高职外贸函电课程设计之研究——基于胜任力的视角

胜任力能够区分业绩优秀者和业绩一般者,是反映高职院校毕业生对工作适应能力的重要指标;外贸函电是商务英语专业一门操作性很强的专门用途英语课程,旨在面向进出口企业培养能够进行贸易合同磋商及程序履行能力的外贸业务员。文章以外贸业务员的胜任力为基准,对高职商务英语专业核心课程外贸函电进行设计。     

医学信息专业毕业生的职业能力与课程体系改革

调查了中国医科大学医学信息专业20届毕业生的职业能力,分析了用人单位对医学信息专业毕业生职业能力素质的要求,评价了目前中国医科大学医学信息专业的课程体系,提出了包括修订专业培养目标、改革课程体系的具体措施及提升专业信心等改革医学信息专业课程体系的建议。     

论坛写作环境下英语专业学生思维能力的发展研究

针对中国东部的一所大学开设的“本科毕业论文设计”课程进行定性研究,旨在探究一批英语专业学习者在论坛写作环境中的思维过程,从而揭示和了解他们在思辨和创新能力、信息处理能力以及推理能力这三方面思维能力的发展过程,并且挖掘出影响他们思维发展的积极和消极因素.希望能给思维能力发展的相关研究与教学实践提供一定的启示作用.     

Exploring the Difference Between “Concrete” and “Abstract”

Abstract

This article discusses the results of a study concerning the interactive effects of learning style and computer competency on student satisfaction in library and information science (LIS) distance learning courses. “Concrete” and “abstract” learners react differently to online courses given different technology backgrounds. This study finds a statistically significant relationship between student satisfaction with Web-based courses, the grouping differences of learning style preferences (converging, diverging, assimilating, accommodating), and computer competency (high level and low level). The study concludes that, when students differ with regard to computer competency, there is a difference among learning styles with respect to student satisfaction level.     

Impact of a Scientist–Teacher Collaborative Model on Students,Teachers, and Scientists

Collaborations between the K-12 teachers and higher education or professional scientists have become a widespread approach to science education reform. Educational funding and efforts have been invested to establish these cross-institutional collaborations in many countries. Since 2006, Taiwan initiated the High Scope Program, a high school science curriculum reform to promote scientific innovation and inquiry through an integration of advanced science and technology in high school science curricula through partnership between high school teachers and higher education scientists and science educators. This study, as part of this governmental effort, a scientist–teacher collaborative model (STCM) was constructed by 8 scientists and 4 teachers to drive an 18-week high school science curriculum reform on environmental education in a public high school. Partnerships between scientists and teachers offer opportunities to strengthen the elements of effective science teaching identified by Shulman and ultimately affect students’ learning. Mixed methods research was used for this study. Qualitative methods of interviews were used to understand the impact on the teachers’ and scientists’ science teaching. A quasi-experimental design was used to understand the impact on students’ scientific competency and scientific interest. The findings in this study suggest that the use of the STCM had a medium effect on students’ scientific competency and a large effect on students’ scientific individual and situational interests. In the interviews, the teachers indicated how the STCM allowed them to improve their content knowledge and pedagogical content knowledge (PCK), and the scientists indicated an increased knowledge of learners, knowledge of curriculum, and PCK.     

基于店长胜任力的连锁经营管理应用型本科人才培养

应用型本科教育定位于培养理论应用人才,强调与职业胜任力对接。在连锁经营管理应用型本科人才培养中选择店长作为目标岗位更能有效满足企业人才需求,有利于学生熟悉基本业务活动、培养经营管理能力,拓展职业发展空间。基于店长胜任力构建了包括知识、技能、能力和个性特征四个方面的连锁经营管理应用型本科人才培养目标,提出了优化课程设置、搭建知识融通平台、强化实践教学、综合测评学生职业胜任力等人才培养策略。     

Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation

ABSTRACT

Promoting preservice science teachers’ experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students’ experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year. Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N?=?16). Independent observers rated preservice teachers’ group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed.     

我国义务教育阶段学生核心素养模型的构建

近年来,学生核心素养模型的建构成为推动世界教育改革的重要环节。通过总结质量标准建立的需要,梳理国家宏观教育目标,分析当前国际形势,提出我国基础教育阶段学生核心素养的概念内涵;并指出核心素养必须能够指导教师日常教学、促进教育评价、指引教育改革发展方向;在核心素养的遴选时要遵守素养可教可学、对个体和社会都有积极意义、面向未来且注重本国文化这三个原则。我国义务教育阶段学生核心素养的遴选应注重一贯性、发展性与时代性,其建立过程需要广泛征集教育利益相关者意见,要处理好核心素养与教育改革和发展的关系,让其更好地服务教学实践,要完善核心素养测量与评价体系,推进其服务教育评价领域。     

基于胜任特征的大学生职业生涯管理研究

造成大学生就业困难的因素很多,但不能有效进行职业生涯规划与管理是其中的重要原因。基于胜任特征的大学生职业生涯管理主要包括基于胜任特征的职业生涯诊断、职业生涯目标确定和职业生涯的策略制定与实施三个步骤。将胜任特征理论引入大学生职业生涯管理领域,能够帮助大学生确定就业目标,将已经确定的就业目标进行分解。     

Fostering Cross‐Cultural Learning and Advocacy for Social Justice through an Immersion Experience in Puerto Rico

Our country's increasing social diversity, the richness and complexity of cultures, diversity of self‐defined individual identities, and complexity of cross‐cultural interactions make effective diversity teaching a challenging but critical need. In addition, for services to be provided in culturally competent manner educators must prepare social work students to understand and address the causes, dynamics and consequences of oppression in the life experiences of diverse populations. This article will describe a graduate travel study social work course designed to provide a cultural immersion experience in Puerto Rico. Anecdotal evidence of the students' transformative learning experiences and commitment to social justice advocacy are offered.