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151.
许辰雨 《北京工业职业技术学院学报》2009,8(1):91-94
“机械制图”是高职院校机电类专业学生必须掌握的一门实践性较强的专业基础课,也是学生普遍反映很不好学的一门课程,其教学质量的好坏直接影响到学生对后续专业课的学习以及将来的工作。随着教学改革的深入,“机械制图”教学课时的压缩,客观上迫切要求对“机械制图”课程体系、教学内容、教学方法、教学手段等进行变革,探索行之有效的教学方法以适应目前的教学环境,提高教学质量。 相似文献
152.
中国大陆地区的新闻类周刊1990年代以来取得长足发展,也面临新的挑战与危机。“生逢其时”的社会环境与“生不逢时”的媒体竞争环境,使其努力寻找更为适合自己的生存路径,包括对“刊”形态与“周”时态的重新认识,对“忙人”与“有影响力”的人的重新界定,对“品质”与“风格”的不同选择,以及从“品牌化生存”到“两栖化生存”的拓展,以期借助于其他类型传播媒体的同步传播或“二次传播,”形成品牌,扩大影响,牢牢站稳属于自己的一片媒体空间。 相似文献
153.
吴兆俊 《安徽科技学院学报》2002,16(2):77-79
本文对WTO规则和允许(或鼓励)使用的政策进行了简要的介绍,结合我国农业的特点,分析入世后我国农业面临的机遇和挑战,并有针对性地提出若干相应的对策. 相似文献
154.
The purpose of this paper is to gain more insight into the relationship between teachers’ approaches to teaching on the one
hand, and the characteristics of context and teacher demographics on the other. Data were collected from 50 teaching staff
at the University of Antwerp and from three sources: a Dutch translation of the Approaches to Teaching Inventory (ATI), information
given by the participants, and information obtained through the personnel department of the university. Only the conceptual
change/student-focused scale of the ATI had good reliability and was used for further analysis. Analysis of variance (ANOVA)
showed no relationship between teachers’ approaches to teaching and the context variables of expert level of students, teaching
discipline and the number of students in the classroom. Neither was a relationship found between the teachers’ conceptual
change/student-focused approach and the teacher characteristics of gender, academic status, teaching experience, age and intention
to participate in teacher training. Several interpretations of these data and perspectives for further research are discussed. 相似文献
155.
随着中国-东盟自由贸易区的建立和发展,广西高等院校义不容辞地担负着为东盟经济发展培养各类高素质人才的重任,而加强和改进该区域高校校园文化建设的重要性和紧迫性突显。准确把握广西高校校园文化建设存在的问题和发展趋势,着重抓好精神、物质、制度文化建设,是改进高校校园文化的基本路径。要创建体现东盟各国特色的校园文化实践实训基地,构建适应中国与东盟自由贸易区经济发展的校园文化交流平台,探讨服务地方经济社会发展的高校校园文化建设新方法。 相似文献
156.
Mark D. Treleven Richard J. Penlesky Thomas E. Callarman Charles A. Watts Daniel J. Bragg 《Decision Sciences Journal of Innovative Education》2014,12(1):3-19
This article examines the value of using complex animated PowerPoint presentations to teach operations management techniques and concepts. To provide context, literature covering the use of PowerPoint animations in business education is briefly reviewed. The specific animations employed in this study are identified and their expected benefits to students and faculty are discussed. Evidence of their perceived value to students and faculty is then presented. 相似文献
157.
Koray Özpolat Yuwen Chen Doug Hales Degan Yu Mehmet G. Yalcin 《Decision Sciences Journal of Innovative Education》2014,12(4):269-285
Business students appreciate working on classroom projects that are both enjoyable and useful in preparing them for future careers. Promoting competition among project teams is also used as a method to motivate students. The Humanitarian Logistics Project (HLP) teaches undergraduate students the logistical implications of unsolicited material donations in disaster relief. To encourage competition, students are organized into teams of three and tasked with designing humanitarian public service announcements (PSAs) that improve their understanding of humanitarian issues in the general public. These announcements are then submitted to the national PSAid (Public Service Announcements for International Disasters) contest for American college students. The exercise is rigorous because it requires students to collect logistical data and use it to communicate the principle of smart compassion to the public in a creative fashion. Moreover, not only do students learn about topics related to humanitarian logistics by competing with other college students nation‐wide, but also do they make a socially responsible contribution to the public. Analysis of survey data shows that students’ learning outcomes from the HLP are significantly greater than those for other supply chain topics covered in class, and that student satisfaction with the HLP is high. 相似文献
158.
我国教师教育已进入一个从数量满足向质量提升转变的关键时期。为了提高教师教育质量,国家教育部颁布了教师教育标准,并且以实行教师资格统考为制度保障。然而教师教育的现状与标准的要求有一定差距。因此,教师教育专业需要拓展发展路径。路径可以从师资、课程、教学和评估等方面找到切入点。 相似文献
159.
John T. E. Richardson 《European Journal of Engineering Education》2006,31(4):421-433
Primary objective. To examine perceptions of academic quality and approaches to studying in students taking six technology courses by distance education.
Research design. Students taking four courses received an end-of-course questionnaire. The following year, students taking all six courses received a mid-course questionnaire.
Method. The Course Experience Questionnaire and the Revised Approaches to Studying Inventory were administered in a postal survey to 3539 students of the UK Open University.
Outcomes and results. Across successive levels of study, students were progressively less likely to adopt a deep approach, were more likely to adopt a surface approach and rated their courses less favourably, especially with regard to the workload and materials. Between the middle and end of a course, students were more likely to adopt a deep approach and gave more positive ratings with regard to the materials and amount of choice.
Conclusions. The survey instruments can be recommended as useful tools for monitoring the experiences of engineering and technology students. 相似文献
160.
Shellyanne Wilson 《Decision Sciences Journal of Innovative Education》2018,16(3):166-184
Understanding bottlenecks is an in‐class experiential learning exercise designed to improve students’ understanding of production system capacity issues. After an introductory teaching session on capacity and constraint management, students are formed into groups of six to assume the roles of one raw material handler, four production workers, and one finished goods receiver and are asked to produce 20 units of product beta. Prior to the start of the exercise, the students are asked to predict the completion time of the 1st, 10th, and 20th units of product beta. When all 20 betas are completed, students compare their predicted completion times to the actual completion times. The results of the game show that while students can easily identify the system's bottleneck, they often have difficulties distinguishing the practical implications of the process time of the system versus the process cycle time; thus, their predicted completion times of the 10th and 20th units are typically overinflated compared to actual completion times. A debrief session is then used to solidify students’ understanding of the relationship between bottlenecks and capacity. The exercise is well‐received and highly rated by students; furthermore, it is not resource‐intensive, requiring 40‐45 minutes of classroom time, 20‐25 strips of paper per group, and a visible stopwatch. 相似文献