关于英语师范生教学技能的实证研究     

刘小娟 《湖北函授大学学报》2015,(5):142-143

通过实际听取29名师范生的两轮具体的英语课,了解到英语师范生在教学技能上存在种种问题,它们分别是讲课问题、课堂用语方面的错误、板书书写错误或不当、时间使用不科学、幻灯片中的问题以及布置作业方面的问题。这些问题反映出师范生教学技能令人担忧,急需改变。  相似文献   

政校行企四方联动模式下校企合作机制探索   总被引：7，自引：0，他引：7  

谢晓勇  胡林玲 《深圳信息职业技术学院学报》2011,9(2):6-10

校企合作是高职院校办学的重点与难点。本文探讨高职院校如何在政府、行业、企业、学校四方联动模式下进行校企合作的机制,通过政府、行业、企业、学校四层次产学合作,对校内体制改革和校企合作机制的建立进行探索,以期为高职院校全面深入地开展校企合作提供有益的启迪与借鉴作用。  相似文献   

我国会计师事务所有限责任合伙制研究     

柳明 《鸡西大学学报》2011,(11):71-72

随着社会经济的不断发展,会计师事务所普遍采用的有限责任公司制与其承担的社会责任严重失衡,会计师事务所制度改革不断提上日程。通过对我国会计师事务所现有组织形式的研究与分析,有限责任合伙制会计师事务所具有明显优势,为此,我国应创造条件尽快实行会计师事务所有限责任合伙制改造。  相似文献   

搅和中的沉淀:一位大学老师在与小学协作的影像课程里的学习     

林慧绚 《教育学报》2011,7(6)

台湾东华大学多元文化教育研究所和花莲县中区一所原住民小学,利用小学综合活动与信息课,协作进行摄影课程活动.透过“叙说探究”取径的照见,示现在这个遭逢里,一位大学老师以“搅和”作为大学与小学教育工作者之间的“协作关系”的历程.这个儿童影像创作方案从结构式的课程转型为生活化的影像活动,鼓励儿童连结家庭照护安排经验与学校学习活动,而儿童透过镜头所捕捉到的部落原住民日常家庭图像,挑战了学校与社会僵化的多元文化想象.庆典化与本质化原住民文化与认同的教育论述,无视再现于儿童影像创作里常民生活氛围.  相似文献   

Encouraging intelligent failure in an MBA class     

Christian Walsh 《Decision Sciences Journal of Innovative Education》2023,21(1):37-46

Failure has an important role to play in learning how to navigate highly uncertain organizational environments. But “failing fast” just for its own sake may in fact undermine learning if not set up or handled correctly. Using failure-based pedagogy, including generative failure, whole-person learning, and entrepreneurial thinking, an MBA course was designed and experienced by 48 students in three instances. Structured around a novel guiding framework of “brains, bravery, and belief,” the course has resulted in highly impactful learning for students. Student experiments are typically based around either exploring an entrepreneurial idea, developing or enhancing a particular skill, or applying skills and knowledge to help improve a societal problem. In each case, students are supported but also challenged to go beyond their comfort zones and encounter some intelligent failure in the journey. Regular reflection on their experiences, both from a cognitive and an affective perspective, is an essential element built into the course experience. The course, which itself was an experiment and not without its own instructive failures, is now an essential part of the MBA experience.  相似文献   

A proficiency model for pre-service physics teachers' pedagogical content knowledge (PCK)—What constitutes high-level PCK?     

Dustin Schiering  Stefan Sorge  Melanie M. Keller  Knut Neumann 《科学教学研究杂志》2023,60(1):136-163

This study identifies proficiency levels in pre-service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre-service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific level. Previous research has presented a model of proficiency levels in pre-service physics teachers' PCK; however, evidence for the model's validity is still lacking. According to the Refined Consensus Model of PCK, factors such as teachers' content knowledge (CK), their teaching experience, and their beliefs about teaching and learning science promote PCK development. Thus, understanding how and when pre-service physics teachers' CK, teaching experience, and beliefs contribute to their proficiency can bring insights into how teacher education can promote PCK development. To address this issue, N = 427 observations of pre-service physics teachers were analyzed. Utilizing the scale anchoring procedure, four different proficiency levels in pre-service physics teachers' PCK were identified. Analyzing these proficiency levels showed that lower levels can be characterized as remembering content-unspecific knowledge, whereas higher levels encompass content-specific strategies to structure and elaborate lessons. Additionally, logistic regression models revealed that pre-service physics teachers' CK is crucial for an increase in PCK proficiency. However, transitions into higher levels of PCK additionally require teaching experience and adequate beliefs about teaching and learning. Thus, our proficiency levels can be used to bring insights into how proficiency in PCK can be supported during teacher education. For example, teacher education should provide courses focusing on the science curriculum and the assessment of student learning to promote pre-service physics teachers' progression in PCK.  相似文献   

The distribution of partnership returns: Evidence from co-authorships in economics journals     

Francis Bidault  Thomas Hildebrand 《Research Policy》2014

Partnerships can be found in many areas of social and economic life. These arrangements have become particularly prevalent in research and development activities where organizations increasingly seek partners to complement their own technological capabilities. R&D partnerships, however, are fraught with challenges because the conditions for optimum effectiveness and efficiency of cooperation are still not fully understood. Academic partnerships are also very common and offer a fertile ground for investigation.  相似文献   

合作能力指数及其实证研究     

王卫  潘京华  张晓梅 《情报杂志》2014,(11)

合作能力指数是一个测度作者科研合作行为的新指标。以图书情报领域522位作者为研究对象,将合作能力指数与已有科研合作测度指标(合作度、合作率、合作系数)进行比较,并分析合作能力指数与作者科研绩效(发文量、总被引、h指数)之间的关系,从而指出合作能力指数具有独特的理论和实际应用价值。  相似文献   

PLCs: Key PD component in learning transfer for teachers of English learners     

《Teaching and Teacher Education》2017

As part of a two-year long professional development program for in-service teachers leading to endorsement in English as a Second Language (ESL), this investigation examined teachers' perceptions of the role of professional learning communities on their professional development experience, particularly on their sharing and transfer of learning into their instructional practice. Results from this mixed-methods research indicated that teachers perceived their professional learning communities, especially the reflective dialogue enacted during their weekly Try It Out discussion based on peers’ strategy implementations, as the most relevant component of their professional development program to their transferring of learning into their instructional practice.  相似文献   

学校、家庭、社会共同营造和谐教育——新加坡“教育合作伙伴”概念引介   总被引：1，自引：0，他引：1  

HUO Liting  HUANG Heqing 《外国教育研究》2008,(12)

20世纪90年代末,新加坡教育部提出了"教育合作伙伴"概念。除学校外,政府、家庭、社区、企事业单位及其他组织和个人都有责任关心教育,贡献力量。在合作过程中,学校与教育合作伙伴紧密联系、充分沟通、优势互补,为学生创设一个整合的教育环境,以达致"理想教育成果"。  相似文献