关于"交互研究"的定量、定性分析——虚拟学习社区中交互结构研究的必然性论证     

张立国  葛文双 《现代远距离教育》2007,(4):9-12

交互问题从来都是远程教育研究的核心问题,随着虚拟学习社区的悄然显现,这一问题变的更加突出。本文在对国内外交互研究现状的定量和定性分析的基础上,提出了目前有关交互问题研究中存在的问题。笔者认为,虚拟学习社区交互系统本质上是个人造信息控制系统,虚拟学习社区中交互结构研究应该进一步研究交互的突破口。  相似文献   

对课程叙事研究特点的解读     

王芳  翟爱萍 《贵州教育学院学报》2011,(3):64-67

课程叙事研究是研究者以讲故事的形式述说自己或别人经历过的课程事件并诠释其中的意义。它关注真实、复杂课程情境中的特定问题,重视课程事件的丰富性、形象性、复杂性和多样性,因此以质的研究为方法论。课程叙事研究所揭示的意义是研究者通过对自己的课程生活实践仔细的审视、分析而得出的,审视和分析的过程即反思的过程。  相似文献   

高等教育助学制度中的救济保障和责任追究制度研究     

朱城 《哈尔滨学院学报》2011,32(7):130-132

高等教育助学制度是彰显社会公平与正义,影响国民经济长远发展的制度,而权利救济和责任追究正是确保助学制度公平、公正实施的重要保证。文章着眼于司法视野。探讨了行政复议制度、行政诉讼制度、国家赔偿制度以及责任追究机制在国家高等教育助学制度上的应用。  相似文献   

课堂教学质量保障体系研究   总被引：2，自引：0，他引：2  

王世荣  马大庆  马海波 《实验室研究与探索》2011,(10)

阐述了建立课堂教学质量保障体系的目的、意义、必要性和紧迫性,以及建立课堂教学质量保障体系的基本原则和理论依据。构建了对课堂教学的组织、协调、监控、评价及反馈等全过程实施综合管理的课堂教学质量保障体系的基本框架。提出了能够及时、准确反映课堂教学各环节出现的问题,以便及时指导教师来修正、改进教学内容与教学方法的课堂教学质量保障体系控制流程的软件设想。建立了包含课堂教学质量的管理目标,对教学过程的监控,开展课堂教学评价和课堂教学信息反馈等内容的课堂教学质量监控体系。  相似文献   

大学德育保障措施探析     

陈自龙 《漯河职业技术学院学报》2011,10(3):110-112

本文系统分析了大学德育保障措施在思想、组织、制度、环境、资源等方面存在的问题,并对保障的建立和健全提供了相应思路。  相似文献   

New Counselor Educators’ Scholarly Productivity: Supportive and Discouraging Environments     

L. DiAnne Borders  Laura M. Gonzalez  Lindsey K. Umstead  Kelly L. Wester 《Counselor Education & Supervision》2019,58(4):293-308

Eighteen new counselor educators shared in‐depth reports of their efforts to establish an early record of scholarly productivity, critical to their success in academe. Analyses of their experiences using consensual qualitative research methods revealed components of both highly positive and highly discouraging program environments and their impact on participants’ research goals.  相似文献   

Experientially learning how to communicate science effectively: A case study on decoding science     

Monique L. R. Luisi  Shelly Rodgers  Jack C. Schultz 《科学教学研究杂志》2019,56(8):1135-1152

The need for science communication programs is matched with the need for program evaluation. This case study is an evaluation of the “Decoding Science” program (DSP) [Rodgers et al. (2018). Science Communication, 40(1), 3–32], a science communication training program, and examines key experiential-learning themes [Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall]. Specifically, we discuss the program's emphasis on learning that science communication is a process that (a) is continual, (b) involves conflict resolution, (c) requires adaptation to the world, (d) requires environmental interaction, and leads to (e) knowledge creation. Additionally, we discuss our analysis of student feedback. Results suggest that the DSP successfully utilizes experiential learning to facilitate the learning of science communication techniques and that future evaluations can lead to the development and improvement of science communication training programs.  相似文献   

Reasons of students and apprentices to choose a training company in the dual system     

Annette Hoxtell 《Journal of Vocational Education & Training》2019,71(1):46-64

This article sheds light on an understudied aspect of the transition from school to work: the choice of a training company. It presents findings from qualitative interviews with 69 secondary school students and apprentices from the German states of Berlin and Brandenburg, focusing on their reasons to choose a training company in the dual system. What reasons lead students and apprentices to choose a training company? The most common reason is personal impressions, which future apprentices obtain in their initial, personal encounters with a company and its staff. Students and apprentices often consider location, working atmosphere and soundness. Due to this study’s regional scope, its findings may not be fully generalisable on a national or international level. However, its findings may instigate further research in countries where people pursuing certain types of apprenticeship training have to apply to companies (e.g. Great Britain, Switzerland and Australia).  相似文献   

CHE Principles: facilitating authentic and dialogical semi-structured interviews in educational research     

Alice Brown  Patrick A. Danaher 《International Journal of Research & Method in Education》2019,42(1):76-90

This paper examines the values of the CHE principles of Connectivity, Humanness and Empathy as a guiding framework for maximizing the ethical and methodological advantages of semi-structured interview research practices. The authors draw from two separate educational studies and apply the CHE principles to analyse and evaluate the effectiveness of decision-making in facilitating sustainable relationships with the participants in each study. Findings highlight that dialogical relations with participants were evident in both studies, and identify significant junctures where decision-making and actions influenced effective rapport-building and respectful and reciprocal relationships with participants in the research. The CHE principles emerge as providing a robust framework for educational researchers to employ when auditing their decision-making prior to and during their engagement in qualitative interviews.  相似文献   

上海市城市供水脆弱性分析     

谭丽荣  王军  俞立中 《咸阳师范学院学报》2011,26(2):63-66

采用两种方法分析了上海市2001—2009年城市供水的脆弱性,结果呈现出相似的变化特点。分析发现,在影响上海城市供水脆弱性的变化方面,经济发展(即GDP)的贡献大于人口。据上海市社会经济发展趋势,若维持2009年日供水能力不变,则2020年满足安全阈限范围10%～15%要求需增加供水量2.31～4.23亿m3;若考虑青草沙水库供水能力(719万m3/d),则2020年上海市供水仍远高于安全阈限范围。最后提出进一步改进城市供水脆弱性估算及风险分析需要加强的方面。  相似文献