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认知--拓展教学模式的探讨 总被引:1,自引:0,他引:1
随着高等教育教学改革和教育信息化的不断深入,传统教学模式已越来越难以满足高等教育现代化发展的需要。本文探讨了在高校理论课教学实践中建立的一种新型现代教学模式——“认知——拓展”教学模式,对这种教学模式的涵义、理论依据、操作程序、实施时的注意点等进行了阐述。 相似文献
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《教育心理学家》2013,48(3):143-152
The psychoeducational models currently used in schools have been ineffective in enhancing the academic achievement of Hispanic children. Concerns about improving testing and instructional programs frequently have followed disparate routes. Testing and instruction should be considered as inseparable and integrated elements in the process of providing quality. educational services for these children. It is argued that a sociohistorical perspective can provide a theoretical base to integrate testing and instruction and data on language and sociocultural factors. An integrated view of these factors can guide the development of a bilingual school psychology committed to the improvement of school experiences and academic progress of Hispanic children. 相似文献
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Patricia Jakubowski-Spector Richard Dustin Rickey L. George 《Counselor Education & Supervision》1971,10(3):242-250
Counselor education currently does not have a training model that is systematically employed and contains provisions for individual differences or promotes the development of programs for facilitating transfer of training. In the proposed model, counselor educators must decide which of the counseling student's thinking, feeling, and acting behaviors will become the focus of training efforts. The staff creatively implements its conceptualized behavioral curriculum goals through the application of learning principles to specified counseling student behaviors that are assessed to determine if whether or not the desired behavior changes are occurring. 相似文献
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着重阐述了伯顿*克拉克关于建立大学科研-教学-学习连结体的主要思想,以及其给我们带来的若干启示.说明了在大学建立科研-教学-学习连结体的重大意义,进而,根据我国目前大学中教学与科研的形势,提出了从建设研究型大学和在研究型大学内重构以研究为本的本科教育两个方面,为科研-教学-学习连结体的整合提供有利支撑. 相似文献
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Päivi Tynjälä 《Vocations and Learning》2013,6(1):11-36
The interest in research focusing on learning taking place at work, through work and for work has considerably increased over the past two decades. The purpose of the paper is to review and structure this wide and diverse research field. A tentative holistic model—the 3-P model of workplace learning—is presented, in relation to which the following six lines of research are identified: (1) studies describing the nature of workplace learning, (2) research on work identities and agency in workplace learning, (3) studies on the development of professional expertise, (4) analyses of competence development in education–work contexts in vocational education and training as well as in higher education, (5) research on communities of practice, and (6) research on organisational learning. The research lines and the holistic 3-P model should be seen as analytic tools for understanding the diversity in workplace learning research. They may also serve as a kind of map for individual researchers, helping them to locate their main areas of interest in this broad field of research and to outline research designs for future studies. 相似文献
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在我国,以学科建设为根本和核心的高校内部改革正日渐深入。构建理想的学科建设模型,有助于提高在我国高校内部管理中扮演核心角色的学科建设的效益,提高我国高校内部管理的效益。本文试图从有关内涵入手,界定理想模型的理论假设前提,最后构建并分析理想的学科建设模型。 相似文献
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In this article, we present a model for academic mentoring research that incorporates theory and research on self-regulated learning. Academic mentoring research has increased in recent years, and researchers have linked mentoring with positive outcomes for protégés and mentors. This research, however, has not investigated the process whereby mentoring exerts its effects. An integration of mentoring with self-regulated learning seems valuable because self-regulated learning researchers have employed methodologies to assess its dynamic nature. We review assumptions of mentoring and self-regulated learning theories, representative mentoring research studies, and methods of assessing self-regulated learning. Following presentation of the mentoring research model, suggestions are given for types of research studies to identify the operation of key processes before, during, and after mentoring interactions. We conclude with implications of this integrated perspective for theory development and educational practice. 相似文献
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针对当前各个职业,尤其是服务性职业对人才口头表达能力的要求,说明了构建适用于职业要求的口才训练模式的必要性和重要性,并重点介绍了具有实用性、且操作性强的训练模式的主要内容、步骤、方法以及注意事项。 相似文献
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Eleftherios Klerides 《欧洲教育》2014,46(1):12-33
The purpose of this article is twofold. At a narrative level, it seeks to expand the thematic coverage of recent scholarship on educational transfer to include the mobility of a specific paradigm of history teaching across borders in Europe. At a theoretical level, the article focuses on the borders of intergovernmental and nongovernmental organizations and explores ways in which what defines and demarcates such borders shapes the transfer of knowledge. 相似文献
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《宜宾学院学报》2017,(6):25-29
针对农村土地流转统计分析无法体现土地流转中社会关系的复杂性和个体行为的随机性,提出了建立人工社会模型研究农村土地流转变化趋势.该模型结合制度分析、发展框架(IAD)与基于制度分析的主体模型系统(MAIA),形式化与土地流转有关的主要社会制度与规则,将土地流转主体(Agent)划分为农民主体与农户主体,并抽象出农户主体属性与行为,农民主体在不同角色下的属性与行为以及在角色之间的转换规则.通过模型计算可以得到土地流转、土地利用情况,不同年度农村人口结构、劳动力流动变化结果.结果分析表明,该模型能较好地反映个体行为与社会关系对农村土地流转的影响,可为研究土地流转政策提供合理的依据. 相似文献
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Ian Dempsey Phil Foreman 《International Journal of Disability, Development & Education》1997,44(4):287-303
Empowerment has been used widely in the professional literature in recent years to describe both a desirable process, and a desirable outcome, from human service provision. Despite its widespread use, systematic definitions of the term in this literature are not common. This paper provides a conceptual analysis of empowerment as a psychological construct, by reviewing the relevant literature with an emphasis on disability issues. Several key components of empowerment are identified and described, and recommendations for further research to advance empowerment theory are made. 相似文献
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杜月菊 《河南广播电视大学学报》2003,16(3):15-17
“互动交叉”式教育教学模式是在现代教育理论的指导下,针对传统教育面授教学存在的问题而建构的一种远程教育较为理想的教育模式。它是以学习和学习为中心,以学习的自主学习为主,教师辅导为辅的一种教育教学模式。自主学习主要包括学习利用教材、教学课件、网上资源等进行个别学习或小组协同学习。教师辅导主要有教师面授或学习之间进行讨论答疑,形成学习、教师、教学资源之间的互动交叉服务,以达到师生的共同成长。该模式的实施需要教师更新观念,改革教学方法和评价体系。 相似文献
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Bulk polymerization of styrene was carried out in the presence of a reversible addition-fragmentation chain transfer (RAFT) of benzyl dithiobenzoate (BDB). The comparison between reaction systems with and without BDB indicates that there is significant retardation in the reaction rate when BDB is used. The molecular weight of styrene polymer prepared with BDB shows linear relationship with the conversion of monomer, polydispersity is as narrow as 1.2, and no gel effects are observed during the polymerization with BDB, which are characteristics of a living radical polymerization. It has been found that the concentrations of BDB and azobis(isobutyronitrile) (AIBN) have opposite effects on the polymerization kinetics, and the AIBN dominates. 相似文献
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张毅芳 《安庆师范学院学报(社会科学版)》2013,(6):6-9
国内外学者关注企业转型、知识转移、企业转型过程中的知识转移的研究,但对转型企业知识转移的阶段、内外两个维度的探讨较少。按照知识在转型企业内转移的顺序,转型企业知识转移模型由知识转移准备、知识转移实施和知识转移整合三个阶段构建,该模型突出了其应用环节,可为不同行业、不同类型的企业提供有益的参考。 相似文献
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In the current essay, Kevin Burke and Adam Greteman challenge this thing called love by looking at how we might instead “like” in education. Within education, multiculturalism can be viewed as a way of loving, or learning to love, diversity and, as such, learning to love the self; this tendency is notably apparent in the recent rise of concern expressed about student self‐esteem. According to the authors, however, critical research on multiculturalism demonstrates how, in loving diversity, multicultural discourses limn the possibilities for subjects to come into being and be liked for their differences. Drawing on James Alison's On Being Liked, Burke and Greteman reframe the problem of relating in education instead through the language of liking. How does the shift from loving to liking — either our students, our teachers, or ourselves — create different social dynamics and ethical paradigms? In engaging this question, Burke and Greteman offer an alternative model of liking that is based on the practice of cruising. 相似文献
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