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891.
耿红卫 《宁波大学学报(教育科学版)》2013,(1):55-57
研究生要增加大量的知识储备,采用实践法、模仿法、切块法、作业法等撰写方法,提高学术论文质量;并掌握论文发表的途径,增加论文发表的命中率,提升论文发表的档次。 相似文献
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从大陆地区和台湾地区共选取8所不同层次高校的信息资讯学或信息管理与信息系统专业为案例,以台湾大学和武汉大学为重点案例,对该专业的学分分配、课程模块、课程性质、专业课程等进行详细分析,从通识教育、专业核心课程和专业选修课程三个方面探讨海峡两岸该专业的办学特点和差异,认为应适应环境,毋需过度纠结于专业核心能力的培养,应注重课程之间逻辑与层次的更新,理性对待多学科融合类课程,努力缩小与欧美国家的差距。 相似文献
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[目的/意义]通过模型设计和实证分析刻画研究生学术信息查寻行为特征、潜在规律,为图书馆信息服务和查询任务设计提供建议。[方法/过程]基于活动理论及其方法论构建研究生学术查寻行为的六步研究模型,以北京大学研究生为例,通过问卷调查和访谈收集相关数据。[结果/结论]构建研究生学术信息查寻行为的活动模型,分析个体查寻行为和合作查寻行为的主体、客体、工具、结果、子系统和结构特征,揭示研究生在查寻工具选择、障碍克服、合作查寻等方面的潜在规律,总结图书馆资源推介、定题咨询、信息素养教育和研究生查询任务设计方面的建议。 相似文献
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The ability of graduates to proactively develop, adapt and repackage their capabilities (or attributes) is an essential aspect of employability. This study was conducted at Deakin University, where graduate capabilities have been recast as graduate learning outcomes, and employability is frequently referenced. In light of significant curriculum reform to make graduate capabilities prominent, we investigated student perceptions of graduate capabilities and associated learning outcomes, as well as preparation for employment, to better understand how we can engage students in developing and showcasing their employability. We interviewed 45 students across 10 focus groups and qualitatively analysed their responses for commonly recurring themes. Focus groups were completed in two stages with data analysis and adjustment of questions between stages to enable validation and greater depth of understanding. Our analysis suggests that even with capabilities renamed as learning outcomes, students find graduate learning outcomes too generic to be meaningful and are most likely to engage with learning outcomes that are contextualised and assessed. Our case study illustrates ways to combat this – particularly the importance of assessment design and consistent, student-focused communication in engaging students in the development of capabilities and in the curation of evidence for employability. Students also suggest that advice from employers, professionals and recent graduates, and exposure to industry-related experiences could help make graduate capabilities more meaningful. 相似文献
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Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey
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April Richardson‐Hatcher Brian MacPherson Douglas Gould Jennifer Brueckner‐Collins 《Anatomical sciences education》2018,11(5):516-524
There are few graduate programs available for pursuing a doctorate in anatomy where students gain specific training in gross anatomy dissection and the responsibilities of a medical educator. In light of this fact, the University of Kentucky created a Graduate Certificate in Anatomical Sciences Instruction in 2006. This 12‐credit hour curriculum includes detailed training in gross anatomy and/or neuroscience courses, practicum experiences, a seminar class in pedagogical literature, and a course in educational strategies for the anatomical sciences. The award of certificate completion affirms that the candidate has demonstrated faculty‐supervised proficiency in anatomy dissection, instruction in anatomy topics, and teaching strategies for anatomy. Seventeen graduate students have earned the certificate since its inception; nine students accepted teaching positions in anatomy following their graduate training and currently nine certificate graduates have assistant (six) or associate (three) professor positions in academia. In 2016, an anonymous survey including Likert‐style and open‐ended questions was emailed to all certificate graduates. Graduates favorably responded (each question averaged 4.4 or greater out of 5) that the certificate increased their awareness of teaching‐faculty responsibilities, adequately prepared them for teaching‐related duties, and positively contributed toward their first employment. Graduates indicated that the lecturing and dissection experience, awareness of faculty responsibilities, and job preparation (e.g., teaching philosophy development) were the most helpful aspects of the certificate. These results indicate that the Graduate Certificate in Anatomical Sciences Instruction is viewed by its graduates and their employers as a valuable teaching credential that can be attained alongside a basic science degree. Anat Sci Educ 11: 516–524. © 2018 American Association of Anatomists. 相似文献
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Kyriaki Makopoulou 《Physical Education & Sport Pedagogy》2018,23(3):250-266
Background: Research evidence on what makes CPD effective is accumulating. Yet, fundamental questions about the specific features that lead to programme success. Furthermore, very little research investigates the nature and quality of CPD providers’ (tutors) practices. Taking a closer look at how CPD providers support teachers to learn is therefore an important direction for research in order to offer specific guidance on how to design and deliver future CPD programmes for maximum impact.Purpose: The present study aimed to advance this line of inquiry by seeking to examine tutors’ perceptions and practices in the context of a short course on Inclusive Physical Education. Two research questions were addressed: (1) What were the tutors’ perceptions of effective CPD delivery? And (2) How were these interpretations evidenced in practice? The short course, delivered by 40 different tutors across the country, was part of a National CPD programme which reached and educated over 5000 school staff in England. The scale of this programme thus offered an ideal setting in which to address the research questions.Participants and setting: A case study design was adopted where the case was identified at the level of individual courses. A cluster sampling procedure was adopted (one cluster for each of the nine geographical areas in England). Where possible, systematic sampling within the nine clusters was employed (i.e. collect evidence from the first two courses delivered in each cluster each year). A total of 27 courses, delivered by 20 tutors across eight geographical areas in England, were selected as cases and all tutors involved in their delivery were invited to participate in the study.Data collection: To explore tutors’ perceptions of effective CPD delivery (research question 1), qualitative data were collected via an online questionnaire and individual interviews. To examine how these interpretations were evidenced in practice (research question 2), both quantitative and qualitative data were collected via systematic observations and ethnographic field notes.Data analysis: Qualitative data were analysed using a constructivist approach to grounded theory. Quantitative data from the observations were entered into SPSS version 21 (IBM Statistics) for analysis.Findings: Findings indicate that tutors’ perceptions and beliefs did not always materialise. Data from the observations suggest variation in the ways tutors structured, supported and facilitated professional learning. This variation was evident not only in the actual time dedicated to practical vs. theoretical activities and active vs. passive learning opportunities but also in tutors’ ability to facilitate professional learning. This finding suggests that there is a significant set of skills involved in supporting, nurturing and challenging professional learning in CPD contexts. It is therefore important to consider how tutors can be best supported to develop and implement these skills effectively.Conclusion: The results consolidate existing understandings about the importance of (inter)active and practical learning opportunities in CPD; but also add nuance and detail on the diverse ways in which tutors engaged participants in the learning process. Findings draw our attention to the important issue of the selection and continuing education of CPD tutors. 相似文献