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61.
陈艳 《图书馆工作与研究》2011,(6):92-94
针对图书馆专深化服务理论的瓶颈问题,本文引荐"信息溶点"理论,对基于该理论所产生的"馆员专深服务速成训练流程"和"团队训练1+1,1+N馆员服务能力建设特别速效训练方法"予以解读,并以实例探讨深化体育专业读者服务的实践。 相似文献
62.
对高职营销专业校外实训基地建设的思考 总被引:3,自引:0,他引:3
易淼清 《温州职业技术学院学报》2003,3(4):83-85
高职校外实训基地在高职人才培养中占有十分重要的地位。本从高职营销专业的特点入手,分析了高职营销专业在建立校外实训基地时应注意的一些问题,并就其校外实训基地的建立提出了相应的实施方案。 相似文献
63.
二本院校大学生就业难的问题日益受到社会各界的关注。本研究通过调研运城学院工科类学生专业实习项目运作基本情况,探索分析运城学院工科学生的专业实习实际效果影响因素。研究表明,学生的家庭情况、对专业实习的认知、人际交往能力对实习效果影响显著,学生性别、政治面貌、解决问题能力、专业知识水平、以往社会实践情况对专业实习效果影响不显著。在此基础上详细介绍各影响显著因素与实际效果相关程度,构建相应的数学模型,并针对目前专业实习应该关注的因素及存在的问题提出相应的意见建议。 相似文献
64.
姜大源 《广东白云职业技术学院广州白云工商高级技工学校学报》2004,11(3):47-51
关于专业与职业的关系,必须遵循它的职业性原则。教育主管部门、学校联合体或较大规模学校开设新专业或调整专业结构时,可采取职业分析的方法。这种方法是对社会职业的结构模拟。 相似文献
65.
Drew Polly 《Teacher Development》2017,21(5):668-686
AbstractSchool–university partnerships also known as professional development school (PDS) partnerships provide potential for universities and schools to establish partnerships that can benefit university faculty, school teachers, university students, and school students. This study examines the impact of a PDS partnership in which the author served as a school-based mathematics coach for two years in a high-need elementary school. Data sources included interviews, surveys, and field notes from classroom observations. Inductive qualitative analyses which were situated in a multi-level framework for researching professional development found that teachers posed more cognitively demanding mathematical tasks and high-level questions in year two compared to year one of this project. Further, student achievement was noted on both state-wide and district-created assessments. Also teachers reported that the school-based approach to professional development led to some teachers taking on more informal leadership roles to support their colleagues’ mathematics instruction. Implications for school-based learning opportunities across the world include the need to establish specific university–school partnerships, and carefully designing research studies to examine the impact of these learning opportunities. 相似文献
66.
杨海 《首都师范大学学报(社会科学版)》2007,(3):41-46
在国际经济大环境层面,全球化和贸易保护主义的形势需要中国企业积极开展对外直接投资;在中国宏观经济层面,外汇储备、资本外逃、资源约束、国民经济发展水平、区域经济一体化的形势需要中国对对外直接投资采取积极态度;在企业自身发展层面,企业进行对外直接投资可以满足多种需要。 相似文献
67.
68.
Teacher educators arguably fulfil several roles in their professional context: they can be seen as role models or teachers of teachers, and have additionally been characterised as researchers, mentors, gatekeepers, brokers, and curriculum developers. To address a perceived gap in the literature on the latter role, a quantitative and qualitative exploratory study into educators’ own perceptions of their role as curriculum developers was conducted at a large teacher education department in the Netherlands. Seventy-five educators completed a digital questionnaire. Their responses reveal that the participants generally consider themselves to be curriculum developers, are aware of the responsibilities this professional role entails, and can pinpoint concrete practices in which the role becomes visible. The findings furthermore suggest that educators have been prepared for and develop professionally in this role in a variety of ways, mostly through informal learning with their colleagues at the workplace. Based on these findings, recommendations are made to inform educational practice, policy, and research. 相似文献
69.
Richard Volpe 《Child abuse & neglect》1981,5(2):103-110
This paper reports on a child protection training program for teachers, social workers, and nurses. The training format consisted of two 5-day workshops, one for preprofessional students and the other for practicing professionals, and two one-day workshops for students. The evaluation employed a pre-test/post-test design. Data were obtained from a total of 254 workshop participants who were randomly selected from a group of 400 volunteers. The training program was designed to provide information and experience in the areas of identification, family dynamics, legislation, intervention, and team responses. Curriculum effects were the dependent variables; group characteristics were the independent variables. The general finding was that the program was an effective means of accomplishing its objectives. Some of the specific findings were that professionals wanted more content in contrast to students who were satisfied with experiences which simulated practice. Both social work professionals and students were more confident in their ability to deal with the problem of child abuse before and after the program than teachers and nurses. In contrast, teachers began and ended the program with relatively low confidence and information levels. Overall, nurses had the highest level of entry and exit knowledge at the beginning and the end of the program. While the results indicate that the three groups profited from shared training experiences they also suggest that certain areas of training may best be realized by specialized workshops. 相似文献
70.