职业教育教学方法的创新与实践

在课堂上引入案例教学方法,在学生中提倡研究性学习,在教学内容上提倡教师自主创新课程模块。教育创新要依赖于教师的创新,教师要能够成为"导师",学生要由被动听课变为主动思维和探讨,"会学"重于"学会"。在教学过程中引入相关软技能,让学生要学会和客户打交道,从而提高职业素质和岗位工作能力。     

Affinity spaces,literacies and classrooms: tensions and opportunities

Building communicative competence in textual and multimodal literacies has become a linchpin of learning, of engagement with the world, and of participation in online and blended spaces. Young creators now compose online and with digital tools, often in what we call “user‐generated content affinity spaces” – interest‐based spaces that focus on creating and sharing self‐made content. Such spaces focus on processes of developing users' creations and sharing the products with an audience. These spaces have been inspirations for teachers to reinvigorate classroom practices and expose students to learning opportunities for creation and critique. But questions remain about models of participation in such spaces, especially those that idealise youth who are the most highly engaged while ignoring those whose participation is less visible. Here, we share three experiences of bringing user‐generated content affinity spaces into more formal learning environments and reflect on the tensions emerging from these efforts. We end by outlining steps to develop theory and interventions to navigate tensions and propel the field forward.     

协同创新视角下战略性模块供应商的评价及管理机制研究

互联网时代,引入优秀的供应商对于企业技术创新有着至关重要的影响!针对现有关于供应商参与协同创新的模式和评价机制研究的不足,本文首先探讨了互联网情境下模块供应商与企业的全流程协同创新模式。其次,提出了一种模糊协同评价方法来解决战略性模块供应商的评价和选择问题,并重点定义了全流程评价指标,引入模糊数概念来描述评价相应指标值,并基于企业全流程部门角度对模块供应商进行了模糊协同评价。为了保证优秀战略性模块供应商资源进入、不合格资源滤出,推动其持续改善并积极参与协同创新,本文提出了"恪守契约精神,共生共赢、超利分成"等针对战略性模块供应商的管理机制。最后,结合青岛海尔制冷器具产品引入战略性模块供应商的实际案例,进一步验证本文所提出理论的可行性和适用性。