翻译课教学改革在英语教育专业人才培养中的作用

翻译教学改革通过研究翻译课堂存在问题,探讨翻译教学多元化改革措施,以求提高翻译课堂教学效果,培养具有一定理论素养与实践能力的翻译应用型人才。     

翻译课教学改革在英语教育专业人才培养中的作用

翻译教学改革通过研究翻译课堂存在问题,探讨翻译教学多元化改革措施,以求提高翻译课堂教学效果,培养具有一定理论素养与实践能力的翻译应用型人才。     

培养旅游管理专业人才高校教学之我见

在旅游业迅猛发展的今天,对高素质旅游管理人才的需求也呈不断攀升的趋势。但是目前我国高校旅游管理专业人才培养的现状不容乐观,虽然每年都有大批的毕业生为旅游市场补充着新鲜的血液,但是较高的失业率却是不争的事实。究其原因,笔者认为是高校旅游管理专业教学跟不上时代的步伐,阻碍了对高素质旅游管理专业人才的培养。本文针对这种情况,对高校旅游管理专业人才培养提出了一些建议。     

网络教学中的情感培养

本文介绍了作者在中学信息技术课程的网络教学中对学生进行情感培养的实践与体会,使得网络教学不仅注重提高学生的信息素养,同时也注重提高学生其他方面的素质,如社会责任感和人生价值观等。     

校企合作制在商务英语专业人才培养中的应用

近年来,随着我国国际化水平的不断提高,企业对外贸易合作也越来越普遍,商务英语专业人才的需求量也越来越大。校企合作制是培养商务英语专业人才的有效途径,高校通过与企业之间的合作,为企业培养商务英语专业人才,以此满足企业对复合型人才的需求。目前,校企合作制已被广泛应用于高校商务英语专业人才培养中,应用效果良好,很多高校通过与企业的合作,有效提高了商务英语专业人才质量,创造了企业与高校共同发展的双赢局面。该文主要阐述了高校与企业合作的具体情况,分析校企合作制在我国高校商务英语专业人才培养方面的应用效果。     

开展EDA教学培养高素质专业人才

本文分析了高校电类专业普及EDA教学的现实意义与重要性,并讨论了EDA教学的内容和建设EDA实验室的要求。     

学前教育专业人才培养目标及培养模式改革研究

随着时代的发展,学前教育也越来越受到人们的重视,高师院校做为培养学前教育人才的摇篮,也应紧跟时代脚步,对人才培养的目标及模式进行积极的探索和改革,以践行素质教育发展观,推动教育事业的发展。     

浅析基于网络教学整合中的高职工商管理专业人才培养

信息时代知识经济的环境下,高职教育该如何发展,如何引导学生更好的适应当前复杂且激烈的竞争环境是摆在高职教育工作者面前的一道严峻课题。以网络信息教学与高职教育相融合的人才培养模式已经在各高职院校中摸索进行,本文通过远程教育与高职工商专业教学整合过程中如何培养学生能力为契机,以期能为当前高职工商教学提供参考和借鉴作用。     

高职网络技术专业人才培养规格的探讨与实践

高职教育是以社会需求为导向的就业教育,高职院校培养出来的学生应该是市场上的抢手人才,而不是基础知识扎实,毕业后仍需要进行较长时间培训和再教育之后才能胜任工作岗位的人才;是培养“实用型”人才,不是“学术型”人才。为此,我们对高职计算机网络技术专业的人才培养规格进行了探讨和实践。     

Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers

Understanding what is lacking in the online teaching literature is critical to helping researchers and practitioners develop programs and support mechanisms for online teachers in higher education. This review formulates a critique of the standards- and competency-driven vision of online teaching from the perspective of transformative learning theory, in order to offer an alternative exploration of the professional development of online teachers as adult learners. The results indicate that while research about online teacher roles and competencies guides the development of teacher preparation and training programs, it lacks in terms of addressing the issues of empowerment of online teachers, promoting critical reflection, and integrating technology into pedagogical inquiry. An alternative perspective is suggested that considers teachers as adult learners who continuously transform their meaning of structures related to online teaching through a continuous process of critical reflection and action.     

Professional development for online university teaching

Almost every higher education institution is challenged to develop increasing numbers of staff to teach online or blended modes of learning. The process needs to be rapid, cost-effective and lead directly to practical outcomes. From our experience, we had little time, opportunity or the need to start from scratch, and we chose to adopt and adapt a course that was based on a well-rehearsed and respected pedagogical model. We offer our experience to date as a case study with some extracted principles for others to explore and follow. We discuss the value of contextualization, incremental innovation, and mentoring of online convenors. This article will be of interest to those seeking to provide effective professional development routes for large numbers of staff.     

Designing the professional development of staff for teaching online: an OU (UK) case study

We maintain that an understanding of the working contexts of staff is a critical consideration when designing for effective professional development. The process of embedding theory into good practice does not simply depend on the design of a good seminar, because it may also be affected by who else attends, or perhaps by who the participants talk to subsequently. This article presents a case study of the development of an online module at the Open University in the UK that was designed to help staff in understanding how to use online tools for supporting students. The article describes the institutional context in order to demonstrate how we have brought innovations in learning and teaching practice to the attention of our practitioners, using social learning techniques, within their normal working environment. We go on to describe module design and participant perceptions of its effectiveness.     

A systematic review of teacher roles and competences for teaching synchronously online through videoconferencing technology

As a growing number of educational institutions are offering online programs, teachers need to be competent in this new way of teaching. This is especially the case for synchronous online learning through videoconferencing technology, an emergent and so far understudied form of online education. Based on a systematic literature review of 30 studies, this study identifies 24 competence clusters, which can be grouped into 5 teacher roles associated with synchronous online teaching through videoconferencing: the instructional, managerial, technical, communicational, and social role. This framework can act as a starting point for future research on this understudied topic and can also provide directions to support teachers’ professionalization and practice.     

Student satisfaction and online teaching

This paper presents an analysis of the response of student satisfaction scores to online delivery for courses at a large Australian university. Taking data from 2653 courses delivered since 2011 we employ a difference-in-differences estimator approach to evaluate the impact of a transition from face-to-face learning to online learning of courses on student satisfaction. We estimate that, on a five-point scale, conversion to online learning lowers course satisfaction by about 0.2 points and instructor satisfaction by about 0.15 points. These correspond to shifts relative to the underlying distributions of about 25–30% of a standard deviation. Some implications of the (slight) relative unpopularity of online learning are discussed.     

神经外科学模拟化网络教学在神经外科学中的应用

本文对神经外科临床教学中模拟化网络教学方法的应用进行了探讨。认为这种教学方法克服了临床教学资源的不足,具有实时性、互动性和直观性,充分地调动学员的主动性、积极性与创造性,提高了学习效率。     

The effects of need satisfaction on EFL online learner satisfaction

This study explored the effects of need satisfaction (autonomy, competence, and relatedness) on English as a foreign language (EFL) online learner satisfaction and validated the Chinese versions of the need satisfaction scale (NSS) and online learner satisfaction scale (OLSS). We collected data from a questionnaire administered to 199 EFL students at a Taiwanese university. The Cronbach’s alpha reliability coefficient for NSS was .90 and .91 for OLSS. For NSS, the principal component analysis (PCA) resulted in a three-factor solution that accounted for 61.31% of the variance. Regarding OLSS, PCA resulted in a two-factor solution that accounted for 63.17% of the variance. A multiple regression analysis revealed that three independent variables (autonomy, competence, and relatedness) were predictors of EFL online learner satisfaction (F(3,?191) = 85.14, P < .001, R² = .57), with competence the best predictor of online learner satisfaction, followed by relatedness and autonomy. The paper concludes with implications of these results.     

基于旅游开发与管理专业课程在线实时互动教学模式研究

在对泉州市现有旅游人才资源进行调查统计的基础上,针对泉州市现有旅游人才资源的现状和存在问题,提出地方一般本科院校旅游管理专业课程应该创建师生之间、学生之间、学生和旅游从业人员之间的在线实时互动教学平台,并对平台的定位、功能、发布内容等进行讨论,以期对同类地方本科院校旅游人才资源培养的教学模式提供新的借鉴和参照.     

基于虚拟仿真技术的线上项目式教学探索

为解决实践教学环节中线上授课存在的师生互动不足、实验教学资源匮乏以及教师监督功能弱化等问题,设计并实施了项目式教学方案.该方案将项目式教学模式和虚拟仿真实验教学手段有机结合,从教学形式、实践教学平台、成绩评价指标体系3个方面进行革新.教学形式采用"项目式教学+翻转课堂"的方案;实践教学平台引入虚拟仿真控制系统实验资源,...     

Measuring faculty learning in curriculum and teaching competence online courses

Online education is used for a variety of purposes in higher education. Two such purposes are improving one's performance over time and understanding one's professional development in the context of online teaching and learning. Relying on data from online staff development courses delivered in five Spanish universities, this article explores online faculty learning through the lens of staff development theory. This theoretical perspective emphasizes the universities' quality assurance contexts and offers an empirical examination of the ways in which faculty members learn curriculum and teaching competencies (CTCs) in online staff development programmes. At the core of this analysis is the contention that faculty members understand and respond to quality teaching lessons and activities. Finally, this study highlights the points deemed important when designing, implementing, and evaluating Internet CTC training courses.