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高等职业教育文献信息检索课程教学改革探析 总被引:4,自引:0,他引:4
陈萍秀 《成都教育学院学报》2004,18(1):77-78
文章就高等职业技术院校培养学生信息素质的主要途径,开设文献信息检索课程存在的问题,以及文献信息检索课程教学改革的思路进行了探讨. 相似文献
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丁宏华 《赤峰学院学报(自然科学版)》2015,(1):177-178
随着知识信息的不断更新,信息检索课已经成为增强大学生信息意识、提高信息素养重要手段.虽然从1984年高校开设了文献信息检索课程,对大学生信息素养提高起到非常重要作用.但学校重视程度不够、馆员素质不高、教学方式方法不科学等问题严重制约了文献信息检索课程的发展.本文归纳了文献信息检索课程存在主要问题,提出了提升校图书馆文献信息检索课程教学效果的策略. 相似文献
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本文论述了信息素质培养与信息检索课程的关系,分析了高职学生信息素质培养存在的问题,并就基于高职学生信息素质培养的信息检索课程改革进行了探索。 相似文献
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从文献信息检索工作对培养读者信息素质的作用入手,探索图书馆文献信息检索的新方法,提出当前图书馆文献信息检索工作的三种模式,有助于提高学生信息方面的素养。 相似文献
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吴晓娟 《中小学图书情报世界》2009,(3):35-37
信息素养随着信息时代而降临.逐渐成为评价人才综合素质的一项重要指标。中学图书馆代表着一个学校自身的素质和文化.在提升全校师生信息素养中起着重要的作用。在高中开设校本课程“文献信息检索与利用”.图书馆担当着重要的角色。 相似文献
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冯秋菊 《青海师范大学学报(哲学社会科学版)》2013,(6):160-163
文献检索是指利用多种信息检索系统查找和获取所需文献信息的过程。文献检索既是学位论文科学选题的重要前提,也是培养学生自学能力、研究能力和创新能力的重要手段。改革和强化文献检索课程,是培养学生信息意识与文献检索能力的有效途径。 相似文献
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卢先 《湖州师范学院学报》1998,(3)
培养教师信息意识,提高信息获取能力,是提高教师科研质量的重要基础,是提高教师素质的重要内容,是市场经济条件下的必然选择,也是现代科学发展的客观要求.图书馆要在教师信息教育过程中发挥积极作用.具体的途径有:开设信息教育课程;开展主动服务,帮助教师学会自己开发信息资源;尽快建立信息检索中心. 相似文献
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网络环境下文献传递工作有了新的拓展和延伸,内容和获取方式都有了很大的变化,这对馆员的信息素质也提出了较高的要求。文章探讨了网络环境下文献传递馆员须具备的信息素质,并从信息意识、信息检索能力等多方面探讨了信息素质培养的途径。 相似文献
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论述了高职院校开设文献信息检索课的必要性,开设文献信息检索课是提高学生信息素质的重要途径,剖析高职院校文献检索课存在的问题,以及图书馆承担文献信息检索课教学工作的重要性。 相似文献
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徐涛 《四川教育学院学报》2006,22(2):53-54,F0003
充溢着美的课堂教学,能使师生感到心旷神怡。在课堂教学的整个过程中,课前对教材、教辅、教法、学法、学生等的直接观照,构思后形成的清晰完整的教学脉络,进而以充沛的感情生动形象地将其呈现于学生,使师生达到身与竹化的至高境界,是语文教学努力的方向。 相似文献
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Jane Gilbert 《Educational Research for Policy and Practice》2007,6(2):115-122
ICTs (Information and Communication Technologies) are now widely used in schools: However, despite predictions, they have
not revolutionized teaching and learning. Why is this? Does it matter? Should we care? This paper outline seeks to answer
such questions and why we should care. School ICTs are informed by a range of different, and often conflicting ideas, with
the result that student work is often “digital busywork”. The article argues that if ICTS are to play a useful role in helping
us to re-develop our schools for the Knowledge Age, we need to re-examine some of our old ideas about knowledge. In particular,
we need to re-examine the place and purpose of the traditional disciplinary knowledge that is the basis of the current curriculum. 相似文献
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James L. Tramill Janis K. Tramill Roscoe Thornthwaite Frances Anderson 《Psychology in the schools》1981,18(2):149-153
Research involving standardized reading achievement tests has been widespread, but there has been little investigation into the relationships among the more widely used tests of reading achievement. In the present study, the Reading subtest of the WRAT, the Reading Comprehension subtest of the PIAT, and the SORT were compared with each other and with the WISC-R. Results showed a high correlation between the WRAT and the PIAT, a moderately high correlation between the SORT and the PIAT, and a very low correlation between the SORT and the WRAT. The WRAT and the PIAT had higher correlations with the various components of the WISC-R than did the SORT. These findings imply that the WRAT and the PIAT measure essentially the same dimension of reading achievement, possibly verbal fluency, but that the SORT is measuring a different dimension, one that is also tapped to some extent by the PIAT. 相似文献
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David B. Paxman 《College Teaching》2013,61(4):158-160
AbstractEnglish language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak and comprehend the language itself, would be a stressful and challenging task for almost anyone. In comparison with non-ELL students, ELL students tend to demonstrate lower levels of academic achievement. The current study examined ELL students' perceptions on teacher power and its' influences on self-perceptions of learner empowerment. Quantitative data was collected measuring perceptions of teacher power use and self-perceptions of learner empowerment. Qualitative data consisted of twenty in-depth interviews with ELL students illuminating their perceptions of teacher power and its relationship to their perceptions of learner empowerment. Differences were found by language in coercive, legitimate, and expert teacher power. Four themes emerged from interviews; what good teachers do, what bad teachers do, what teachers should know, and understanding ELL students. Implications for educators and future research are discussed. 相似文献
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