职校实习生身份认同感研究

在职业院校中,知识的习得和技能的掌握通常被视为实习生发展的核心问题,而实习生身份通常被置于核心议题之外。越来越多的研究表明,对于职校实习生,特别是那些正置身于真实工作情境中的实习生而言,身份认同问题并非次要问题。     

浅析文化身份认同与语言学习

语言是文化的载体,也是文化交流、保存和传承的工具.语言学习的过程同时也是文化学习的过程,因此语言学习在学习者文化身份的构建过程中起着至关重要的作用;反过来,文化身份认同也影响着语言的学习.二者相互影响,相互制约.如何正确理解和看待语言学习和文化身份的关系,有助于语言教学和学习者文化身份的保存与维护.     

工作场所学习过程及其影响因素分析

工作场所学习既是学习型社会的必然要求,也是个人自身发展和企业不断注入活力的一种重要方式。工作场所学习有利于促进个体的终身可持续发展,有利于个体充分发掘自身潜力,有利于丰富国家的人力资源。分析工作场所学习过程的影响因素具有十分重要的意义。     

师范实习生身份认同过程

对于高等师范大学的学生而言,四年大学教育经历促使个体反思性地理解"教师是谁""我是谁""我的教育信念是什么"等问题。在四年大学的教育经历中,高师学生不断地建构着个体的身份认同。相比较而言,作为实践类课程的教育实习,可以为高师学生提供真实的身份体验场域,促使实习教师在实践层面上真正体验到教师之感,这种来自实践层面的体验会积淀在个体的生命之中。学生身份的顺延在教育实习实践中,实习教师经历着原有学生身份的顺延、教师身份认同焦虑以及他者镜像下的群体身份认同、自我建构后的教师身份自觉等几个阶段。     

工作场所学习的影响因素及障碍分析

随着工业社会发展与现代学习理念激变,工作场所学习逐步受到社会关注与重视.工作场所作为一个系统环境,其内在物理空间以及社会、组织和文化等因素,对学习产生了整合影响.因此,基于工作场所学习的系统环境,分析了工作场所学习的影响因素及其实施存在的障碍,以期对工作场所学习发展困境和未来发展重点与方向有更深入的认知.     

新市民身份认同的影响因素

根据我们的调查,大连市外来人口的心理归属感整体不高,中等收入和居住在原开发区的移民身份焦虑感较强。收入高低与移民的身份认同度不成正比,拥有户籍可一定程度上增强外来人口身份自信,居住地和本地市民的眼光会对其身份认同产生明显影响。因此,调控移民规模需要强化文化层面的考虑。     

还原职校生的实习“身份”

<正>2013年第3期《职教论坛》刊发蒋家宁、伍雪辉的文章,聚焦职业院校实习生的"身份认同"问题。文章指出,对于职业院校而言,知识的习得和技能的掌握通常被视为实习生发展的核心问题,而他们的"身份"却常常被忽略。研究表明,对于实习生,特别是那些正置身于真实工作环境中的实习生而言,他们在实习过程中需要经历原有学生身份的顺延、实习身份认同焦虑以及他者镜像下的群体身份认同等几个阶段。现实中,学生们"怀着兴奋和激动的心情进     

工作场所学习与情境学习探究

近十年来,工作场所学习、情境学习等一些新的学习方式逐渐成为成人学习的新方式,这一新的研究领域也逐渐进入研究者的视野,成为国内外学者关注的焦点。本文通过分析工作场所学习与情境学习的概念内涵及特点,试图对工作场所学习与情境学习有更深入的了解。笔者希望这篇文章能对成人利用这两种新的学习方式学习有所帮助     

工作场所学习职教课程实施的环境条件

基于工作场所学习的职教课程是目前国内多数职业院校采用的一种新的职教课程开发模式,它彻底改变了学科体系的课程结构观,建立起与职业岗位体系相适应的课程体系。但是这种新的课程理念推广应用的效果并不如人意,其主要原因是忽视了这种职教课程的实施环境。因此,有必要对工作场所学习职教课程的结构观,工作场所学习职教课程开发的关键要素以及在本土化实施的边界条件——环境要求进行讨论。     

Seizing Workplace Learning Affordances in High-Pressure Work Environments

Work in call centres is often presented as a form of unskilled labour characterized by routinization, technological surveillance and tight management control aimed at reaching intensive performance targets. Beyond delivering business objectives, this control and efficiency strategy is often held to produce counterproductive effects with regard to employee well-being and the quality of customer interactions. Yet, almost contrarily, based on evidence from ethnographic field data from a call centre for sales and customer support, a particular instance of individual agency is identified as a means to transcend the structuring influence of technology and management regulation. Noticeably, such a manifestation of agency is also aligned with workplace learning when seen as active engagement in work practices. Contrary to universalistic accounts of neo-Tayloristic assembly line workplaces with high levels of emotional labour, this paper supports a more differentiated and nuanced view of tele-service workers, marked by the exercise of their subjectivity and agency. It argues that an apparently harsh work environment creates distinct conditions for rich learning and practice regeneration when populated by individuals with diverse life histories or ontogenies that influence their enactment of work with self-defined interests and identity formation pursuits being directed by their personal agency.     

Review of Gendered Talk at Work:Constructing Gender Identity Through Workplace Discourse

Gendered Talk at Work: Constructing Gender Identity Through Workplace Discourse , published in 2006 by Blackwell Publishing, is an eminent monograph in the study of sociolinguistics. This paper begins by offering a general introduction to the book, goes on to conduct a detailed chapter-by-chapter review and then ends by stressing its three merits and demerits, namely: On the one hand, this book successfully connects theory with empirical research; It has largely avoided drawing simplistic conclusions; It has wide social implications. However, on the other, this monograph is not immune to gender bias and its conclusions are limited to a certain social sphere.     

PBL教学法在临床药学带教中的应用

目的:通过PBL教学法在医院临床药学实习生中的应用,培养出满足医院药学服务需求的药学专业技术人才。方法:带教老师提前准备好带教案例,对医院临床药学室实习生带教采用PBL教学法。结果:通过PBL教学法在医院临床药学室实习生中的应用,实习生解决问题的技能和自主学习的能力显著提高。结论:PBL教学法在医院临床药学实习生中的应用,将有利于实习生更好更快地掌握医院临床药学的工作内容,有助于实习学生综合素质的提升。     

Routine-Generating and Regenerative Workplace Learning

The research discussed in this article focuses on workplace learning in industrial manufacturing work. Everyday work episodes contributing to workplace learning are investigated in four companies operating in the Finnish and Swedish package-supplier sectors. The research adopts a qualitative, interpretive approach. Interviews with employees and managers along with workplace observations were used to gather data on work and learning. The findings indicate that workplace learning may have two purposes: routine-generating learning that contributes to the basic job mastery, and regenerative learning that promotes employees’ ongoing competence and generates new work methods. Routine-generating learning occurs when an employee joins an organization and is planned, supported, and assessed in the companies. However, the lack of job rotation delimits further routine-generating learning. Regenerative learning takes place at the individual level but is not adequately supported at the collective level. The paper advances practical ideas on how to promote these two instances of workplace learning in industrial work.     

职场学习的优势与理论辩护

职场学习是发生在工作场所中的学习,是在参与真实任务,并获得熟练成员直接或间接指导的活动中获得知识和技能的途径,与课堂教学相比,它能够更有效地发展学生的工作技能,促进他们的心理发展,促使他们使用新的思维模式,还有助于提高他们的学术成绩.职场学习强调主动的活动、情境、社会、文化、实践共同体等要素对学习的关键作用,一方面,这些是其优势的成因;另一方面,实用主义哲学观、建构主义学习理论、活动理论、情境学习理论等也为职场学习的合理性和有效性提供了理论辩护.     

叙事在工作场所学习中的作用探析

在终身教育、终身学习的时代,人们对学习方式的关注日益增强,工作场所学习,这一成人人生重要阶段--工作阶段的重要学习形式,成为关注研究的焦点.工作场所学习是成人学习理论的重要组成部分,它对成人学习发挥着至关重要的作用.叙事是工作场所学习的重要学习样态,着力探析叙事在工作场所学习所发挥的各种作用,以有效促进工作场所学习.