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Technology development and implementation on the manufacturing arena has, throughout the years, frustrated employees over the requirement of constantly adjusting to new technologies. The employee‘s ability to learn is bounded, and thus limited. Looking at a modern production system, it is often a complicated array of technologies that have to be coordinated; or the technologies are coordinating themselves through artificial intelligence. This paper discusses the need for a holistic knowledge management approach to manufacturing,combining in-place technology with process management philosophy, in order for the firm‘s human resources to create, share, store and apply new knowledge. 相似文献
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The mathematical modeling for evaluation of the sphericity error is proposed with minimum radial separation center. To obtain the minimum sphericity error from the form data, a geometric approximation technique was devised. The technique regarded the least square sphere center as the initial center of the concentric spheres containing all measurement points, and then the center was moved gradually to reduce the radial separation till the minimum radial separation center was got where the constructed concentric spheres conformed to the minimum zone condition. The method was modeled firstly, then the geometric approximation process was analyzed, and finally,the software for data processing was programmed. As evaluation example, five steel balls were measured and the measurement data were processed with the developed program. The average iteration times of the approximation technique is 4.2, and on average the obtained sphericity error is 0. 529μm smaller than the least square solution,with accuracy increased by 7. 696%. 相似文献
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毛泽东 《Reading and Writing(初中版)》2006,(9)
Knowledge is a matter of science,and no dis-honesty or conceit whatsoever is permissible.What is required is definitely the reverse honestyand modesty.知识的问题是一个科学问题,来不得半点的虚伪和骄傲,确切地需要的倒是其反面——诚实和谦逊的态度。毛泽东Knowle 相似文献
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COLLEGE RANKINGS: Democratized College Knowledge for Whom? 总被引：3，自引：0，他引：3
McDonough Patricia M. Lising Anthony Walpole Antonio Marybeth Perez Leonor Xochitl 《Research in higher education》1998,39(5):513-537
Every fall the opening of the academic year is heralded by an ever increasing number of newsmagazines that rank colleges. In addition to the standard bearers of this market — U.S. News and World Report and Money — magazines that offer their readers advice on how to choose a college are proliferating. For example, one can find lists of the "best colleges" and "best buys" accompanied on newstands by the top jock schools (Sports Illustrated), the best party schools (Playboy), and the best colleges for Asian Americans (A. Magazine). This paper is a study of who uses the contentious and seemingly influential newsmagazine rankings of U.S. colleges and universities, and an analysis of what types of freshmen find these rankings useful in making their choice of college. Equally important, it is a discussion of why reputations are important and how they can serve as a hedge against uncertainty. Finally, the paper provides an analysis of the for-profit sector's encroachment into a critical educational equity arena-college access-embedded within a discussion of whether widely available college rankings result in democratized college knowledge. 相似文献
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井鑫 《中学数学教学参考》2006,(12):52-52
An arithmetic sequence is a sequence of numbers each of which, after the first, is obtained by adding to the preceding number a constant number called the common difference. 相似文献
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Matter and Interactions (M&I) has recently been adopted as a novel introductory physics course that focuses on the application
of a small number of fundamental physical principles to the atomic and molecular nature of matter. This study investigated
how five physics teaching assistants (TAs) developed professional knowledge for teaching from their teaching experiences.
Specifically, we explored what experiences influenced their knowledge development for teaching the innovative introductory
physics course, M&I. Through a qualitative, multiple case study research design, data was collected from multiple sources:
non-participant observations, digitally recorded video, semistructured interviews, TAs’ written reflections, and researchers’
field notes. As TA’s progressed through the semester, two experiences emerged as having a significant role in their development
of knowledge for teaching M&I: (1) setting teaching, learning, and curriculum goals for their classes; and (2) encountering
dilemmas of teaching and learning. The results of this study will contribute to future preparation of the innovative introductory
physics course as well as other college level science courses. 相似文献
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Marissa Rollnick 《Research in Science Education》2017,47(4):833-868
This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers’ studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings of lessons, journals and other classroom-based evidence shows how the extent and type of teachers’ content knowledge informed their choice of teaching approaches and how their learning of content took place alongside the development of teaching strategies. The development of content knowledge was combined with increased understanding of how to teach the topic in almost all cases. Evidence of development of teachers’ PCK was found in their increased ability to design teaching strategies, and their use of representations and suitable assessment tasks for their lessons. Some specific common teaching strategies were identified across the teachers. These strategies could add to the canon of teachers’ topic - specific professional knowledge for semiconductors. The study provides increased understanding of how teachers simultaneously master content and its teaching and how mediated self-reflection is a fruitful approach for assisting teachers to learn to teach a new topic. 相似文献
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This work describes how teacher education programs can inform teachers' knowledge and practice of leadership. We introduce a leadership typology to illustrate how teachers can lead organizational reform for pedagogical excellence and socially just practices. The model provides teacher educators ways to identify and resolve conflicts generated by imparting innovative pedagogies to teachers who in turn use them in antiquated and inequitable school environments. The model can also be used to develop teachers' professional knowledge of the contexts that mitigate or marginalize their leadership potential. Several examples from current teaching practices in teacher education are used to illustrate how teachers develop leadership knowledge. 相似文献
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《International Journal of Educational Development》2004,24(1):39-52
The need to enhance the relevance and quality of pre- and in-service teacher education in India has long been recognised in official commentaries. Despite the structural innovation of District Institutes of Education and Training to enhance systemic responsiveness to local contexts, training messages mediated through DIETs are largely not having the expected impact on classroom processes. Using qualitative data generated from six case study sites, this paper examines in-service training in DIETs and how they have responded to teacher development challenges. It finds that formal teacher education continues to have low ‘ecological validity’, and highlights tensions in the recruitment and technical expertise of DIET staff, and in their attitudes towards elementary teachers, that constrain engagement with local contexts. The paper then considers several aspects of elementary teachers’ local knowledge which underline the need for a review of the dominant ‘skills and knowledge’ approach to teacher development pursued by DIETs. It argues that training must shift its focus from skills to an engagement with the pressing question of teachers’ will to adopt training messages in current contexts. The paper closes with discussions of how teachers’ professional agency can be promoted, and further considerations of how teacher education can be strengthened in pursuit of quality in a context of decentralisation. 相似文献
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Chris Hurst 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):107-123
Background: Teacher knowledge continues to be a topic of debate in Australasia and in other parts of the world. There have been many attempts by mathematics educators and researchers to define the knowledge needed by teachers to teach mathematics effectively. A plethora of terms, such as mathematical content knowledge, pedagogical content knowledge, horizon content knowledge and specialised content knowledge, have been used to describe aspects of such knowledge.Purpose: This paper proposes a model for teacher knowledge in mathematics that embraces and develops aspects of earlier models. It focuses on the notions of contingent knowledge and the connectedness of ‘big ideas’ of mathematics to enact what is described as ‘powerful teaching’. It involves the teacher’s ability to set up and provoke contingent moments to extend children’s mathematical horizons. The model proposed here considers the various cognitive and affective components and domains that teachers may require to enact ‘powerful teaching’. The intention is to validate the proposed model empirically during a future stage of research.Sources of evidence: Contingency is described in Rowland’s Knowledge Quartet as the ability to respond to children’s questions, misconceptions and actions and to be able to deviate from a teaching plan as needed. The notion of ‘horizon content knowledge’ (Ball et al.) is a key aspect of the proposed model and has provoked a discussion in this article about students’ mathematical horizons and what these might comprise. Together with a deep mathematical content knowledge and a sensibility for students and their mathematical horizons, these ideas form the foundations of the proposed model.Main argument: It follows that a deeper level of knowledge might enable a teacher to respond better and to plan and anticipate contingent moments. By taking this further and considering teacher knowledge as ‘dynamic’, this paper suggests that instead of responding to contingent events, ‘powerful teaching’ is about provoking contingent events. This necessarily requires a broad, connected content knowledge based on ‘big mathematical ideas’, a sound knowledge of pedagogies and an understanding of common misconceptions in order to be able to engineer contingent moments.Conclusions: In order to place genuine problem-solving at the heart of learning, this paper argues for the idea of planning for contingent events, provoking them and ‘setting them up’. The proposed model attempts to represent that process. It is anticipated that the new model will become the framework for an empirical research project, as it undergoes a validation process involving a sample of primary teachers. 相似文献
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Over the last two decades, state education agencies (SEAs) have been given considerable responsibilities for improving low-performing schools and for adopting research-based practices in doing so. Yet we know little about how and where these organizations search for, select, and use research and other kinds of evidence. We examined these questions as they relate to school improvement designs and strategies in three SEAs using a combination of surveys and interviews conducted in 2010–11. We found that SEA staffs relied most heavily on their colleagues for information but that information often flowed across departments and offices, contrary to the usual image of the SEA as a segmented and siloed bureaucracy. A large number of external organizations were identified in SEA research advice networks and played a catalyzing role in the design or elaboration of research for policy. Although most sources were named by just one person, each SEA also had central internal staff who played an important role in brokering research on school improvement. Identifying and cultivating such influential actors, and connecting individuals who are now isolated or only weakly engaged in these communication networks, could create a more robust exchange of knowledge around school improvement. 相似文献
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Rhona Newman 《British Journal of Sociology of Education》1999,20(1):79-88
Traditional discourses emanated from sites where agents of knowledge received their professional formation. Postmodernists suggest that the principle that the acquisition of knowledge is indissociable from personal formation is becoming obsolete and that the nature of knowledge cannot survive the information technology revolution unchanged. We examine these propositions with reference to a qualitative study of university staff who were developing and using World Wide Web (WWW) courses. The interview material supports the view that the WWW exemplifies a weakening of the framing of knowledge, has an elective affinity with the individual indulgence of postmodernism and is not effectively controlled through the community of science. Yet the WWW is parasitic on the project of modernism. Its user-friendly surface conceals extreme underlying complexity. The project of reducing professional training to the telematic transmission of an organised stock of knowledge is shown to be ultimately incoherent because it ignores the crucial need for implicit understanding and skill. 相似文献
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高怀勇 《读与写:教育教学刊》2007,4(5):1-3
This article,first introduces the terms of implicit knowledge(IK),explicit knowledge(EK) and their distinctions in the process of English language learning,then advocates interactive English instruction in high schools,aiming at improving the learners' communicative competence.It provides an instruction design,which lays emphasis on the conversion of the EK into IK by practicing the former orally so as to interactively internalize the latter,thus,facilitating the learners' language communicative competence. 相似文献
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1. Knowledge is a treasure,but practice is the key to it.知识是宝库,而实践是开库的钥匙。2.Knowledge is no burden.知识决非负担。3.Knowledge is the antidote to fear. 知识是恐惧的解毒剂。 相似文献
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Mattias Nylund 《课程研究杂志》2016,48(5):692-710
A key feature of the Swedish upper secondary school reform of 2011 (GY11) is the new direction it sets out for the organization of vocational education (VET) and the role it plays in youths’ transitions from school to work. This study analyses the GY11 reform in terms of its impact on the organization of knowledge in VET and its implications for students’ prospects of transitioning from VET to work or higher education, and for their roles as citizens. To understand its likely consequences, GY11 is analysed in the context of practices in a school class for the Vehicle programme steered by the curriculum prior to GY11. The theoretical concepts used are drawn from Basil Bernstein and his distinctions between knowledge organized into horizontal and vertical discourses. The findings of the study suggest that GY11 reinforces an already strong emphasis on horizontally organized knowledge in VET by placing great importance on strongly context-bound, skill-oriented knowledge. This implies a stronger exclusion of VET students, primarily with working-class backgrounds, from vertical discourses and limits the possible transitions of youths taking the VET-route by reducing their access to higher education and their capacity to function as both workers and citizens. 相似文献