“系统动力学基础”教学准备与课程设计     

王文广  杨峰  李群 《科教文汇》2015,(8)

“系统动力学基础”是培养学员系统思维、因果思维,以及利用建模仿真方法解决复杂系统实际问题的理论性与实践性兼备的一门课程。本文从课程教学准备与课程设计角度出发,探讨了在教学准备阶段需要了解授课对象的基本情况,精心选取教材,积极参加教学交流;在课程整体设计阶段需要系统做好顶层设计,科学选取教学内容,准确把握课程特色。  相似文献   

信息共享、应急协同与多源物资储备的关系研究     

沈星辰  樊博 《科技管理研究》2015,(15)

应急物资是否足量储备是影响后续救援调度的关键。现实世界的应急物资储备方式是多源的,因此多源物资的协同储备就成为应急准备阶段的关键问题。根据实地调研的数据计算出上海市某区域的交通事故的密度函数,借用需求连续随机的存储模型对该地区的最优资源存储量进行计算,发现区域内应急救援物资储备的绝对数量不足,而且多个储备源间的调度障碍很大,应急救援调度会出现严重的困难。针对该问题,使用结构方程模型,通过调查问卷的形式得出应急救援物资储备协同的影响因素。问卷数据验证了模型的有效性和拟合程度,进一步通过路径系数检验出结构方程模型整体的拟合度。研究发现:事件因素、技术因素、部门权限因素以及部门沟通因素均可以通过正向影响信息沟通共享机制进一步正向影响应急救援资源的协同储备能力。并对该地区的应急救援物资协同制度改进路径提出可行性的建议。  相似文献   

博士研究生培养质量的学科差异分析——基于学生满意度的问卷调查研究     

张美娇  韩映雄 《高教发展与评估》2011,27(1):67-72,119,120

利用自编的"全国研究生培养质量满意度调查"问卷,分析不同学科博士研究生在培养质量总评价及课程教学、导师指导和学术支持三方面的满意度情况。结果表明,医学门类博士研究生培养质量的总评价最高,农学门类研究生培养质量的总评价最低。医学门类博士研究生在课程教学、导师指导和学术支持三方面也获得了博士研究生的较高评价,在多个要素上明显好于其他学科。  相似文献   

方法与工具：教师课堂观察的必要准备     

钱金明 《江苏教育研究》2011,(7):24-27

课堂观察的方法与工具,需要在观察前进行整体设计。只有根据观察主题与任务选择合适的方法与工具,课堂观察和观察后的评课、议课才能有的放矢。当前中小学的课堂观察准备过程必须要明确其类型,确定其原则,掌握其基本流程;这样才能进行精准、有效的研究,为直接提高课堂教学效益发挥其应有的作用。  相似文献   

我国本科层次教师教育专业人才培养方案研究   总被引：2，自引：0，他引：2  

周钧  龚爱芋  唐义燕 《当代教师教育》2011,(2)

通过对30所院校的192份本科层次的教师教育专业或师范专业人才培养方案的分析发现,当前师范专业培养人才的类型、胜任工作类型和适于任职单位都呈现出多样化特点;不同培养方案对“培养目标”和“培养规格”应该包括哪些内容没有形成一致的意见;培养方案对教师培养的认识存在差异,尤其是对未来教师需要掌握哪些知识、能力、职业道德存在不同的理解,对未来教师是否需要掌握这些内容也有不同的认识;培养方案没有借鉴当前教师培养、教师知识的研究成果。本研究对培养方案的改进提出建议。  相似文献   

博士生培养的新领域：创业学博士项目的国际进展     

臧玲玲 《教育与现代化》2015,(2)

开展创业学博士项目对建立创业学学科和解决创业师资短缺问题具有重要意义。在实践中,创业学博士项目形成教学与科研并重的目标定位,并采取多项创新性举措保证其人才培养质量。未来,创业学博士项目要进一步明确目标、加强质量监管、建立信息共享平台。我国在开展创业学博士项目过程中要充分考虑目标的多元化、关注学生教学能力的培养、加强区域和院校合作。  相似文献   

An Australian perspective on school leadership preparation and development: credentials or self-management?     

David Gurr  Lawrie Drysdale 《Asia Pacific Journal of Education》2015,35(3):377-391

This paper provides a review of school leadership preparation and development in Australia through considering the requirements for becoming a principal, how leadership preparation and development occurs, and consideration of recent developments to provide an Australian standard for school leaders. Australian educators have relied mostly on a self-identification and self-managed system in which individuals decide that they want to pursue leadership opportunities and then seek out the support and experiences to help them. Support is available and provided through system, university, and service organization programmes, and the support of colleagues and senior leaders in schools. Whilst there is an extensive range of support provided by systems, universities and service organizations, there is little evidence of their impact on schools. At the school level there needs to be far greater support in identifying and developing leaders. Developments in creating a national leadership standard might lead to some type of credentialing programme that could allow individuals to benchmark their development, and ensure that preparation and support programmes are of the highest quality. An alternative view is to reinforce greater individual responsibility for leadership development and career progress, encourage schools and systems to focus less on individual leadership and more on collective leadership, and consider more innovative ways of providing leadership development.  相似文献   

Professionalisation policies in the ECEC field: trends and tensions in the Italian context     

Arianna Lazzari  Mariacristina Picchio  Lucia Balduzzi 《International Journal of Early Years Education》2015,23(3):274-287

In recent times, a growing consensus has emerged, among researchers and policy-makers, that a well-educated, competent and adequately supported workforce is crucial for the quality of early childhood education and care (ECEC). Despite governmental initiatives aimed to enhance the professional preparation and continuing development of early years practitioners being high on the political agenda of many EU member states, very few studies are analysing professionalisation policy developments and their implications within the national contexts of ECEC. Against this background, the article describes the key features of ECEC policies in Italy and their current trends by focussing specifically on the professionalisation of early childhood practitioners working across 0–3 and 3–6 services. Drawing on the data collected from documentary sources and interviews with key informants, this paper will critically review policy discourses as well as recurring themes and tensions arising from the academic and political debate. The findings from our analysis highlight that the increasing discontinuity characterising professionalisation initiatives across the 0–3 and 3–6 sector might lead to widening the gap among professionals working in such services. The risks that are associated with this trend are, on the one side, to devalue the educational role of 0–3 services and, on the other, to produce the schoolification of educational practices in 3–6 services. In addition, our analysis identified inconsistencies between initial and continuing professional development policies, which are progressively creating a dichotomy between initial and in-service training. The consequences of this process might produce, on the long term, the fragmentation of the ECEC system across public and private not-for-profit provision with the subsequent risk of impoverishing the local culture of childhood on which the Italian ECEC system has traditionally built its strength.  相似文献   

Self-efficacy and vicarious learning in doctoral studies at a distance     

Olga Kozar  Juliet F. Lum  Phil Benson 《Distance Education》2015,36(3):448-454

Even though there are increasing numbers of PhD students in the distance mode, our current understanding of PhD candidature at a distance is limited and incomplete. On the one end of the spectrum are accounts of unhappy and isolated doctoral students who are separated from communities of practice. At the same time, literature offers accounts of PhD students at a distance who view themselves as agential and autonomous and are happy not to get sidetracked by others. In this reflection we ask what distinguishes the conventional PhD student from one who is studying at a distance, and invite more research on self-efficacy and vicarious learning of PhD students at a distance.  相似文献   

PBL模式下非英语专业博士生国际学术交流意识的培养     

冯欣 《淮南师范学院学报》2015,(2):105-109

考察基于问题的学习(PBL)对非英语专业博士生国际学术交流意识的影响。前期对40名博士生导师和2008级60名非英语专业博士生进行的问卷调查结果显示:非英语专业博士生英语应用能力和"可迁移技能"差,缺乏真实的学习环境与教学语料,不利于其培养国际学术交流意识。教学实验前后针对2009级59名学生有关程序性和元认知性知识的问卷数据对比分析发现:PBL教学有助于学生获取这两方面的知识;在对英文摘要与信件写作文本进行双样本T检验分析中未见其在促进学生获得陈述性知识方面具优势。此外,采用Ant Conc软件对2009和2010级共60名接受PBL教学的学生有关课程感受的描述性写作文本进行主题词提取,总体反映出PBL教学对博士生国际学术交流意识的培养具有积极作用。  相似文献