浅谈高职大学生就业应具备的能力

高职大学毕业生走上社会要想尽快胜任工作,取得发展,得到用人单位的青睐,就需要各种各样的能力。下面就高职大学生毕业后所需的几种基本能力进行简要浅析。1．适应社会的能力当前高职毕业生缺乏适应社会的能力。因为,首先,高职大学生适应社会的意识不强,他们对真实的社会生活作了简单的或片面的估计,一旦出现反差便产生不适。其次是高职大学生自身缺乏整体素质,满足不了社会的多种需     

浅谈合作学习中应避免的三种现象

所谓合作学习,是指以小组为基本形式、以教学动态因素的互动合作为动力资源的一种目标导向的教学活动。由于这种教学模式符合新课改的理念,凸显了学生在学习中的主体地位,因此,这种教学模式深受各位同行的喜欢,甚至到了各地评价一堂课是否成功时,其中有一条标准就是看看课堂教学中有没有实行合作学习,合作学习得怎么样。如果一节课没有那么几次合作,仿佛就不是成功的课。     

浅谈网络化课堂教学中应具备的三种能力

《国家基础教育课程改革纲要》指出：“教学过程中要大力推进信息技术在教学中的普遍应用,促进信息技术与学科课程整合．逐步实现教学内容呈现方式、学生学习的方式、教师教学方式和师生互动方式的改革,充分发挥信息技术的优势,为学生的学习和发展提供丰富多彩的教育环境和有力的学习工具。”《新课程标准》也明确提出：“教师应激发学生的学习...     

浅谈新理念下培养学生三种学习能力

培养学生自主学习能力、探究学习能力、合作学习能力是实现学生个性发展的要求。因此,教师在教学过程中要认识到学生的主体地位,积极引导学生自主学习、探究学习、合作学习,培养学生的学习能力,从而拓展学生学习知识的渠道,拓展学生发展的空间。     

教师发展应具备的三种能力

创新教育有赖于教师的创新实践,相应地,教师的素质应该是开放的、发展的,其中持续发展能力的有无、强弱,决定着教师能否适应社会变革对教育提出的新要求,并不断学习研究和实践创新。因此,教师培训在基本完成学历补偿教育以后,不能再停留在适应性培训和教学基本功培训的层次,而应向更高的层次发展,即要侧重强化教师的持续发展能力,提高教师的综合素质和教育创新水平。     

浅谈大学生自主学习能力

文章首先介绍了国内外教育工作者关于自主学习这一概念的内在含义,即他们都强调了自主学习者要主动地管理自己的学习过程,并通过自我调控完成具体学习目标。然后,分析了关于自主学习的常见误区,从而加深了对自主学习概念的正确理解。最后,详细阐述了在社会飞速进步和发展的时代,培养大学生自主学习的必要性和重要意义,并从创造自主学习氛围、提高教师自主发展能力、培养学生自主学习的意识、激励协作、用好网络、关注学生心理调控这六个方面探讨了培养自主学习的方法和途径。     

浅谈毕业生就业应具备的能力

文章分析了毕业生就业困难的原因,对毕业生应具备的就业能力及培养就业能力的方法进行了讨论.     

合作学习对大学生自主学习能力的影响

合作学习强调自主、合作与探究,其实质就是合作小组的自主学习.合作学习在课堂教学中的广泛运用,极大改善了教学方法,提高了学习效率.自主性是学生主体性发展的重要方面,也是其身心发展的客观需要.合作学习是培养学生自主学习能力、提高学习效率的有效策略,成为当前教师和研究者重要研究课题.     

浅谈大学生自主学习能力的培养

大学生自主学习能力的培养已逐渐成为当今高等院校谈论的一个热门话题。转变传统教学观念,激发学生的内部学习动机,改革传统的课堂教学模式,构建科学的教学评价体系等方面是促进大学生自主学习能力发展的几个重要因素。     

网络教育中学习者应具备的能力

网络教育,是教育信息化发展的必然趋势,是改革教学手段、优化学习环境,拓展学习视野、满足学习者自主学习的有效途径。针对网络教育的特殊性,本文从信息技术应用、自学能力培养、学习意识形成以及协作能力、心理素质、创新精神等几个方面论述了学习者在网络教育中必须具备的几种能力。目的旨在帮助学习者了解网络教育的特点,掌握网络的应用技术,培养自学能力、提高学习效果。     

New assessment process in an introductory undergraduate physics laboratory: an exploration on collaborative learning

A new team learning assessment process was designed and tested in a first-year university physics laboratory class. The assessment process was designed to provide a strong incentive for students to cooperate and feel responsible for each other’s learning and fostering a sense of collaboration rather than competition. Specifically, the new assessment process involves randomly dividing students into teams of four to work on a physics experiment and, at the end of the laboratory session, randomly selecting only one team member to carry out a post-laboratory session performance task. The results indicate that learning outcomes were not compromised in the new assessment process and that peer instruction was employed to a greater extent compared to our standard process. Student responses from a post-assessment survey revealed that 76% of students considered our new assessment process to be fair, whereas 57% of students felt our standard process was fair. The new assessment process used in this study led to a 75% reduction in grading duties – an advantage for large class management.     

谈语文阅读教学中学生创造力的培养

创造力是由多种基本素质构成的。如创造意识、创造思维、创造个性、创造技能、创造美感等。本文着生就语文阅读教学中学生创新意识的培养、创造性思维能力的培养、创造性个性培养等三个方面,提出了自己的看法和见解。     

从两个调查结果看如何培养学生的创新能力

本文从两份实证性的调查结果出发,从知识的获取和知识的应用这两个重要的环节分析传统教学在培养学生创新能力方面的缺失及其原因,并探讨了相应的教学改革策略.     

Web-based training on learning organization for electrical undergraduate students in Thailand

The purpose of this research was to utilize web-based training （WBT） to enhance students＇ knowledge of learning organization （LO） in a context of electrical technology education in Thailand. The sample chosen for this study included 19 fourth year undergraduate students. The WBT was based on the five disciplines according to Senge （1991） as well as the seven habits of highly effective people （Covey, 1989）. The tools for pre- and post- testing were LO model evaluation and knowledge of LO. The reliability of the instruments was 0.9274 and 0.9905 respectively. The data were analyzed by using mean （M） and standard deviation （SD）, t-test and Pearson product-moment correlation. When pre- and post- tests mean scores of the LO model evaluation and the knowledge of LO were compared, the mean scores of post-test training were greater than the mean scores of pre-test training. Moreover, there was a significant relationship between pre- and post- tests of LO model evaluation and the knowledge of LO. Thus, it can be concluded that the model of WBT can enhance students＇ knowledge of LO in this context.     

Introducing a collaborative technology strategy for higher education students: Recommendations and the way forward

The area of group work and group based technology research is of value in that group and team work skills are seen as important to both industry and education. However, research also shows that there are major issues that have to be considered when introducing group work to organisations. These issues which include cultural, social, technological and educational are considered within this research. The purpose of this research was to gain a deeper understanding of the attitudes of university students to group work and group based technology. Group work and group based technologies were also considered in an industry setting as this was seen as an important pre-requisite to the study of student group work. The outcome of this paper is, based on the findings of the author’s research, and proposes a set of conclusions and recommendations for the introduction of group work and group based technology into the Higher Education environment. To this end it is important to recount the research process that led to the production of these recommendations. In order to further this research a substantial literature review was undertaken as was an industry survey and a student based case study.     

研究性学习下的学生观

随着社会的发展、教育观念的转变以及课程的改革,“接受性学习“一统天下的局面被彻底打破了,旨在培养学生创新精神和实践能力的研究性学习,也成了教育改革的热点、亮点和难点.这种新型的学习方式,要求我们树立新型的学生观.     

团队自反研究评介与反思

自20世纪90年代团队自反的理念提出至今,有关团队自反的理论及研究取得了较大进展。无论是理论文献还是实证研究均表明,团队自反不仅有利于改善团队效能,而且对团队创新也有显著的正面影响。本文通过对相关问题的回顾分析认为,以往研究缺乏对样本追踪的动态分析,且存在评价方法单一、测量工具不完善等问题,有待于学者们进一步探讨和完善。     

法科学生创新和实践能力培养若干问题的探讨

中国法学教育正面临着新时期经济全球化带来的机遇和挑战,重新定位法学教育的人才培养目标,加快＂实用型＂法学人才的培养,突出实践教学在法学人才培养过程中的重要地位,明确实践教学的目的,建立科学的实践教学体系及评估标准,保障实践教学的时间,建立稳固的实践教学基地和实验室,对法科学生创新能力和实践能力的培养,法科学生培养目标的实践有重要意义。     

浅谈档案工作的创新

面对新时期档案工作遇到的新情况、新问题 ,要做好新时期的档案工作就必须大胆地创新。要实现档案工作创新 ,就必须从观念、机制、手段和理论等方面进行创新 ,努力开创档案工作的新局面。