“第二人生”(Second Life)交互特点研究   总被引：3，自引：0，他引：3  

曹俏俏 《现代教育技术》2009,19(9):66-69

目前在国外,网络游戏"第二人生"(Second Life)在教育领域中的应用受到了越来越来多教育者的关注,各类院校包括一些顶尖学府,在Second Life建立虚拟校园的活动也正开展得如火如荼。文章通过对Second Life中交互特点的分析研究,进而探讨其对我国的远程学习平台交互设计的启示。  相似文献   

适应新环境 投入新生活     

方庆 《九江职业技术学院学报》2003,(3):54-55

高中与大学在生活、学习上有很多不同之处。根据新生的特点，学生要适应大学生活，要从思想上、学习上、生活上不断对自己提出新要求，并依靠学校、教师、家长的帮助，成功实现自我转变。  相似文献   

学习《安全生产法》的一点体会     

郝全利 《河北能源职业技术学院学报》2003,3(1):95-96

《安全生产法》的实施，对促进安全生产形势的根本为转，促进经济发展，有着重要的现实意义和深远影响。  相似文献   

明清大梁书院考     

郭明 《天中学刊》2007,22(4):111-114

大梁书院是明清时期河南省惟一一所省办书院,其创办与当时科举及官学教育的衰败不无关系。大梁书院在办学过程中,不断进行改革,积累了许多值得今人珍视的教育特色,成为中原地区有名的书院,曾一度为河南的最高教育机构,培养了大批人才。  相似文献   

学习型组织与组织学习初探   总被引：1，自引：0，他引：1  

张翠珠 《成人教育》2008,(12):4-6

组织学习是指组织为了实现发展目标、提高核心竞争力而围绕信息和知识技能所采取的各种行动;是组织不断努力改变或重新设计自身以适应持续变化的环境的过程。组织学习也是有价值、有意义的学习,即组织有明确的发展战略和规划,有凝聚全体成员的共同愿景,有明确的组织价值观和核心理念;也一定是有组织的思维和情感,即组织成员之间建立了亲密的合作伙伴关系,有良好的人际关系、无组织防卫等。从学习型组织与组织学习的关系看,组织学习着重研究、探讨的是学习在组织中发生的内在方式与过程;学习型组织探索的是建立和优化组织的机制、制度和环境,以保证组织能够有效地进行组织学习、最大化地获得学习的效果。从实践的角度看,创建学习型组织的核心是实现组织学习,是通过组织学习实现组织知识的创新,这种知识即包括组织的外在,如结构、制度等,也包括组织的文化、组织成员的态度与技能等,还包括组织与组织、组织与成员、成员与成员之间的关系与交往等,且后者更为重要。  相似文献   

高职教育"产学研结合"的内涵及特征研究   总被引：13，自引：0，他引：13  

游文明 《扬州职业大学学报》2005,9(4):1-5

针对高职教育界对“产学研结合”工作中存在的模糊认识，从概念上澄清“产学研结合”涵义，并对“产学研结合”的内涵和特征进行了理论研究。研究认为高职院校的产学研结合不仅需要与企业、科研部门结合，更要注重其内部的产学研结合；既要抓人才培养的产学研结合，也要抓双师型师资队伍建设的产学研结合。  相似文献   

Action research – conceptual distinctions and confronting the theory–practice divide in Lesson and Learning Studies     

Peter Posch 《Educational Action Research》2019,27(4):496-510

ABSTRACT

The first part of the paper positions the action research movement in the context of other research and development concepts and describes its rationale and some basic quality criteria. Action research is regarded as an umbrella term defined by two generic characteristics: substantial practitioner control of both the practice situation investigated and the research process. These characteristics leave space for considerable variation of action research approaches, depending on the values the two defining criteria take. Selected approaches are described. In the second part, two far-eastern examples of action research are selected that are rapidly gaining ground in western countries: Lesson and Learning Studies. They appear to have potential to not only provide access to practical, mostly tacit routines but to also contribute to reconverting informed knowledge into practical knowledge. A shared characteristic of Lesson and Learning Studies, the iteration of cycles of action and reflection, could be, among other factors, responsible for this transformation. The possible contribution of this feature to overcome the theory–practice divide is discussed.  相似文献   

论科学发展观的哲学精神   总被引：3，自引：0，他引：3  

孙文营 《青海师范大学学报(哲学社会科学版)》2004,2(6):42-46

科学发展观蕴涵着丰富的哲学精神，本从科学发展观的本质、目的、内涵、要求四个方面来论述其哲学精神。科学发展观的深层本质是重新确立科学的马克思主义生产实践观；科学发展观的最终目的是马克思主义哲学最高价值追求在现时代的新发展与真正实践；科学发展观的基本内涵是马克思主义唯物辩证法和唯物史观内在要求的生动体现；科学发展观的根本要求是社会发展要坚持以马克思主义哲学的世界观和方法论为指导。  相似文献   

The (mis)use of the Finnish teacher education model: ‘policy-based evidence-making’?     

Jennifer Chung 《Educational research; a review for teachers and all concerned with progress in education》2016,58(2):207-219

Abstract

Background: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.

Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms.

Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered.

Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform.  相似文献   

Patterns in Student Learning: Relationships Between Learning Strategies,Conceptions of Learning,and Learning Orientations   总被引：1，自引：0，他引：1  

Jan?D.?VermuntEmail author  Yvonne?J.?Vermetten 《Educational Psychology Review》2004,16(4):359-384

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