应用写作教学与高素质人才的培养

本文从社会需求决定高素质人才必须掌握应用写作能力，应用写作是培养高素质人才创新能力的重要手段之一，应用写作是培养高素质人才人文素质的重要途径之一这三个方面，阐明必须高度重视对高素质人才应用写作能力的培养，重视应用写作教学。     

汉语言文学应用型人才的培养

汉语言文学作为高等教育体系中的传统学科,其就业方向及现状一直是备受关注的问题。本文着重探讨了汉语言文学应用型人才的培养,以期更好地实现综合型人才队伍的输出,以进一步满足市场和社会的人才需求。     

培养高素质的人才需要高素质的教师

为使我国在日益激烈的综合国力竞争中争取主动,我国的基础教育领域正经历着一场深 刻的历史变革。由传统的“应试教育”向“素质教育”转轨,成为这场变革的重要构 成。它呼唤着一支素质优良的师资队伍,以承担素质教育全面实施的重任。因此,全方 位提高教师素质并建设高素质的教师队伍,成为实施素质教育的关键和根本保证。     

论高等院校创新人才的培养

培养创新型大学生是现代科学技术和社会经济发展的要求,章适应时代要求,从教师全面转换角色,即从观念系统、能力系统、方法系统等全力蜕旧更新;挣脱传统教育范式的枷锁,培养“个性化”的创新人才;注重学生创造性思维能力的培养几个方面,阐述了创新人才的培养模式。     

高素质创新人才的培养

创新是人类社会发展的动力，是知识经济发展的动力源泉，培养高素质创新人才是高等教育的核心目标，因为“一个没有创新能力的民族将难以屹立于世界民族之林”。     

中职汉语言文学专业学生写作能力的培养与分析

写作能力是汉语言文学专业学生必备的专业能力,写作能力已经是现代社会衡量人才的重要标准,现代社会要求汉语言文学专业学生写作能力强。因此,这个专业主要是对学生的写作能力进行培养,探索汉语言文学专业学生写作能力培养的途径和方法,这是写作课程的重要任务。本文针对中职汉语言文学专业学生写作能力进行分析,寻找提高学生写作能力的方法,建立写作评价体系,以调动学生的写作积极性,提高学生的综合素质。     

试论高校写作教学与创造型人才的培养

写作活动是一种创造活动，高校写作教学对培养创造型人才具有独特的优势。在写作教学中，利用写作的特点培养学生的创造性思维，培养学生的主体性精神，培养学生的独特个性，培养学生的创造能力。     

英语教学与高素质英语人才的培养

英语教学要从“应试教育”中摆脱出来，必须加强英语人才素质的培养。品格素质、人文素质、英语思维能力与交际能力，以及复合型智能应是英语人才的基本素质。     

谈谈在作文教学中学生思维能力的培养

怎样提高学生的写作能力．这个问题时时困惑着师生们。这个问题涉及到作文教学的改革．要重视学生的写作素质；写作素质要提高。其核心是要充分训练学生的思维能力。人的才能的高低，实质上是指人的思维能力的强弱（这包括人的天才、文化、知识、经验等方面）。     

推行职业资格证书制度，促进应用型园林人才培养

文章将职业资格证书制度引入到应用型园林人才培养,对园林专业的职业岗位所需的知识与能力进行论述,并提出通过调整课程设置,加大双师型教师比例,拓展校内外实训基地等途径,以顺利推行职业资格证书制度．     

Developing audience awareness in writing

Beginning writers need to consider their audience; but this is only possible when the writer has reached a certain stage of cognitive development, as it is necessary to consider an absent reality (e.g. an audience reading the piece at a later point). Adapting the text to the audience is only possible when the physical task of writing becomes automatic and the writer is no longer absorbed by it. Then the writer is free to pay attention to other aspects of the task without overloading cognitive processes. Procedural facilitation involves the use of external aids to support a simplified version of the processes used by expert writers. It may function as a way of enabling beginning writers to adapt what they write for their audiences. At the same time, as this task becomes automatic, it may be seen as a way of promoting writing development. A quasi–experimental study is described in which a procedural facilitation strategy is used to promote writing skills, in particular, the skill of suiting the text to the communicative context. The study was with fifth and ninth grade Portuguese students. The results of the post–test show significant progress for the experimental groups in contrast to the control groups.     

构建人才队伍建设体系促进高水平人才队伍建设

当前，人才队伍建设面临着极好的发展机遇。我们需要对人才队伍建设重新进行审视，开拓新思路，形成新举措，既要加大人才引进和人才培养的力度，更要重视制度的建设，还要营造良好的发展环境，构建人才、制度、环境三位一体的人才队伍建设体系。     

试论高技能人才的特征与类型

当前,高技能人才培养日益被重视,对高技能人才的特征与类型进行探讨无疑能够对高技能人才的培养有所帮助。以职业分类为依据,高技能人才的工作有以下特征：主要是操作性工作、劳动成果最终形成品是物、工作具有规范的程序、需要反复训练、需要长期经验的积累与总结、需要深厚的理论支撑。其类型主要有技艺技能型、技术技能型、现场技能型和综合技能型四类。这四类高技能人才的成长既有各自的成长规律和岗位高低的区别,相互之间又具有成长的顺序性。     

Developing understanding while writing essays in history

Using the textbase-situation model of discourse processing and assuming a distinction of learning (recall of text contents) and understanding (relating different parts of text contents or text to non-text contents), it was found that individuals reading text contents from a number of sources who wrote an argumentative essay about the contents and then rated content elements for importance developed a better understanding of the contents than individuals writing a narrative essay and making importance ratings either before or after writing.     

现代教育技术与高技能人才培养

从现代教育技术的概念入手，分析了现代教育技术对培养高技能人才的教学内容、教学手段、教学方法和教学模式等方面的促进作用．     

Developing team skills through a collaborative writing assignment

Employers want students who are able to work effectively as members of a team, and expect universities to develop this ability in their graduates. This paper proposes a framework for a collaborative writing assignment that specifically develops students’ ability to work in teams. The framework has been tested using two iterations of an action research project, with this paper focusing on the second iteration. The paper provides detailed information on how the framework was implemented, and then reports on the students’ perceptions of their learning about teamwork.     

利用反馈信息提高学生英文写作能力

本文运用现代语言学和教学心理学方面的知识分析了反馈在后写作阶段中的作用，探讨了如何运用反馈信息有效地提高学生的英文写作能力，并提出了一些行之有效的学生。     

Developing a pedagogical-technical framework to improve creative writing

There are many evidences of motivational and educational benefits from the use of learning software. However, there is a lack of study with regards to the teaching of creative writing. This paper aims to bridge the following gaps: first, the need for a proper framework for scaffolding creative writing through learning software; second, the lack of technical scaffolding in creative writing learning software; third, the need for customizable learning software that requires little programming knowledge; and fourth, personalized learning. To develop our initial framework, Merrill??s First Principles of Instruction is used as pedagogical scaffold and story setting, characters and story structure as component-based technical scaffolds. These were tested in a low-fidelity prototype. User testing indicates an increase in creativity, improvement in story development, clarity of ideas and language skills. We also derive two design principles, i.e. identity and interactivity. Based on these findings, a high-fidelity prototype, named Storyworld, is developed. T-test analyses on results indicate significant improvement in overall creative writing skills, as well as grammar, structure and creativity. The prototype utilizes component-based design in the technical scaffolds, which is encapsulated in a tidy framework that can be personalized for individual learning needs. Our most important contribution is a proper framework combining technical scaffolds and pedagogical scaffolds that not only makes learning more effective and motivating for students, but is also cost-effective in redesigning and personalizing lessons and systems.