高校信息化教学环境的建设与探索——以西北工业大学为例

信息化教学环境是高校数字校园的重要组成部分。文章结合西北工业大学的建设实践,阐述了信息化教学环境的建设思路和方案;重点分析了教学活动支撑、资源制作与管理、网络学习支持和实时教学评估四个平台的系统组成;介绍了学校建设情况和实践效果;最后提出了运行管理中应注意的几个问题。     

面向教育行业的信息化知识库系统的框架研究

教育信息化知识库是对教育信息化建设起支撑作用的知识集合。构建教育行业信息化知识库对于教育信息化的深化发展意义重大。在分析教育信息化的知识库的建设背景、目的和意义的基础上,文章对教育信息化知识库系统的整体框架作了研究,重点阐述教育信息化知识库的内容构成和支撑软件的参考模型,并对其建设、应用和管理模式做了初步的探讨。     

从教育视角谈电子游戏分级标准的制定

文章在介绍国内外游戏分级制度的基础上,分析了游戏分级的必要性,并从教育视角提出了游戏分级标准中存在的问题。针对这些问题作者提出了相应的改进策略:游戏评定标准多样化;注重教育工作者的参与;关注文化传播的影响;重视教育游戏的推广。     

时间管理:远程教育学习支持的新视角

在分析远程学习者时间管理问题的基础上,初探了时间管理支持对远程学习者的重要意义,并提出时间管理支持应包含的主要内容,即进行时间管理行为训练;信息技术能力培养;建立在线时间管理监控系统。     

中小学科学探究学习平台的设计

从科学探究的基本理念出发,通过对国内外相关研究项目的调研,以及对科学探究支持软件的案例分析,总结它们的优缺点,构建了一个集科学探究学习活动管理与探究数据处理于一体的科学探究平台模型,并指出了该模型的应用前景。     

高职管理学基础课程实训模式

在分析高职管理课程特点与总结长期改革实践经验的基础上,探索提出坚持能力导向、项目驱动的原则,以模拟管理为主体,以团队自我控制为主导,构建以能力训练单元为基础的三级实训结构体系。     

高职商务英语专业发展及其实践教学模式研究

由于对实践教学及其体系构建等方面缺乏研究,我国高职院校商务英语专业在快速发展的同时,正在遭遇毕业生实践能力不强、就业途径不畅等棘手问题。构建商务英语专业"开放式"实践教学模式对培养学生的技能和能力非常有效,它通过三级实训,从单项到综合、从简单到复杂、从校内到校外,梯次进行,循序渐进,达到了学校培养与用人单位的岗位需求无缝对接的效果,从而缩短学生在校学习和工作岗位之间的距离。     

A Study of the Effectiveness of Web-Based Homework in Teaching Undergraduate Business Statistics

Web-based homework (WBH) Technology can simplify the creation and grading of assignments as well as provide a feasible platform for assessment testing, but its effect on student learning in business statistics is unknown. This is particularly true of the latest software development of Web-based tutoring agents that dynamically evaluate individual students' skill level and purport to respond with appropriate, targeted teaching to improve learning efficiency. In this article, we compare traditional, textbook-based homework assignments with three systems of WBH for undergraduate business statistics courses: ALEKS, PH Grade Assist, and custom-made online quizzes in Blackboard. These systems represent a range of media from artificial intelligence–based tutoring to instructor-controlled objective testing. Using a common assessment test, we compare the performance of students taught with these different systems. Our study finds, as we anticipated, that student performance depends significantly upon teacher experience and student academic competence. Once these factors are controlled for, however, the technique used to deliver homework makes little difference in student success. In contrast to other published research, we do not find any advantage to automated tutoring and identify some limitations of this approach based on both instructor and student feedback.     

Trade-Offs, Biases, and Uncertainty in Project Planning and Execution: A Problem-Based Simulation Exercise

The ability to plan and execute projects is a fundamental skill required among managers and business school graduates. In the opening phase of a project, the project team makes decisions about the relative priority of project time, cost, and performance objectives, oftentimes without complete information about customer and stakeholder requirements. Existing project management curriculum assists in developing skills to decide among these priorities in the abstract through paradigms such as the time–cost–performance triangle, with limited attention to the improvement of skills required to develop solutions to these trade-offs, particularly in uncertain and ambiguous project environments. Further, there is often an underlying bias in project teams toward consideration of the project task and project deliverables and reduced attention to time and cost objectives. This study demonstrates the benefits of a balanced approach to setting project time, cost, and performance objectives using a goal-based simulation exercise entitled "The Bridge to Project Leadership." Results for 124 project teams illustrate the tendency to ignore this balanced approach, resulting in reduced project performance, even among experienced project managers.     

A study on the effects of education welfare action zone policy in Korea

This study was designed to analyze the effects of the support programs provided in education welfare action zones. Education welfare action zone policy came into effect by government from 2003 to guarantee actual educational opportunity to disadvantaged children in urban areas by providing educational, cultural, and welfare service. Education welfare action zones were selected in low-income group area in the metropolis. In this regard, both quantitative and qualitative analytical methods were used to ascertain the effects of the program. The qualitative analysis included a preliminary examination of conditions prior to the actual commencement of the program, which was then followed by an investigation of specific schools used, as case studies in order to identify the changes that had taken place during the program’s implementation process, and the program’s effect. Meanwhile, a quantitative analysis was employed to verify the actual changes that took place in several different aspects, changes that were revealed by the case studies.