经济管理类课程开展案例教学的探索

在职业院校经济管理类课程中开展案例教学,可以形象地传授管理知识,将学习者置于复杂的经济管理现实环境中,更好地理解经济管理理论和知识.在具体的案例教学中,要提出一个没有明显正确答案的问题,引起学习者的争论,并运用案例中的信息思考问题.教师在案例教学中作为组织者、引导者应做到使讨论井然有序,协助学生理清思路,监督学生学习进展情况.     

某些4-氨基-1-氮杂-1,3-丁二烯(Ⅱ)新化合物及其3-氯(Ⅲ)和3-溴(Ⅳ)衍生物的合成

用希夫碱(Ⅰ)在无水三氯化铝(AlCl_3)或二异丙胺锂(LDA)与氯化锌乙醚溶液(ZnCl_2·OEt_2)存在下加成于腈类化合物,制备了一些新的4-氨基-1-氮杂-1,3-丁二烯(Ⅱ)。用N-氯琥珀酰亚胺(NCS)和N-溴琥珀酰亚胺(NBS)与带有3-位烯胺氢原子的化合物Ⅱ合成了3-氯(Ⅲ)和3-溴(Ⅳ)衍生物。全部化合物Ⅱ、Ⅲ和Ⅳ都经MS、~1H和~(13)C NMR定性,文中给出了其MS、~1H和~(13)C NMR数据。     

Practicum teachers’ use of mobile technology as measured by the technology acceptance model

ABSTRACT

This study utilized the Technology Acceptance Model (TAM) to examine practicum teachers’ current use of mobile technology and their intentions of use in the future. A survey was conducted to better understand the relationship between practicum teachers and their potential assimilation of technology into classroom practice. The survey questionnaire was administered to 100 undergraduate students at [institute withheld], [country withheld]’s teacher preparatory university. The following four key constructs of the TAM were assessed: perceived ease of use (PEU), perceived usefulness (PU), subjective norm (SN), and behavioural intention to use (BIU). The impact of practicum teachers’ gender and academic subjects on their acceptance of technology were also investigated. The present study found strong links between PEU and PU. While practicum teachers perceived mobile technology as being useful and intended to use it in their classrooms, BIU was not significantly impacted by PEU, PU, or SN. The data also suggested that gender did not affect BIU while practicum teachers’ academic subjects might be an indicator of their future intentions to use mobile technology. With these findings, recommendations are made to further improve the integration of mobile technology in classroom practice.     

服务语言的使用原则

作为工作用语的服务语言,在客我交往活动中,必须表现出明确的服务目的性,因而有别于人们日常的交际语言.从业人员使用服务语言,符合规范性,保持文明礼貌,并与语境相适应,必须进行严格的自我调整和控制.     

大学的城市城市的大学——"三区"联动之同济模式研究

科教兴市战略的提出,需要大力发挥高校在城市发展与建设中的作用。“三区”联动即以大学校区为依托,以科技园区为平台,以资源在公共社区的集聚、共享、融合为抓手,是落实科教兴市战略的具体策略。以同济大学为例,分析大学在“三区”联动过程中存在的问题和障碍,进而提出针对性的解决措施。     

激发探究兴趣 培养创新能力

现代学习方式是一个多维度、多层次的开放系统，基于地理课程理念和目标，文章就如何激发学生的探究兴趣，培养擘生的创新能力加以探讨：①创设教学情境，激发探究兴趣。②重视实践合作，培养创新能力。③发展信息教学，培养创新人才。     

Seminar教学法、案例教学法及其课堂教学模型构建

Seminar教学法与案例教学法是当前国外流行的大学学科教学改革的主要运用方法。这两种方法试图改变传统的“传授——接受”单向教学模式，真正促进课程教学中的“教学相长”。以公共政策学课程教学改革为例，可以使用这两种教学方法建构一般的课堂教学模型。     

旅游形象定位的多维视角透视--以南阳市卧龙区为例

区域旅游形象由地方性和受众共同影响，但在实践中，它还受到行政区划、旅游形象层次性等多方面的影响。根据南阳卧龙区的实际情况，发现在其旅游形象定位中必须综合考虑到多方视角，才能准确、合理而又科学地对它定位。     

Interaction between supply chain risk and organizational performance

To offer a theoretic guidance to practice, on the basis of the work in an emerging strand of supply chain management and by matching the constructs of performance and risk together, a framework between supply chain risk management and organizational performance is developed. The framework includes a series of mutually associated processes as follows: risk sources and profiles, risk and performance drives, risk and performance consequences, risk management responses, and risk and performance outcomes. Furthermore, every process is elaborated on in detail. Thereinto, organizational performance consists of efficiency and effectiveness which is linked to risk drivers and risk management responses. Finally, some necessary discussions and supplements are put forward from a practical point of view. This study is to some extent expected to be conducive to the theories and the practice of supply chain management for contemporary enterprises.     

创业教育：职业学校推进半工半读教育模式的新途径

创业教育是当前职业教育的一个新思路.文章首先分析了职业教育半工半读模式中存在的一些现实问题,进而指出创业教育是解决这些问题的一个有效途径.然后,分别从教育类型、课程设置和师资队伍建设等三个方面,对如何构建半工半读模式中的创业教育体系问题进行了详细阐述.最后,进一步指出只有通过全社会的共同努力,才能真正将创业教育模式有效地推行下去.