一对一旅游营销刍议

一对一营销是21世纪发展起来的一种新的营销模式。随着知识经济时代的来临和信息技术的飞速发展，为旅游企业开展一对一营销创造了极为有利的条件。一对一旅游营销包括识别、区分、互动和订制等四个关键的步骤。旅游企业实施一对一营销，能为顾客提供多样化和个性化的服务，提高顾客的满意度，培养忠诚的顾客。     

One-to-One Computing and Student Achievement in Ohio High Schools

This study explores the impact of one-to-one computing on student achievement in Ohio high schools as measured by performance on the Ohio Graduation Test (OGT). The sample included 24 treatment schools that were individually paired with a similar control school. An interrupted time series methodology was deployed to examine OGT data over a period of 5 to 8 years. Overall student performance and content-specific achievement in math, reading, science, social studies, and writing were not significantly affected by the introduction of 1:1 computing. Treatment schools using a netbook device produced the greatest overall change in scores.     

“一对一”数字化教学模式初探

信息网络时代正在改变着我们的教育教学方式,基于网络自主学习平台的"一对一"数字化教学模式,能够充分利用网络资源对学生的自主学习进行引导。应在一线教学中探索这种教学模式的界定、设计流程、各教学环节的相应策略,以及应用过程要注意的事项等,总结出相关的经验。     

No student left behind: a collaborative and competitive game-based learning environment to reduce the achievement gap of EFL students in Taiwan

How to close the achievement gap in the classroom so that no student is left behind becomes one of the most important issues nowadays. This study aims to construct a collaborative and competitive game-based learning environment to improve English proficiencies and reduce the achievement gap for disadvantaged students. The Wireless Crossword Fan-Tan Game (WiCFG) system was implemented to provide teachers with an innovative approach to guide students’ learning through a positive involvement with the uses of tablet PCs. The experiment was conducted in an elementary school in Taiwan to investigate whether this approach would facilitate students’ learning effectiveness and interactions. Thirty sixth-grade students were randomly assigned into a control group and an experimental group. Both qualitative and quantitative data were collected from surveys, interviews, observations and video-recordings. The results indicate that integration of the WiCFG system in the collaborative and competitive game-based learning environment leads students to a better interaction between different levels of students. This innovative approach might have the potential to close the achievement gap for disadvantaged students. Moreover, some principles of the classroom strategy are suggested as guidelines.     

Exploring young children's (mathematical) thinking: preservice teachers reflect on the use of the one-to-one interview

One-to-one interviewing is one of the most powerful ways of exploring young children's thinking. While there are a few studies which report the use of this pedagogic strategy by preservice teachers, more are needed. This paper describes an early childhood mathematics education assignment which preservice teachers in a teacher-education college in Ireland undertake with four- and five-year-old children. It presents an analysis of data from a selected sample of 58 preservice teachers' reflections on their dialogues with individual children. It describes how the preservice teachers engaged with the process of interviewing the children; how they reflected on their interactions with the children; their reflections on the children's engagement; and their reflections on young children's mathematics generally. Some dilemmas faced by the participants in the course of the interviewing are highlighted. Findings demonstrate the integrated nature of the knowledge that early childhood teachers need to teach early childhood mathematics effectively. The learning arising from this assignment relates to early childhood mathematics thinking, to the psycho-social nature of learning in early childhood and to pedagogy in early childhood education.     

"一一制"普通高校学生体育课成绩评价体系的调查与分析

选定学生对“一一制”的态度等组成调查问卷发放给2001级学生,收回有效问卷906份,归纳反馈信息得出:“一一制”普通高校学生体育课成绩评价体系公正、公开、科学、先进、易操作,学生成绩分布合理,收效甚佳,可以替代“四合一式”普通高校学生体育课成绩评价体系.     

高职声乐教学中“一对一”加小组讨论的微格模式

根据生源现状及其特点,借鉴微格教学理念,探索＂一对一＂加小组讨论的教学模式。     

对外汉语一对一教学的几个问题

对外汉语一对一教学是汉语作为第二语言教学的重要组成部分。相对于传统课堂教学,它具有较强的针对性。互动教学法可以更有效地改善教学质量,使教学活动变得丰富多彩、灵活多样。对外汉语一对一教学模式存在着一定的局限性。     

理论、实践、检思:“一对一”司法实务实习教学模式的构建

邵阳学院法学专业构建的"一对一"司法实务实习教学模式,既有对西方传统学徒制法学教育模式的借鉴,又契合了创新型应用型法治人才培养的要求,同时也是对我国创新型应用型法治人才培养现状的回应。这一模式的构建经过了多年的实践、探索,它抓住了法学学科实践性强的特点,遵循了创新型应用型法治人才培养理论与实践并重的育人规律,有效地契合了法律院校与法律实务部门合作育人机制,为地方本科院校解决创新型应用型法治人才培养过程中实践教学师资、场地等教学资源不足问题,提高应用型创新人才培养质量提供了良好的解决方案。但"一对一"司法实习教学实践中也存在一些不足,诸如对"一对一"内涵理解教条化、指导法官教学技能缺乏等,这些都需要在实践中进一步完善。     

Technological,pedagogical and content knowledge in one-to-one classroom: teachers developing “digital wisdom”

One-to-one (1X1) laptop initiatives become prevalent in schools aiming to enhance active learning and assist students in developing twenty-first-century skills. This paper reports a qualitative investigation of all 7th graders and their 15 teachers in a junior high-school in Northern Israel gradually implementing 1X1 model. The research was conducted during a second year of 1X1 implementation at the school level, which was a first year of teaching and learning with laptops for all study participants. The study triangulates non-participant lessons’ observations and semi-structured interviews with 15 teachers. The data were collected twice: at the beginning and toward the end of the 2011–2012 academic year – in total, 30 observations and 30 interviews were conducted. The results were examined through phenomenological research techniques and discussed in terms of the technological, pedagogical and content knowledge (TPACK) and “digital wisdom” approaches. The teachers showed significant increase of technological knowledge. However, only moderate connections between technology and pedagogy as well as between technology and content were found. Some of the teachers functioned as moderators, scaffolding students and supporting their individual or collaborative learning. However, many teachers struggled with effective management of 1X1 classroom. Neither conjunction of teacher TPACK nor facilitation of student digital skills was observed. The paper suggests an overlap of the TPACK framework and the digital wisdom approach and provides implications for curriculum developers and educational policy-makers.