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Bilateral, trilateral and even quadrilateral exchange programmes are becoming increasingly common in European undergraduate and postgraduate engineering curricula. Such programmes provide students with opportunities to enrich their scientific, linguistic and cultural profiles. This paper examines and compares the cross-cultural differences within the teaching and learning contexts (not contents) of different engineering study programmes in France, Britain and Germany. The authors relate variations in key variables such as evaluation, teacher-student relationships, student autonomy, the scope of studies and motivation to Geert Hofstede‘s four dimensions of national culture’—Power Distance, Uncertainty Avoidance, Individualism and Masculinity. The authors conclude that Hofstede's four dimensions do appear to have explanatory power, and suggest further directions for future research. It is the authors' intention that their research project ultimately be of benefit to engineering students taking part in exchange study programmes. The authors welcome any readers who wish to cooperate and collaborate with them in further research and development work. 相似文献
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DEREK FORDYCE 《European Journal of Engineering Education》1988,13(3):283-292
The development of a way of thinking can only be effective when the thinking is made explicit. The learning which occurs is experiential; the learning which occurs is through purposeful reflection. It is argued that within an engineering course systems thinking can be developed by experiential learning activities which complement both intradisciplinary and interdisciplinary projects and technical knowledge inputs. Systems thinking as defined here relates to engineering practice. 相似文献
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