浅析如何提升高职院校学生的外企英语面试技巧     

苏会芳 《科教文汇》2011,(23):197-198

本文通过作者在日常的高职英语教学过程中的体会,结合目前国内高职院校学生在外企求职过程中所遇到的困境,提出自己的见解,并有针对性地提出了提高面试技巧的建议。  相似文献   

高职英语教学中导游面试英语技能培养     

张秀玉 《科教文汇》2011,(20):120-121

本文从分析中国旅游业的现状出发．根据高职英语教育的特点和实际现状．应用课堂教学实例说明高职英语教学中导游面试英语技能的培养,同时也提出高职英语教学有待改进的方向。  相似文献   

Striving for Success in the Reference Interview: A Case Study     

Laura Saunders  Tien Ung 《The Reference Librarian》2017,58(1):46-66

The reference interview is integral to the success of the reference transaction. Thus, learning to conduct an effective reference interview is essential for library and information science students. Despite abundant literature on how to conduct the interview, little research exists on how well library and information science students are applying competencies associated with the reference interview, and how successful their reference interactions are. Through a survey reflection on a course-embedded assignment, this study examines reference success from the point of view of the library and information science student and their patrons. The results of the study have implications for library faculty and employers and reference managers.  相似文献   

How do teachers legitimize their classroom interactions in terms of educational values and ideals?     

Carlos A. van Kan  Petra Ponte  Nico Verloop 《Teachers and Teaching》2013,19(6):610-633

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Does the Cognitive Interview Promote the Coherence of Narrative Accounts in Children With and Without an Intellectual Disability?     

Mia Gentle  Rebecca Milne  Stefanie J. Sharman 《International Journal of Disability, Development & Education》2013,60(1):30-43

We examined whether the cognitive interview (CI) procedure enhanced the coherence of narrative accounts provided by children with and without intellectual disabilities (ID), matched on chronological age. Children watched a videotaped magic show; one day later, they were interviewed using the CI or a structured interview (SI). Children interviewed using the CI reported more correct details than those interviewed using the SI. Additionally, children interviewed using the CI reported more contextual background details, more logically ordered sequences, more temporal markers, and fewer inconsistencies in their stories than those interviewed using the SI. However, the CI did not increase the number of story grammar elements compared with the SI. Overall children interviewed with the CI told better stories than those interviewed with the SI. This finding provided further support for the effectiveness of the CI with vulnerable witnesses, particularly children with ID.  相似文献   

Learning in the Finnish outdoor classroom: Pupils’ views     

Pia Sjöblom  Maria Svens 《Journal of Adventure Education & Outdoor Learning》2013,13(4):301-314

ABSTRACT

Finnish nature schools are environmental education organisations offering outdoor programmes for classes in natural environments. They are intended to contribute to the aims of the national curriculum in various subjects. This qualitative study examines how students describe their learning in a nature school context and how they describe differences between learning in nature and learning in the classroom. After a nature school day, 30 10–11-year-old pupils participated in focus groups interviews. The data were analysed through inductive content analysis. Nature school learning was described as cognitive, affective, social and as providing practical skills learning, although some pupils claimed that they had not learned anything. The differences between the learning environments were described as differences in learning activities, concreteness, external conditions, learning topics, perceived ability to concentrate and differences in motivation. We stress the importance of reflection on learning in order to raise pupils’ awareness of their outdoor learning.  相似文献   

论图书馆数字化参考接谈服务简     

吴彩凤 《潍坊教育学院学报》2013,(6):49-51

文章分析了数字参考接谈服务的特点,介绍了数字参考接谈服务的具体方式,并对图书馆开展数字化参考接谈提出了几点建议。  相似文献   

Editorial: Transition and reinvention     

Karen I. MacDonald 《International Information and Library Review》2013,45(1-2):1-2

The rapid development of information technology has dramatically changed the basic paradigm of access in libraries, as well as librarian's roles and responsibilities. In order to remain abreast with these changes, instruction on intellectual freedom in Library and Information Science education needs to be reexamined and revamped. There have been few studies which examined the state of intellectual freedom education in library science programs, and even fewer examined from an international or comparative approach. The present study is an examination of the state of intellectual freedom education in Japan. Interviews and a survey were applied to five Library and Information Science educators in Japan. The findings were analyzed in comparison with the results of Bruce Shuman's survey (1977). The University of Hawaii Library and Information Science curriculum was also used as a reference for comparison. Other recent smaller-scale survey studies are supplemented to illustrate American practice as well. Two findings of this study merit further investigation. First, the Japanese approach to and perspective on teaching intellectual freedom are more theoretical while the American counterpart attempts to be both theoretical and practical. The differences are attributed to their social cultural environment in libraries, higher education, and society at large. The study also found differences in how intellectual freedom education is perceived in relation to the other subjects in the curriculum. Some of the Japanese respondents in this study see it as a specific subject matter to be taught in designated courses. On the contrary, American subjects argued it should be taught throughout the curriculum.  相似文献   

Best Practices in Chat Reference Used by Florida's Ask a Librarian Virtual Reference Librarians     

Joyce Ward  Patricia Barbier 《The Reference Librarian》2013,54(1):53-68

Chat reference has presented a unique set of problems for reference librarians. Lacking the visual and auditory cues of face-to-face or telephone reference interactions, librarians providing service for the virtual desk have developed digital techniques and resourceful maneuvers to help them navigate this new frontier. Still, many chat librarians find it difficult to conduct a meaningful transaction using just words, software components, and a mastery of online resources. Technical and communication problems further complicate their efforts. However, virtual reference librarians are rising to the occasion and engaging in exemplary chat transactions that conform to the highest standards of service.  相似文献   

The Chat Reference Interview: Practicalities and Advice     

《The Reference Librarian》2013,54(89-90):179-191

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