论析学科馆员有效学科联络的建立   总被引：2，自引：0，他引：2  

赵晖 《现代情报》2007,27(11):108-110

学科联络是学科馆员的基本职责之一，从数字环境、馆藏预算及学科背景三方面分析学科馆员在网络环境下所面临的挑战。针对网络环境下学科馆员如何建立有效的学科联络，提出五点建议，建议包括明确不同联络对象的职责、积极开拓新的联络方法和渠道、重视个人联络的价值、在图书馆中培养有效的联络关系、与院系合作建立正常的学科联络。  相似文献   

高职教育——“灰领人才”的摇篮     

孙玉梅 《中国科技信息》2005,(17B):152-152

随着经济的发展， 对复合型人才的需求，“灰领”成为越来越被关注的群体，对于“灰领人才”的培养也就成为一个需要重视的问题，正在不断兴起壮大的高职院校成为了“灰领人才”的摇篮，高职教育正冲破重重阻力，不断地向社会输送大批高技能的实用型人才，同时期待着更多的瞩目与关爱。  相似文献   

浅论学生英语阅读能力的培养     

申美玲 《安阳工学院学报》2005,(3):149-151

英语阅读能力的培养是英语教学中一项重要的工作.阅读能力受到多种因素的影响,应采取不同措施培养和提高学生的阅读能力.  相似文献   

Collaborative action research through technologically mediated agoras     

Elia Fernández-Díaz  Lorea Fernández-Olaskoaga  Prudencia Gutiérrez-Esteban 《Educational Action Research》2017,25(1):56-70

The study presented in this article forms part of a wider project promoting collaboration between junior researchers from different universities with the objective of rethinking and improving teaching practice in relation to the use of technology. The article describes research carried out during the 2012/13 academic year aimed at developing collaborative action research through technologically mediated agoras involving students from three Spanish universities. The main results of this study show that junior researchers improved their teaching practice through technologically mediated inside and outside agoras. In addition, the transformation of university classrooms into agoras enabled the negotiated reconstruction of knowledge for the analysis of good practice in the use of technology. Likewise, these agoras helped reduce limitations by breaking down the barriers of time, distance and resources for sharing findings and limitations between junior researchers. Furthermore, they pave the way for improvements and their implementation in learning processes during initial teacher training.  相似文献   

School counsellor training,attitudes, and perceptions of preparedness to provide services to students with disabilities in inclusive schools in Turkey     

Elif Cimsir  JoLynn V. Carney 《欧洲特需教育杂志》2017,32(3):346-361

The purpose of this study was to investigate the role of school counsellors’ attitudes and training on their perceptions of preparedness to provide services to students with disabilities (SWD). Participants were 105 practicing school counsellors who completed the Attitudes toward Disabled Persons Scale Form-O (ATDP-O) as well as the School Counsellor Preparedness Survey-Revised (SCPS-R) in a web-based format. A hierarchical regression analysis was conducted with three types of counsellor training (courses, experiences and conferences/workshops) and counsellor attitudes towards SWD. The results revealed that school counsellors’ attitudes and training significantly predicted preparedness with an approximately 10% of variance explained. Out of all four variables, attitudes appeared to be the only significant predictor of preparedness scores. Results also indicated that school counsellors did not feel completely prepared to work with SWD.  相似文献   

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   

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