What if best practice is too expensive? Feedback on oral presentations and efficient use of resources     

Lawrence A. Leger  Karligash Glass  Paraskevi Katsiampa  Shibo Liu  Kavita Sirichand 《Assessment & Evaluation in Higher Education》2017,42(3):329-346

We evaluate feedback methods for oral presentations used in training non-quantitative research skills (literature review and various associated tasks). Training is provided through a credit-bearing module taught to MSc students of banking, economics and finance in the UK. Monitoring oral presentations and providing ‘best practice’ feedback is very resource-intensive. Do we withdraw oral presentations from the module, because best feedback practice is prohibitively expensive in a world of limited resources, or choose a second-best alternative? To what extent might the latter compromise intended learning outcomes? We used the same provision of video feedback for all students but used two verbal feedback regimes. For one regime, we decreased the amount of verbal feedback and increased the number of presentations. The impact was measured by academic outcome, rating scales and questionnaire. Overall satisfaction with the module was very high for both feedback regimes, and there were no statistically significant differences between regimes, suggesting that less resource-intensive methods need not compromise learning outcomes.  相似文献   

An assessment of non-formal education and training centres’ linkages with role-players for adult employment in South Africa     

Celestin Mayombe 《International Journal of Lifelong Education》2017,36(3):339-358

This article outlines the results of a qualitative study, which investigated the adult non-formal education and education (NFET) centre linkages with external role-players in providing post-training support for the employment of graduates. The concern that informed this article is that adults who face long-term unemployment remain unemployed after completing the NFET programmes in South Africa. The article reports on an empirical study conducted to investigate what constitutes NFET enabling environments for employment. The findings reveal that most managers did not create institutional centre linkages that could enable graduates having access to essential post-training support, community resources, public goods and services. The author concludes that without linking the NFET programmes to external stakeholders, graduates will continue finding it difficult to be integrated in the labour market which perpetuates unemployment and chronic poverty in South Africa.  相似文献   

强化概念教学提高解题能力     

俞端正 《中国教育发展研究杂志》2007,4(12):104-105

抓好数学概念教学是提高数学教学质量的关键。笔者从事数学教学多年，认为深刻理解、牢固掌握、灵活运用是学习掌握数学概念、提高解题能力的有效手段。  相似文献   

The social stratification of the German VET system     

Paula Protsch 《Journal of Education & Work》2016,29(6):637-661

Germany is widely known for its vocational education and training (VET) system and its dual apprenticeship system in particular. What is often overlooked, however, is the vertical stratification within the German VET system. This is the focus of this study. Our analysis shows that the VET system, like the German school system, is highly stratified, resulting in large differences in labour market opportunities. We elaborate on three dimensions of vertical stratification: VET system vs. higher education, fully qualifying vs. prevocational VET programmes and segmentation of the fully qualifying VET programmes by educational attainment and career prospects. All three stratification dimensions are closely linked to school attainment and thereby to social origin.  相似文献   

大学英语写作教学中的语篇衔接性词块训练     

黄学静 《滁州学院学报》2010,12(4)

"语篇衔接词块"这一概念取自词块的研究和语篇衔接研究的结合点,指的是篇章内标记不同句际关系的衔接词。大学非英语专业本科生的作文中普遍缺少表示衔接关系的词块,致使文章结构松散,逻辑不清。因此,在教学中,教师应当有目的有系统地将语篇衔接性词块训练融入教学中,不断提高学生的英语作文写作水平。  相似文献   

Enhancing learning from hypertext by inducing a goal orientation: Comparing different approaches   总被引：3，自引：0，他引：3  

Jörg Zumbach  Peter Reimann 《Instructional Science》2002,30(4):243-267

As learning from hypertext requires a highdegree of self-monitoring, having a clearlearning goal in mind should enhance learning.Our concern in this study was to investigatethree different kinds of approaches forinducing learning goals: A Tutorial providedexternal and specific learning objectives, aGoal-Based Scenario (GBS) for inducing externaland general learning goals, and a Strategytraining leading to internal goal generation. Ahypertext resource was combined with each ofthese three learning arrangements. The threeconditions were compared regarding learningoutcomes and motivational effects. A total of 60adults participated in our study.Results suggest that GBS students are moremotivated, acquire a better overview and arebetter able to apply their knowledge in anargumentation task. Students in the Tutorialperformed better in fact-relatedknowledge-tests as a result of their directaccomplishment of learning objectives, butfailed to create a coherent overview on thetopic and were less motivated. Participantsthat received a strategy training onself-questioning failed to apply thismeta-cognitive strategy in order to formulatetheir own learning goals when working with thehypertext.  相似文献   

改革实验教学体系 强化创新人才培养   总被引：43，自引：13，他引：43  

许建飞  朱向运 《实验室研究与探索》2001,20(1):3-5

在分析实验和培养创新人才的内在联系的基础上，就实验内容，实验教学方法，以及实验教学测评体系的改革等方面进行了探讨。  相似文献   

竞技能力培养的人文研究     

朱立新 《哈尔滨学院学报》2004,25(9):138-140

在竞技能力培养中，人文因素常常被忽略，而这类因素对竞技能力的培养至关重要。文章分别从教育、文化、智能、美学等方面进行论述，通过对国内外竞技运动成败事例的剖析，并对竞技运动的构成因素进行论证，提出了适合我国体育建设的可行性措施和建议。  相似文献   

强化安全教育培训实现安全和谐发展   总被引：3，自引：0，他引：3  

李辉 《淮南职业技术学院学报》2007,7(4):40-42

安全生产关系人民群众的生命财产安全,关系改革发展和社会稳定大局,近年来,党中央、国务院高度重视安全生产工作,采取了一系列重大举措加强安全生产工作,但是,目前全国的安全生产形势依然严峻,煤矿、道路交通运输、建筑等领域伤亡事故多发的状况尚未根本扭转,安全生产基础比较薄弱,而安全教育培训工作滞后,是造成当前安全生产事故多发、形势严峻的主要原因之一;阐述安全生产教育培训工作的意义,提高各级政府和各类企事业单位对安全生产教育培训工作的认识出发,对当前安全生产培训工作中存在的问题进行了深入探讨和分析,在此基础上,对进一步做好安全生产教育培训工作进行了有益探索。  相似文献   

学术型研究生培养质量现状与提升对策研究     

姚芳  袁晓玲 《教育教学论坛》2019,(18):237-239

本文总结了我国学术型研究生培养质量特征及主要影响因素,指出培养过程中存在导师遴选机制不合理、学生录取方式不完善、学术活动流于形式、管理制度不健全等问题,造成现阶段学术型研究生培养质量下滑。针对存在问题,本文提出构建"指导有方、教研相长、追求创新、制度健全"的培养模式,具体从完善导师指导、鼓励学生创新、确保教学科研品质、提升管理服务水平等四个方面提升学术型研究生培养质量。  相似文献