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1.
Business Driven Action Learning (BDAL), as a learning philosophy that attempts to create real value for business is often used by executive education providers in their management development programmes. As the action learning facilitator, I found that the learning that took place during such a management development programme resulted in participants experiencing stress, anxiety and high levels of frustration, which threatened the learning process. The resulting paradox in the learning environment is that the same anxiety that is necessary to ensure that learning took place has the propensity, if too high to hamper learning. Utilising the findings from this research, this account of practice makes recommendations for the action learning facilitator to consider while guiding action learning sets (groups). The facilitator can alleviate many of the fears by emphasising that anxiety is necessary in the learning process. The facilitator can mediate the learning relationship between the individual participant and the learning environment as depicted in the model at the end of the article.  相似文献   

2.
语料库语言学近年来已成为语言学研究的主流,其在语言教学中的运用称为“数据驱动学习”。本文探讨了语料库数据驱动学习,尤其是词语搭配、类连接和语义韵律等,在商务英语教学中的运用,使英语教学体现建构主义、人本主义教育思想。  相似文献   

3.
在两宋诗词作品中,作家们以“心”为师,抒写精诚的爱国情致,鼓舞了一代代的文人士大夫为救国图存前仆后继,为两宋社会生存和发展作出积极的贡献.以诗词作品来观照作家心理,其“心”是对国家、对民族的忧患和责任意识,是对儒家“内圣外王”哲学的坚守.  相似文献   

4.
Action Learning is a well-proven method to integrate ‘task’ and ‘process’, as learning about team and self (process) takes place while delivering on a task or business challenge of real importance (task). An Action Lab® is an intensive Action Learning programme lasting for 5 days, which aims at balancing and integrating individual challenges and business challenges, as well as the ‘Action’ and the ‘Learning’ of Action Learning. However, in spite of the aspiration to balance and integrate ‘task’ and ‘process’, a tendency and a challenge is experienced: When deeply involved in delivering on a business challenge, participants tend to shy away from or see reflection on the process as disturbing or disrupting. This tendency is like a seesaw: When the pressure of the task increases, awareness about the process goes down. This account of practice aims at exposing and understanding better this tendency by sharing a study looking into what hinders and promotes mindful awareness on the process, while dealing with a business challenge in an Action Lab®. Drawing on the findings, the account of practice will share some recommendations for the Action Learning facilitator to take up the challenge of integrating task and process whenever the seesaw is tipping.  相似文献   

5.
In Action Learning programmes, it is held central to work on real business challenges (task) while learning about team and self (process); staying mindful aware of the process is referred to in this paper as ‘double awareness’, and emphasises noticing and acting on process cues while working on the task. As business challenges within Action Learning programmes are real, pertinent, and worked with in the context of the organisation, implementation of potential solutions to the challenges is proved to be efficient. However, less is known of how individual participants manage to stay with double awareness upon re-entry into the organisational routines left behind. The aim of this paper is to explore when, why, and how participants manage to maintain double awareness and act on what they notice when back in organisational reality – and what characterise the moments where they struggle to do so. A study will be shared, where participants have been followed for a period of time after an Action Learning-programme. The study takes a psychodynamic stance and contributes to the knowledge of the individual re-entry by exploring individual, group and organisational dynamics promoting and hindering double awareness. The concepts ‘mindful avoidance’ and ‘mindful alertness’ are introduced as essential conceptual findings. Finally the paper will explore how the overall findings can be applied back into Action Learning-methodology as enablers for improvement.  相似文献   

6.
This account draws upon learning from an incident in an action learning set where an individual challenged a mandatory organisational requirement. As a facilitator I reflect upon my initial defensive reaction to this challenge. The use of critical action learning to inform ourselves as facilitators of the underlying tensions between set members and the organisations within which we work is explored. The importance of recognising and working with emotions objectively in action learning sets in order to maximise opportunities to learn about ourselves as individuals and the organisations we work in is emphasised.  相似文献   

7.
美国社会情绪学习标准体系及其应用   总被引:1,自引:0,他引:1  
基于科学研究和实践经验相结合的美国社会情绪学习项目有助于提高学生情商,改善学习和生活态度,降低问题行为,提高学习成绩。本文从社会情绪学习的发展历程、内容框架与标准体系、具体应用等几个方面来介绍美国社会情绪学习的基本模式,为促进我国教学改革、学生的情感教育以及良好公民的培养提供参考。  相似文献   

8.
    
Abstract

Diverse societies face increasing racial tension, social divide, religious illiteracy, and secularism. What role can education play in confronting these challenges? Universities generate scientific knowledge but less so the search for meaning. Worldview studies encompasses both views of life and ways of life. Exploring various worldviews becomes a search for meaning and a journey into knowing self and others. This article seeks to engage multiple partners to develop teaching pedagogies, curricula, and educational tools to enhance greater knowledge, awareness, and understanding of various worldviews.  相似文献   

9.
    
This article reports on an innovative Social Media Marketing Analytics course that was developed to respond to current industry needs for marketing analysts with data‐driven and multiperspective marketing strategy development skills. Teaching approaches, resources, and insights are shared to encourage future development of similar courses.  相似文献   

10.
知识观是人们对知识的根本看法,当今时代已从知识旁观者理论、权威型知识观和浅表类型观向参与者理论、批判型知识观和深层类型观转变.为应对知识经济的挑战、适应终身教育的需要和增强高等教育活力,必须顺应新知识观的要求,变革教学方式,大力开展研究性学习,倡导兴趣情感态度全面目标的达成,突出建构力、批判力和创造力的培养,尊重主体的个性化参与体验和理解,才能真正实现高等教育培养创造性人才的目的.  相似文献   

11.
Traditional paradoxical games enable democratic social encounters as well as reflective skills to be fostered among students. The rules of these games, of which the game pelota sentada (sitting ball) is an example, afford players autonomy to decide either to cooperate with other participants (to release or keep others free) or to oppose them (to capture free players). The aim of this study was to investigate the reflection-on-action about decisions (strategies), relationships and emotions of the participants in the game sitting ball when in the role of free player in possession of the ball. Undergraduate degree students (n = 106) in physical activity and sport sciences took part. After the game, the players answered reflection-on-action open-ended and close-ended questions about their strategies, relationships and emotions. Four experts followed a validated directed and summative approach to the content analysis of 742 comments, using ATLAS.ti software. The findings highlight that decisions, relationships and emotions are distinct yet intertwined dimensions of the same phenomenon: motor conduct in the game pelota sentada (sitting ball).  相似文献   

12.
13.
    
High demand for suitably qualified, high-quality science teachers is undermined by elevated teacher burnout/attrition rates within the early years of teaching. Effective emotion management can alleviate feelings of burnout and is also linked theoretically to sustaining positive social bonds. Scant attention has been directed at the importance of emotion management and social bonds in science education research. This study presents a methodology for studying emotion management and social bonds, delivering novel outcomes that elucidate how these two phenomena are interrelated. Video recordings of classroom interactions and reflective accounts in an early-career science teacher's ninth grade class were analyzed through a combination of ethnomethodology and interpretive techniques. Situated actions that constitute emotion management at the classroom level impacted the status of bonds between the teacher and one of his students, ultimately leading to a breakdown in their relationship. Results of the study detail how social actions of numerous students and the teacher led to the co-construction of emotion management and how this impacted social bonds. Theoretical and practical insights about the co-constructed nature of emotion management and social bonds present novel perspectives that can help to avoid pathologizing the actions of individual students and teachers for sustaining positive social bonds. Implications for science teaching and teacher education are offered. Study outcomes extend previous perspectives on emotion management in science education, which treat emotion management as an individual cognitive phenomenon.  相似文献   

14.
This study focuses on the perceptions of knowledge and learning by indigenous students in an intercultural bilingual teacher education programme in Amazonian Ecuador. The study framed within postcolonial and critical theory attempts to create a space for the indigenous students to speak about their own views through the use of photography and researcher-respondent discussions. We found that the students conceptualised knowledge and learning primarily through their everyday domestic life rather than through their experiences of schooling which appears to play a secondary role.  相似文献   

15.
    
It has often been suggested that actual or anticipated final grades may influence the ratings given by students in student experience surveys but few studies have been able to test this using actual grades. A study was carried out involving six courses over all four year levels of an undergraduate engineering programme, where students were asked to identify themselves in an experience survey by providing their student ID on the survey form. The aim of the study was to investigate a number of questions related to the readiness of students to identify themselves, and to examine any correlation between final examination grades, ratings of student satisfaction and the students’ perception of their level of understanding of material in their courses. Students were discovered to have a poor idea of how well they understand the concepts presented in their courses. This lack of an accurate idea of their own understanding is particularly important because ‘student understanding’ correlated to the ratings they gave to the course. Ratings were largely unaffected by final marks but students who gave their ID outperformed those who did not in end‐of‐year examinations. Higher year level students were more inclined to identify themselves and ratings tended to increase with year level.  相似文献   

16.
英语是中国推行“一带一路”倡议工作中的重要交流工具。但是,不同文化背景下的英语受母语的影响,有独特的特征。分析了中国企业对商务英语毕业生的新需求,提出高职商务英语人才应该在教材选用、教学内容和实践教学上做出相应的调整。这对高职院校培养符合社会需求的合格人才具有一定的实际意义。  相似文献   

17.
    
Abstract

How can we best facilitate students most in need of learning support, entering a challenging quantitative methods module at the start of their bachelor programme? In this empirical study into blended learning and the role of assessment for and as learning, we investigate learning processes of students with different learning profiles. Specifically, we contrast learning episodes of two cluster analysis-based profiles, one profile more directed to deep learning and self-regulation, the other profile more directed toward stepwise learning and external regulation. In a programme based on problem-based learning, where students are supposedly being primarily self-directed, this first profile is regarded as being of an adaptive type, with the second profile less adaptive. Making use of a broad spectrum of learning and learner data, collected in the framework of a dispositional learning analytics application, we compare these profiles on learning dispositions, such as learning emotions, motivation and engagement, learning performance and trace variables collected from the digital learning environments. Outcomes suggest that the blended design of the module with the digital environments offering many opportunities for assessment of learning, for learning and as learning together with actionable learning feedback, is used more intensively by students of the less adaptive profile.  相似文献   

18.
Courses in a wide variety of disciplines emphasize that what we think important, and are therefore likely to remember, is not the result of the objective situation but rather the result of our individual biases and interpretations. This article presents a classroom exercise that aids students in grasping the interpretive nature of historical accounts. Students in a history of psychology class and an Introduction to Human Services class (the control group) completed a questionnaire measuring the degree to which they view history as an interpretive enterprise versus a static one. In the psychology class, students then participated in an exercise that compared collective memories of a classroom event to emphasize the interpretive nature of personal history. Students in both classes completed the questionnaire a second time. Those students that completed the exercise scored higher on the follow-up questionnaire than did those in the control class. We discuss this exercise as a technique to aid students in grasping the importance of understanding the impact of individual perceptions of events.  相似文献   

19.
This paper employs an eclectic mix of paradigms in order to discuss constituting characteristics of young children's learning experiences. Drawing upon a phenomenological perspective it examines learning as a form of ‘Being’ and as the result of learners’ engagement with the world in their own, unique, intentional manners. The learners’ intentions towards their world are expressed in everyday activity and participation. A social constructivist perspective is thus employed to present learning as situated in meaningful socio‐cultural contexts of the everyday, lived world and as a form of participation in those settings. These characteristics of learning are brought together into a holistic, synthesised model, a Gestalt of learning. The proposed synthesis has relevance for and is applicable to educational contexts as a means of making sense of children's learning experiences and of promoting and facilitating them.  相似文献   

20.
This paper employs an eclectic mix of paradigms in order to discuss constituting characteristics of young children's learning experiences. Drawing upon a phenomenological perspective it examines learning as a form of 'Being' and as the result of learners' engagement with the world in their own, unique, intentional manners. The learners' intentions towards their world are expressed in everyday activity and participation. A social constructivist perspective is thus employed to present learning as situated in meaningful socio-cultural contexts of the everyday, lived world and as a form of participation in those settings. These characteristics of learning are brought together into a holistic, synthesised model, a Gestalt of learning. The proposed synthesis has relevance for and is applicable to educational contexts as a means of making sense of children's learning experiences and of promoting and facilitating them.  相似文献   

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