集资源,让学生在学习过程中进行反思与探讨.
智能时代的到来为翻转课堂在中职教育教学中的实践提供了新鲜的土壤,本文通过探索翻转课堂这一教学模式在电子商务基础课程中的应用,论述了中职教师如何在教学过程中充分发掘学生自主学习的能力,利用翻转课堂教学模式,结合学生实际,完成课下知识学习和课上知识内化的过程,使教师的角色从"主演"转变为"导演",从而优化课堂教学,达到学生乐学、会学、学会的目的,进而提升学生的综合能力.
为迎接主题为"技能成才、技能报国"的中华人民共和国第二届职业技能大赛,唐山劳动技师学院(以下简称学院)紧紧围绕"以赛促学、以赛促训、以赛促评、以赛促建"的大赛目标,采用高度契合大赛的"稳基础、重文化、擎服务"发展理念,迅速推进学院技能大赛各项备赛工作开展,并取得了一定的成效.
技工院校的目标是培养技能人才,要培养适应社会需求的技能人才,就需要对现有的教学模式进行改革,如开展工学一体化课程教学,将虚拟仿真技术引入专业教学,将双元制职业教育本土化,把企业课程引入学生课堂,同时把教学目标定位到"知识、技能、素养"的高度,提高教学质量.
