基于时间驱动的价值链成本控制案例研究

本文以核心企业S为例,分析企业价值链的整个过程以及价值链中成本与作业之间的相互关系,以时间为驱动因素进行作业成本计算,设计价值链成本控制模型,从而达到协调本企业供应链,整合价值链中各节点企业的作业成本信息,改进价值链中各节点运营效率,实现企业价值链的成本控制,增强企业竞争力的目的。     

信息技术教学浅谈

信息技术学科,是以培养学生的信息素养为主要目标的课程,在素质教育中占有非常重要的地位。在信息技术教学实践中,运用多种形式,利用现代化的教学方法和手段,把复杂的问题简单化,把抽象的东西具体化,让学生看得见,学得会,不断提高课堂教学效率,最终达到学生能独立灵活地运用信息技术解决实际问题的目的。     

“任务驱动法”教学模式在高职应用文写作教学中的应用

以高职应用文请示写作课堂教学为实例,结合学生日常生活和工作,采用＂任务驱动法＂教学模式,从教学任务的分解与实施、教学中的成效及应注意的问题等几个方面进行了具体的阐述,探讨了高职应用文写作教学的有效途径。     

“双”任务驱动式教学法在五年制高职英语班地理教学中的运用

＂双＂任务驱动式教学法是我尝试的在高职英语班让学生带着有关地理课程学习和常见地名、地理名词等的英文拼写及地图识读的双重任务展开学习,以使学生拥有学习的主动权并有利于英语班英语专业课程学习的教学方法。它的实施起到了活跃了课堂气氛、满足不同学生的学习需求、提高学生合作学习能力和动手能力、配合英语专业课程教学等效果,提高了地理教学的有效性。     

Emerging Educational Institutional Decision-Making Matrix

The ＂emerging educational institutional decision-making matrix＂ is developed to allow educational institutions to adopt a rigorous and consistent methodology of determining which of the myriad of emerging educational technologies will be the most compelling for the institution, particularly ensuring that it is the educational or pedagogical but not the technological imperative that drives the technology integration agenda. The matrix is designed to be used after some initial research into an emerging technology. Once a technology is put through the matrix, a member of options are available： （1） shelving the technology; （2） putting the technology on hold and maintaining a watching brief until the technology matures in the market; and （3） researching the product further by conducting a trial or placing in testing sandpit. After further research, the technology can be tested as a pilot to determine how well or otherwise, the technology works within the institution. If an emerging technology has more than one product associated with it, a second and third step in the matrix has been developed, and the second step assigns a rating to each of the categories within the matrix. With many products containing similar features, a third step has been developed to compare products on a feature level.     

创设思考问题的空间,引导探究性阅读

新《语文课程标准》强调,阅读是一个吸收和转换信息的心理过程,必须采取主动的阅读心态才能完成,而使学生进入主动阅读心态的必要条件之一就是＂问题驱动＂,使之产生悬念般的阅读期待。因而,阅读教学应致力于思考问题空间的创设,使其激发学生自主探究阅读的兴趣,能给学生提供一个独立思考、自我感悟、自主发展的空间,从而使学生走向探究性学习的境界。具体地说,创设思考问题的空间有以下三个特点：     

Nearest neighbor search algorithm based on multiple background grids for fluid simulation

The core of smoothed particle hydrodynamics (SPH) is the nearest neighbor search subroutine. In this paper, a nearest neighbor search algorithm which is based on multiple background grids and support variable smooth length is introduced. Through tested on lid driven cavity flow, it is clear that this method can provide high accuracy. Analysis and experiments have been made on its parallelism, and the results show that this method has better parallelism and with adding processors its accuracy become higher, thus it achieves that efficiency grows in pace with accuracy.     

任务驱动——学生思维发展的驱动力——以《建立超链接》为例

如何恰当地运用任务驱动法开拓学生思维是摆在每一位信息技术教师面前的重要课题。 1教学实例 下面就曾听到的《建立超链接》一堂课的一个片断谈我对“任务驱动”式教学的探索与认识变化过程。     

浅谈《公差与测量技术》课程教学方法与改革

本文对《公差与测量技术》教学的方法改革作了阐述,提出了教学方法改革和实施方案,以及成绩评定办法。采用任务驱动法与理实一体化相结合的教学模式,并对该模式的教学实施和教学效果进行了探索和总结。     

C语言程序设计项目化教材的开发

随着科技的发展,传统的高职c语言程序设计教材和教学方法已不适合当前的形势发展要求。因此,沈阳航空职业技术学院c语言教学组编写了《C语言程序设计项目化教渤。该教材以项目教学为背景,以知识目标、能力目标为主线,以理论联系实际为教学原则,以任务驱动为主要教学法。教材中的项目联系实际,具有实用性、趣味性、知识性,涉及的知识点由浅入深,强调知识的层次性和技能性,充分培养学生思维的渐进性及编程能力。