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41.
Tina 《职业技能培训教学》2008,(1):72-72
锣鼓声声迎节日,人才济济风云会。讲坛新锐今揭晓,江湖代有人才出。
2007年12月1日-12月2日,由国际职业培训师行业协会、劳动保障部《职业》杂志主办,国师管理咨询(上海)有限公司承办的第二届国际职业培训师节日庆典在上海科学会堂隆重举行,三百多人参加了盛会。 相似文献
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Instructional Science - Higher-order thinking is crucial to inquiry learning. It is important to investigate how students think in inquiry contexts. Given the tacit nature of higher-order thinking,... 相似文献
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Schnitzler Katharina Holzberger Doris Seidel Tina 《European Journal of Psychology of Education - EJPE》2021,36(3):627-652
European Journal of Psychology of Education - Student participation and cognitive and emotional engagement in learning activities play a key role in student academic achievement and are driven by... 相似文献
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This paper identifies positive (motivating) and negative (demotivating) sources of academic work motivation in Australian universities. In 1998, the Academic Work Environment Survey (Winter, Taylor, & Sarros, 2000) was administered to a stratified sample (five positions, five disciplines) of 2,609 academics in four types of university (research, metropolitan, regional, university of technology). A total of 1,041 usable surveys were returned (response rate of 40 per cent). Across the sample, academics reported moderate levels of work motivation. Work motivation was found to be relatively strong at professorial levels but weak at lecturer levels. Quantitative and qualitative findings indicated the work environment in academe is motivating when roles are clear, job tasks are challenging, and supervisors exhibit a supportive leadership style. The work environment is demotivating where there is role overload, low job feedback, low participation, and poor recognition and rewards practices. The paper concludes by discussing the implications of study findings for university leadership. 相似文献
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In this study we analyze how learners constitute what it means to learn and know a song. This is investigated in the context of four 9- to 10-year-old children in dyads teaching each other to sing a song of their own choosing. How the children take on this task is studied in terms of how they dialogically co-construct pedagogical and musical values throughout the collaborative tasks. The empirical data consist of video observations of the children engaged in dyads. Informed by a sociocultural perspective, with an emphasis on mediational means, scaffolding and appropriation, the study seeks to examine how young people’s instructional methods are facilitated and constrained by communicative resources of different kinds. The empirical data is analyzed as interactively unfolding activity. The study shows that the children make a distinction between learning and knowing a song, in terms of tool use. In teaching, learning is communicated as supported by mediational means in the form of external visualization tools, while knowing the song, from the participants’ point of view means to be able to sing the song without any such mediational means. From a sociocultural theoretical perspective, this difference is conceptualized as the gradual learning process of moving from a materialized practice, based on external artifacts, to an embodied practice, that is, a change in mediational means rather than developing musical knowing without tools. 相似文献
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Two hundred and five 14-16 year olds from two Anglophone Canadian schools (99 females and 106 males) were given the Canadian Test of Cognitive Skills (an intelligence-type test) and the Cognitive Styles Analysis and their grade 9 scores in the subjects of French, English, mathematics, geography and science were obtained. The study first looked at the relationship between cognitive skills and cognitive style. The correlation between cognitive skills and cognitive style approached zero suggesting their independence. Having confirmed the independence of cognitive skills and cognitive style, their interactive effect, including gender, on subject performance was investigated by means of analysis of variance. There was a significant interaction between sex and subject; females were superior to males in all five subjects, but particularly so in French and English. There was also a significant interaction between skill, style and subject in their effect on performance. This was discussed in terms of the role of style in learning and the effect of skill/intelligence on strategy development. 相似文献