高校电工学实验教学新模式的探索     

庞洪帅  高艳萍  张娜 《实验技术与管理》2012,(4):262-264

以电工学实验教学为平台,提出了如何应用电工学实验教学的3个环节(基本能力培养环节、创新能力培养环节、团队交流与合作能力培养环节)培养学生的创新能力与团队合作能力,为高校培养国际化创新型人才提供了一条新思路。  相似文献   

Re-viewing student teamwork: preparation for the ‘real world’ or bundles of situated social practices?     

Christopher Sykes  Lee Moerman  Belinda Gibbons  Bonnie Amelia Dean 《Studies in Continuing Education》2014,36(3):290-303

Research in Australian business education continues to emphasise the importance of students learning teamwork as an integral part of the undergraduate curriculum. However, entrenched conceptual and practical confusion as to what the term ‘teamwork’ means and how it ought to be enacted remains a vexed issue capable of distorting and diminishing teamwork, learning and related pedagogy. In this paper, we critically re-examine the view that developing teamwork in an undergraduate business degree equips students for work in the real world. By focusing on the ‘real world’ metaphor-in-use in a cross-disciplinary business capstone subject, we interrogate the spatio-temporal dimensions of teamwork and its realist conceptions and performance. The research draws upon the perceptions of interviewed academics conducting teamwork activities in undergraduate business courses and the lived experiences of the authors. The findings highlight how the use of multiple models of teamwork, constructed by competing discourses and linked to the dualities and invocations constructed by ‘the real world’ metaphor, further exacerbate confusion. We suggest re-viewing and re-valuing student teamwork as the performance of situated, social practices opening new spaces for student teamwork, learning and pedagogical practice.  相似文献   

网络教育中PBL教学模式的实践   总被引：2，自引：0，他引：2  

王越 《广东广播电视大学学报》2003,12(1):8-11

随着网络教育时代的来临，课程的教学方式也要根据自身特点进行变革。基于问题的学习模式(PBL)是一种在建构主义学习理论基础上产生的教学模式。本文以个别课程研究为例，进行了网络环境下PBL模式的课堂教学设计的实践研究，旨在探索出在网络环境下PBL与实践应用性类别课程的可操作性的整合模式。  相似文献   

论教师风范     

白解红 《湖南师范大学教育科学学报》2004,3(6):47-49

我们这里讲的“教师风范”不是具体指某个教师个人的举止姿态，而是指教师这个群体的师德师风。“教师风范”主要体现在三个方面：第一，“爱岗敬业，治学严谨”；第二，“为人师表，教书育人”；第三，“团结协作，开拓创新”。它们分别是教师风范的基础、教师风范的根本和教师风范的关键。  相似文献   

Students’ Perceptions of Terrascope, A Project-Based Freshman Learning Community   总被引：2，自引：0，他引：2  

Alberta Lipson  Ari W. Epstein  Rafael Bras  Kip Hodges 《Journal of Science Education and Technology》2007,16(4):349-364

  相似文献   

What do medical students learn from dissection?          下载免费PDF全文

Natasha A.M.S. Flack  Helen D. Nicholson 《Anatomical sciences education》2018,11(4):325-335

Dissection has long been the accepted method for teaching anatomy to medical students. More recently, some educators have suggested that easier, cheaper, alternative methods are just as effective. But what do the students think? This paper aimed to identify what undergraduate medical students learn, how they cope, and what effects participating in dissection has on them as individuals. A cohort of 267 second year medical students at Otago Medical School were invited to complete three online surveys; before their first dissection laboratory class, after their first musculoskeletal system dissection and following the last semester of studying anatomy. Open‐ended questions showcasing the attitudes, beliefs, and opinions on what dissection had taught the medical students over years two and three were analyzed. A general inductive approach was used and common emergent themes were identified. In total, 194 students completed the second, and 108 students completed the third questionnaire. Students commonly conveyed dissection as an appropriate and valuable educational tool, useful for teaching and learning anatomical knowledge and relationships, appreciating the body in three‐dimension, teamwork, and how to cope with death/dead bodies. The noted effects of personal growth while participating in dissection were highly varied, but in general, impacted positively on the majority of students. This study shows that at Otago Medical School the students also believe that dissection is not only a useful tool to learn anatomy but also that it fosters teamwork, assists professional development and helps them come to terms with death and dying. Anat Sci Educ 11: 325–335. © 2017 American Association of Anatomists.  相似文献   

从文化维度透视高校学生团队合作问题的成因     

周静涵 《南昌教育学院学报》2012,(8):59-60,90

团队教育是高校素质教育中的重要组成。大学生在团队实践时遇到的合作问题并非由学生自身造成,而和中国文化有很大关系。学生在进行团队合作训练时实际上体验着一种和中国文化不同的价值观(主要是西方文化的价值观),团队合作中表现出消极、不适、失落等情绪本质上是文化休克的表现,因此教师需要借鉴跨文化训练的一些方法对学生进行团队精神和合作能力的培养。  相似文献   

浅谈塑料配方调试课程的有效教学     

余莹 《十堰职业技术学院学报》2013,26(3):109-112

本文论述采用学生自主学习法来提高教学效果,采取适当的奖惩措施,激发学生的学习积极性;合作学习法培养学生的学习兴趣和团队精神,从而提升学生的综合能力。  相似文献   

Business teams in an information age     

Maryam Alavi  Peter G.W. Keen 《The Information Society》2013,29(4):179-195

Abstract

A critical success factor for businesses in the twenty‐first century will be their ability to meet the environmental demands for complex coordination of action and rapid adjustments to volatile markets and global competition. Business teams are effective mechanisms for addressing the need for dynamic, flexible organizations that can effectively cope with complexity and turbulence.

Business teams are not a new phenomenon, but there is a new element in the equation: the use of information technologies (IT) to leverage team effort. Information technologies can enhance team performance through support of interaction processes by providing two types of functionality: coordination support and task execution support.

An agenda for action for moving forward a team‐based organization and use of information technologies for support of business teams is provided.  相似文献   

Enhanced learning through design problems – teaching a components-based course through design     

Bogi Bech Jensen  Stig Högberg  Frida av Fløtum Jensen  Nenad Mijatovic 《European Journal of Engineering Education》2012,37(4):375-382

This paper describes a teaching method used in an electrical machines course, where the students learn about electrical machines by designing them. The aim of the course is not to teach design, albeit this is a side product, but rather to teach the fundamentals and the function of electrical machines through design. The teaching method is evaluated by a student questionnaire, designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively show that this method labelled ‘learning through design’ is a very effective way of teaching a components-based course. This teaching method can easily be generalised and used in other courses.  相似文献