行动导向法在会计教学中的运用与思考

20世纪80年代起,开展了行动导向教学的讨论,这对德国职业教育发展产生了深刻的影响,成为德国职业教育改革的方向。多年来,由于受传统教育观念的影响,会计职业教育诸多方面存在的问题不容忽视。因而在转变职业教育观念,改进教学课程体系和教学内容的同时,还应大力提倡教学方法的出新。在会计教学中引入"行动导向教学法"不失为一种有益的尝试。     

基于行动教学理论的高职英语课程体系构建

借鉴行动教学理论,对高职英语课程体系构建进行了探索。以石家庄职业技术学院公共英语教学改革为试点,通过以＂水平达标教学模块＂、＂分层教学模块＂及＂专业入门模块＂为主要内容的模块化教学,建立新的英语教学评估目标,达到提高学生学习能力、职业能力以及终身学习能力的教育目标。     

遥信信号误报的分析与处理

摘要遥信是电力调度自动化的一项基本功能,然而遥信误报现象时有发生,严重威胁到调动自动化的运行。本文简要介绍了当前遥信误报的种类,并对最主要的遥信误报的原因进行了细致的分析。最后根据实际情况提出了三种具体的改进方法,有效地改进了遥信遥信误报的现象。     

农村妇女健康促进的体育行动与策略——基于广东省清远市J村妇女的行动研究

体育是促进健康的重要方式,然而现实中农村妇女健康状况令人忧虑,其体育参与也面临层层障碍。为消除农村妇女体育参与的困境,探索体育促进农村妇女健康的行动策略,以女性主义身体理论为指导,以广场健身舞为干预手段,对广东省清远市J村妇女进行健康促进的体育行动研究。发现:体育不仅能使农村妇女的健康状况得到改善,更能促进其健康生活方式的形成、自我认同的加强、社会支持的增多。认为:体育的健康行动策略需从“自我关注的提升”“自由的获得”“身体的掌控”“网络的构建”等4个方面进行规划,使农村妇女运动的主体性得以释放与满足,实现农村妇女的全面健康。     

Analysis of assessment practice and subsequent performance of third year level students in natural sciences

Abstract

Summative assessment qualifies the achievement of a student in a particular field of specialization at a given time. Questions should include a range of cognitive levels from Bloom's taxonomy and be consistent with the learning outcomes of the module in question. Furthermore, a holistic approach to assessment, such as the application of the principles of the Herrmann Whole Brain Model, needs to be used to accommodate learning style diversity. The purpose of this study was to analyse, assess and compare the summative assessment of two third year level modules in the Bachelor of Science degree programme, namely Biochemistry and Zoology as part of action research with a view to enhancing the professional development of the lecturers involved. The questions posed in summative assessments were classified in terms of Bloom's differentiation of cognitive levels and the four different learning styles determined by Herrmann. Spearman's non-parametric analysis indicated that no correlation existed in this study between cognitive level and student performance based on achievement. In addition, there was not much difference between the cognitive levels and student performance between the two disciplines. Although the students seemed to do better at application level questions, the authors need to reflect on whether the assessments were valid with respect to the learning outcomes, methods of facilitating learning, and the assessments based on cognitive levels and learning style preferences. We conclude that continuous action research must be taken to improve the formulation of learning outcomes and students' achievement of these outcomes and quality of student learning – the main aim being the successful completion of the modules.     

Affirmative Action for Gender Justice in South African and Kenyan Education Systems

Abstract

Since women struggled to access higher education during the colonial era, tackling gender imbalances post-independence became a major focus for Kenya and South Africa. The aim of this article is to demonstrate that affirmative action has not guaranteed gender equity in South African and Kenyan higher education systems. the author argues that, although higher education is generally available to all in both countries, women still struggle with access and “success”. This is besides the existence of post-independence higher education policies and parallel gender frameworks meant to bolster women’s access. The article uses a critical and thematic exploration of secondary literature, theory and data. The article contends that the unresolved gap between policies and the reality of the lived experiences of women exacerbates inequalities. It is suggested that both countries refocus and recalibrate existing policies and remedial action measures in order to ensure that academically deserving women are able to access and participate meaningfully in higher education.     

The power of/in Photovoice

ABSTRACT

Photovoice, which falls under the methodological umbrella of participatory action research (PAR), is a method of inquiry used to visually document and honor the knowledge(s), voices, and experiences of community members about particular issues affecting their lives. By privileging these voices, photovoice seeks to investigate, disrupt, and ultimately improve structures and practices that often fail to fulfill the needs of diverse populations. In this piece, the authors come together in vulnerable reflection to examine tension points that emerged during a photovoice project with English Language Learners at a middle school in Virginia, USA. Analyzing themes from journal entries and interviews, and reflecting on specific scenarios in which questions of power were at play, we conclude that it is important to ground any participatory inquiry in an explicit commitment to the emancipatory epistemological commitments of PAR so that when questions of power arise, researchers can refer back to those commitments as a kind of guiding compass.     

A longitudinal study of the impact of an environmental action

In a previous study, we investigated the impact of an awareness-raising campaign on the behaviour of secondary school children in the Centre Region of France, regarding the recycling of used batteries. But, was it a question of pro-environmental behaviour or simply an environmental action? To answer this question, a three-year longitudinal study was carried out, revealing that the awareness-raising campaign had a greater impact on stabilizing the children’s behaviour than on the adoption of sustainable pro-environmental behaviour.     

Community,self and identity: participatory action research and the creation of a virtual community across two South African universities

Fourth year students in psychology and social work from two South African universities worked together across boundaries of race and class in a course which required them to engage in a personal reflexive way with issues of community and identity. A combination of face-to-face workshops and online tutorial groups was used. The course was demanding of both staff and students, but preliminary analysis suggests that the creation of virtual communities may be of benefit in assisting students in their preparation for the challenges of working in a diverse and unequal society.     

Reflections on ‘creative’ action learning in business education: some issues in its theory and practice

The purpose of this paper is to consider some issues in the uses of what we have termed ‘creative’ action learning in a business education context, and to review some aspects of its practice. A review of the literature, including its use in higher education, is followed by a case illustration of its use in a UK business school with predominantly international students. Action learning is principally thought of as a human resource development practice and is widely used in a variety of public and private sector organisations. The focus here, however, is on the use of action learning in a business school setting and the application of specific creative thinking tools, in order to explore its potential for developing collaborative peer learning and support.