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1.
本文通过分析传播者的信息素养对档案信息传播效果的影响,总结了档案工作者信息素养的构成,分析了国内档案工作者信息素养的现状,提出了提高档案工作者信息素养的方法. 相似文献
2.
人事档案工作者的素养再议 总被引：1，自引：0，他引：1
贺未英 《中山大学学报论丛》2004,24(3):242-244
人事档案是档案工作的一部分,人事档案工作者的素养直接影响到档案工作的好坏.从政治思想素养、职业道德素养、文化素养、业务能力、工作作风五个方面对人事档案工作者的素养作出探讨. 相似文献
3.
信息社会档案工作者具备一定的信息素养有助于发挥档案信息的巨大作用,有利于档案信息资源建设通道的开辟,有助于档案信息服务的全面提高.因此,档案工作者的信息素养的培养和锻造是当务之急,是一项长期系统全面的工作。 相似文献
4.
档案人员的素质是指档案工作者在岗位上所必须具备的知识、技能及各种基本素养等的总和.概括地说就是从事档案工作必须具备的基础知识、基本技能、政治素养、道德素养、管理能力及分析处理问题的基本能力等.档案人员综合素质的高低直接影响着档案业务工作的效率、水平和质量,因而对档案工作整体效能的发挥有着无可替代的作用. 相似文献
5.
随着高新技术在各个领域中的广泛应用,档案门类日益增多,形式更加多样化、复杂化,并与其它学科交叉渗透,深层次的档案开发,各种载体材料档案的保管及保护技术的应用,要求档案工作者要具有较高的政治素养、文化素养、业务素养,这就要造就一支与现 相似文献
6.
社会已进入到信息时代，面对信息的爆炸式增长，高校档案工作者必须提高自身的信息素养，以应对信息社会的挑战。本文从什么是信息素养入手，分析了信息素养的概念以及概念的发展，就加强高校档案工作者信息素养培养的重要性进行了分析，初步探讨了培养高校档案工作者信息素养的途径。 相似文献
7.
在信息化发展迅猛的趋势下,为应对档案管理所需的更高要求,档案工作者需具备专业、职业伦理、思想道德等方面的素质。通过阐述信息时代档案工作的特点,分析档案从业者所应具备的各种基本素养,提出培养和提升档案人员职业素养的途径。 相似文献
8.
李素芹 《潍坊教育学院学报》1996,(4)
档案工作是一种集政治性、服务性、管理性为一体的专门职业。从事这一职业的专业人员应该具备什么样的素养呢?本文从高度的政治素养、广博的知识素养、健康的心理素养和扎实的专业技能素养四个方面进行了论述。认为政治、知识、心理、专业技能四个基本要素相互联系、相互影响、相辅相咸,共同构成档案专业人员的基本素养。如果这四个方面能够同步发展,档案专业人员就能比较好地、创造性地完成本职工作。 相似文献
9.
高校档案工作是高校建设事业中不可缺少的重要组成部分,档案工作人员的素质水平直接影响到高校档案管理工作的总体水平,因此应当采取有效措施,提高档案工作人员的职业素养,促进档案事业的不断发展。 相似文献
10.
高校档案编研人员素质要求及其培养 总被引：1，自引：0，他引：1
田奕娟 《湖南第一师范学报》2010,10(3):93-95
高校档案编研工作是档案信息开发利用的一种高级形式,其专业性、智能性、知识性的特点给档案编研人员的素养提出了较高要求。通过对高校档案编研人员素质的现状和素质要求的分析与反思,探讨其培养路径。 相似文献
11.
徐新建 《三明高等专科学校学报》2013,(6):94-100
以应用为目的的体育教学技能微格实训研究属于微格教学的实证研究。研究3方面内容：（1）通过专家问卷得出体育教学技能微格实训的技能种类,并利用科学的层次分析法对体育教学技能的各项技能进行权重分析,经层次分析法得出的教学技能按权重高低依次为：示范技能、课堂组织管理技能、人体语言技能、评课技能、诊断纠错技能、讲解技能、口令技能、提问技能、结课技能和导入技能。（2）在此评价基础上制定了各项技能的实动l教案及评价菜单,逐级递进层次明确,为体育技能微格实训提供了衡量的标尺。（3）建构了体育教学技能微格实训模型．并通过实验验证分析其先进性,可以作为高校体育类师范生教学技能获得的重要应用性手段。 相似文献
12.
通过对技能教学工作的特点、规范、规律、学生心理等技能教学规律的研究,在阐明技能内涵的基础上,分析了感知技能、操作技能、心智技能等教学规律。结合高等职业教育实践技能教学的现状,提出了职业技能培训应以提高受训人员的心智技能为重点的实践教学理念,并就如何培养学员的心智技能做出了具体的分析论证,通过提高学员的心智技能强化职业技能训练,进而有效地提高学员职业技能水平。 相似文献
13.
21st century skills are essential for career readiness. We investigated the development of students’ 21st century skills at a science, technology, engineering, and mathematics (STEM) research university: Technion – Israel Institute of Technology. We designed a self-reporting questionnaire covering 14 skills and deployed it to approximately 1500 students and alumni. Respondents were asked to rate each skill based on the degree to which it was developed during their studies. Domain-general skills scored higher than STEM-specific skills or soft (interpersonal) skills, whereas STEM-specific skills scored higher than soft skills. Content analysis revealed nine methods of teaching and learning through which skills developed. The four active methods had a small effect on domain-general skills, while the five passive methods had a medium-to-large effect on these skills. Active methods had a medium-size effect on both STEM-specific and soft skills, whereas passive methods had no effect on either group. Our contribution lies in identifying and matching methods to skills. 相似文献
14.
李侠 《成都教育学院学报》2014,(7):45-47
教学技能包括一般教学技能与专业技能。汉语言文学专业师范生的一般教学技能包括备课、说课、讲课、评课四项,可以通过分项过关、开口论辩、自讲合作、先写后评的方式加以提升;专业技能包括听、说、读、写四项,可以通过听课例讲座、说备课讲课、读教育名著、写教学论文的方式加以提升。 相似文献
15.
This study explores factors influencing research interest (RI) among criminal justice students. The participants were 328 students at a mid‐western university. Results of a path analysis indicated that quantitative and computer skills and writing skills were significant predictors of RI. Statistics anxiety was a significant negative predictor of research design skills, practical research skills, and quantitative and computer skills. It also indirectly predicted RI via quantitative and computer skills. Statistics self‐efficacy was a significant predictor of research design skills, practical research skills, quantitative and computer skills, and writing skills, and also indirectly predicted RI via quantitative and computer skills as well as writing skills. 相似文献
16.
绿色技能应当能适应所有工作,它包括提供可持续发展产品和服务所需要的技术技能,也包括交流、谈判、支持可持续发展的商业行为及实施组织变革所需要的非技术技能。绿色经济的技能需求包括四大部分:专业绿色技能、提高现有技能、通用绿色技能、通用技能。其中,开发通用技能、通用绿色技能和提高现有的相关工作技能课程内容要比开发专业的绿色技能课程内容更为重要。以美国生涯技术教育数学课程模式为例,其对基本能力培养的课程策略能为绿色技能课程的实施提供借鉴。 相似文献
17.
文章通过某师范学院外语系英语专业毕业生随机抽样问卷和访谈,从口头表达能力、书面表达能力、教学设计能力、课堂教学技能、课堂调控技能和教学评价技能六个方面对新入职教师掌握教学技能的现状进行描述和分析,在此基础上提出提高师范生教学技能的对策和建议,希望对高师院校教师和教学管理者提高师范生教师技能有一定参考价值。 相似文献
18.
技能应当专指"动作技能"。按照社会通用性强弱,技能可分为普通技能和特殊技能。前者指以动手能力为核心的操作技能,在社会物质生产中起着决定性作用;后者指操作技能之外的其他技能,主要包括身体技能、器官技能等,在人自身发展和人类精神文化生活中发挥着重要作用,并且随着文化产业的崛起成为经济发展中的重要因素。"高技能"指的是技能的层次而非类型。为了适应经济社会发展和全体社会成员自身发展的需要,建立健全职业教育体系和构建现代国民教育体系,技能培养应当在学校教育中得到充分体现。 相似文献
19.
Rod E. Case 《Clearing house (Menasha, Wis.)》2013,86(2):71-74
In this study, the author investigated the relationships among Turkish students' perceived computer skills, computer attitudes, quantitative skills, qualitative skills, and gender. The author collected data from a total of 362 undergraduate students. He found that gender was a significant variable to predict computer attitudes but not perceived skills. The author found no significant correlations between perceived computer skills and attitudes. Although computer attitudes and qualitative skills were significantly and negatively correlated, the author found no significant associations between computer skills and quantitative skills and between computer attitudes and quantitative skills. At least one variable explained variances in each of the subscales of the computer-attitude scale. 相似文献
20.
The aim of this study was to investigate cognitive profiles composed of skills predicting the overlap between reading and arithmetic in kindergarten (phonological awareness, letter knowledge, rapid automatized naming, and counting sequence knowledge) and the relation of these profiles to reading and arithmetic skills at Grades 1 and 7. A total of four distinct cognitive profiles were identified in an unselected sample of 1,710 children aged 5–6 years: (1) high linguistic and high counting skills (39.2%), (2) low linguistic and low counting skills (25.4%), (3) high counting skills in relation to linguistic skills (15.3%), and (4) low counting skills in relation to linguistic skills (20.1%). Among most of the children (about 65%), the linguistic and counting skills varied together. Children characterized by high or low overall performance levels across linguistic and counting skills also showed, predictably, high or low overall performance levels in subsequent reading and arithmetic skills in Grades 1 and 7. Children characterized by a discrepancy between linguistic and counting skills (about 35% of the children) in turn showed somewhat discrepant subsequent levels of reading and arithmetic skills. The results point towards individual variation (i.e., heterogeneity) in cognitive profiles that predict both reading and arithmetic skills in Grades 1 and 7. Based on these findings, the linguistic and basic number skills predict differently the overlap between reading and arithmetic in Grades 1 and 7 depending on cognitive profile. The weaknesses across linguistic and counting skills are a greater risk for persistent overlapping difficulties in reading and arithmetic than weaknesses in only one of the learning domains. For difficulties in arithmetic skill development, however, weaknesses in only counting skills present an equal risk compared to weaknesses evident across linguistic and counting skills. 相似文献