行动学习法在文秘专业能力培养中的应用

本文概括介绍了行动学习法含义和实施步骤,分析了行动法在高职文秘学生的职能培训中的价值与作用,提出了行动学习法应用于高职文秘学生的职业能力培养中的策略。     

军队转业干部培训的创新模式研究

转业是军队干部人生的一次重大转折,完善军队转业干部培训机制,切实提高对转业干部培训工作重要性的认识,对军队转业干部到新的岗位后,不断提高自身素质,较快地适应地方工作,为地方经济建设再作新贡献,具有十分重要的意义。     

合作学习模式在高校体育舞蹈教学中的实践

体育舞蹈是一门集体育运动与舞蹈展示为一体的教学科目,它其中含有丰富的运动成分、同时也渗透着一定的艺术元素,体育舞蹈教学活动的开展充实了大学生的校园生活,锻炼了他们的身体素质,培养了他们的审美能力,也有效带动了他们校园生活质量的提高,培养了他们积极健康的生活态度。本文分析了合作学习模式在体育舞蹈教学中的应用。     

“行动导向法”在职业核心能力训练中的实践研究

行动导向教学作为指导职业教育教学设计的原则在我国职教领域开始引进。考察了行动导向教学以及职业核心能力的的历史和主要特征。在此基础上,特别介绍了设计行动导向教学的项目教学法的实践,探究行动导向教学方法在职业核心能力培养中的意义及需注意的问题。     

探析在初中历史课堂中小组合作学习模式的创新应用

正将几年新课程改革的理念在我国行业不断深入,各院校间开始了大刀阔斧的教育改革,小组合作学习模式广泛被应用于初中课堂中,该学习模式是响应党的号召推进学生全面发展素质教育、以学生为中心、培养学生自主学习能力的有效措施。同时,小组学习模式在提高学生团队协作能力、加强学生知识的掌握能力、激发学生的潜能、引导学生发散思维等方面也有着显著的效果。然而,由于部分教师受到传统应试教育的影响较深,导致其对小组合作学习模式认识不全     

浅谈历史教学中的探究性学习——关于历史课堂教学模式的探讨

自主、合作、探究是新课程大力倡导的学习方式,力求改变课程实施过于强调接受学习、死记硬背、机械训练的现状,倡导学生主动参与、乐于探究、勤于动手以及交流与合作的能力。这一教育原则对于工作者来说,具有十分重要的指导意义。如何在历史课教学中体现这一教育思想,笔者认为,实施“开放式”的教学是一种极为有效的教学策略。下面结合教学实践,谈一点自己的体会。     

互联网+背景下“微课”教学在农家乐技能服务培训课中的应用与研究

随着互联网技术的逐渐发展,越来越多的人更加青睐在网上进行各类社会活动。在这样的大背景下,为了更好的适应当今社会发展的潮流,有关微课教学的改革和创新也就迫在眉睫。通过在互联网背景下的教学,可以使教育部门注重网络教育,避免在实际教育中存在地域上的差别,本文就互联网背景下微课教学在农家乐技能培训课方面的相关应用等进行简单阐述。     

创新作业设计激发学习兴趣——小学数学作业设计的新尝试

长期以来,在小学数学作业设计方面存在不少问题,作业过于注重知识的掌握忽视了孩子能力的培养;书面作业多,IZl头、实践等类型的作业太少;任务统～的多,体现层次性和自主选择性的几乎没有。这种作业形式已深深的扼杀了学生的学习兴趣,限制了学生的眼界,也束缚了学生的思维,错失了运用知识解决实际问题的良好作业机会。那如何在新理念的指导下,创新作业设计。激发学生学习兴趣呢？     

合作学习的教学情境和教学互动环境——新课程标准下的合作学习在英语课堂教学中的实践研究

自主学习、互动学习、探究学习和创造学习的学习方式是教学的重要方式。使学生从单纯的注重学习知识转变为学会学习,学会生存、学会做人。下面谈谈自己在课堂教学中如何努力为学生创设新的活动情境,激发学生的好奇心,鼓励学生大胆尝试,丰富学生的想象力.在培养学生自主学习、自主探究、合作学习方面谈谈自己的想法和做法。     

参展者在展会中的学习与创新——以中国国际工业博览会为例

以往研究大多仅将展会视为市场营销的平台.近期研究发现,展会已成为知识循环和知识创造的重要场所,对于产业创新升级具有重要作用.在系统梳理国外文献的基础上,根据“对象—行动—效果”三层路径模型,对参展者在展会中的学习与创新过程进行分析,并以中国国际工业博览会为案例,检验了该路径在我国的有效性.结果表明,展会可以从了解客户需求变化、发现新兴技术发展、把握行业总体趋势3个方面促进参展者的创新活动.具体来看,直接交谈与间接观察等交流方式,在面对客户、合作伙伴和竞争者等不同对象时的效果各异.     

青海省公务员培训需求调查

客观、准确地了解公务员的培训需求,对行政学院有效开展公务员培训有着非常重要的意义。本文在深入调查的基础上,分析了青海省县(处)级公务员的培训需求及特点,并就今后的公务员培训工作提出了初步的意见和建议。     

Development of a web-enabled learning platform for geospatial laboratories: improving the undergraduate learning experience

This paper describes a web-enabled learning platform providing remote access to geospatial software that extends the learning experience outside of the laboratory setting. The platform was piloted in two undergraduate courses, and includes a software server, a data server, and remote student users. The platform was designed to improve the quality of the learning experience and to increase student confidence and proficiency with software-based geospatial skills. Laboratory grades of students using the platform were significantly higher than those of students who did not use the platform, and survey responses reported that students overwhelmingly liked the convenience of the platform, which allowed them to work from any location.     

Localising the Australian National Action Plan on Women,Peace and Security: a matter of justice

In the bid for a non-permanent seat on the United Nations (UN) Security Council, the Australian government emphasised international peace and security and Indigenous peoples as two of the eight key elements supporting its nomination. Australia's positive track record in support of the UN Women, Peace and Security (WPS) agenda, including the delivery of an Australian National Action Plan (NAP) along with recognition of historical injustices to Indigenous Australians, was highlighted as a valid and important argument in favour of its nomination. The Australian NAP, however, has all but ignored the local context in its development and application, focusing instead on its commitments abroad. This framing of the Australian NAP is informed, firstly, by the WPS agenda policy framework applying to conflict and post-conflict situations, and, secondly, by its location within the UN mandate, requiring those situations to be internationally recognised. This article applies Nancy Fraser's tripartite justice framework to reveal that the Australian NAP gives rise to the political injustice of ‘misrepresentation’ in relation to intra-state (violent), domestically situated Indigenous–settler relations, which are denied the status of ongoing internationally recognised conflict. The author suggests that the remedy to this injustice is to reframe and recognise the conflict status of Indigenous–settler relations in the localisation of the Australian NAP. This localisation creates openings for Indigenous Australian women to engage with the WPS agenda in meaningful ways.     

Flipping and still learning: experiences of a flipped classroom approach for a third-year undergraduate human geography course

The flipped classroom approach, a form of blended learning, is currently popular in education praxis. Initial reports on the flipped classroom include that it offers opportunities to increase student engagement and build meaningful learning and teaching experiences. In this article, we analyse teacher and student experiences of a trial flipped classroom application in a third year undergraduate human geography course that challenges conventional thinking and practice in resource management, including an explicit focus on the marginalization of Indigenous knowledges in that context. The flipped classroom trial included empirical research with teachers and students to gauge the strengths and weaknesses of this mode of learning. Interviews, focus groups, surveys, reflections and participant-observation activities were conducted before, during and after the course. The research shows that this particular implementation of the flipped classroom approach generated multiple experiences for teachers and students, some constructive, others less so. Overall, space, time and flexibility matters not only to the kinds of pedagogical tools we employed to tailor learning to students’ differing needs, but also to the kinds of learning spaces – online and offline, individually and in groups – in which learning happens.     

Networking and learning for tourism innovation: evidence from the Western Cape

ABSTRACT

This paper examines the nature of networking and learning by tourism firms in relation to accessing knowledge for innovation. In particular, the nature of tourism learning and networking, geography of networking linkages, and systemic characteristics of relationships between tourism firms, government agencies, higher education institutions, and other organisations in the Western Cape tourism system are examined. The analysis draws on 182 tourism firm, tourism system, and contextual interviews. This investigation demonstrates that even though tourism firms mostly use internal resources for innovation, external, non-local knowledge is significant for enhancing novel innovation. It is disclosed that whilst local network linkages are dense, loose, and of importance for business and marketing purposes, extra-regional network relationships are imperative for learning in relation to innovation. As further observed, network linkages between local and regional actors for supporting tourism innovation in the Western Cape are generally weak which points to the underdevelopment of local and regional innovation networks or systems. The paper provides planning recommendations for enhancing the competitiveness of tourism firms towards fostering development and growth in the regional tourism economy. Specifically, support for stimulating learning networks as well as strengthening systemic relationships in the Western Cape tourism system are recommended. It is underscored that strategic relationships with non-local partners need to be nurtured towards fostering tourism innovation and enhancing regional competitiveness.     

Research-based learning for undergraduate students in soil and water sciences: a case study of hydropedology in an arid-zone environment

This article reports the efficacy of a research-based learning (RBL) exercise on hydropedology of arid zones, with guided and open research projects (OPR) carried out by teams of undergraduate students in Oman. A range of activities and assessments was used to support student learning during the three-month course. Assessment included monitoring of field trip and lab activities, attendance recording, scrutiny by a panel of written reports and open oral presentations. Students’ feedback through teaching evaluation is compared with other courses in the Department-College, illustrating high level of students’ satisfaction. OPR best fit the scaffold of RBL.     

创先争优活动是新形势下加强党的先进性建设的重大举措

创先争优活动,是中国共产党将自己的执政理念化为行动的重要载体,是党将自己的根本宗旨融入时代的生动实践。本文从开展创先争优活动的时代意义、指导思想和目标任务、本质要求、实践主体、载体和方式方法等方面,论述了开展创先争优活动是新形势下加强党的先进性建设的重大举措,切实为深入开展创先争优活动,增强活动的针对性和时效性提供理论指导。     

Using blended learning to facilitate large room seminar provision in the era of TEF: reflections from a year two cultural geography module

The introduction of the Teaching Excellence Framework (TEF) in 2016 has placed the practice and quality of teaching centre of the UK university agenda, with concerns around contact, delivery, research/teaching balance and facility support framing debates within institutions. Situating the implementation of blended learning on a year 2 cultural geography in the broader context of these discussions, this paper explores some of the challenges and opportunities this approach has in addressing some of these broader concerns, whilst improving student engagement and performance.     

Evaluating civil development in counterinsurgency operations: the case for a field experiment in Afghanistan

It is a widely held belief that civil development programs play a central role in any counterinsurgency campaign. It is assumed that civil development assistance is key to ‘winning the hearts and minds’ of the civilian population, which, in turn, is crucial for victory. However, there is currently little evidence to support this belief. This article begins by analysing the different methods that have been used in Afghanistan in order to evaluate the effectiveness of civil development programs since 2001. It finds that these methods have severe limitations. Indeed, based solely upon current methods of evaluation, we have no reliable evidence whether civil development programs are actively improving security, having no impact or making matters worse. As such, this article makes the case for a field experiment approach to be adopted in Afghanistan. It argues that field experiments are the most powerful methodology currently available to social scientists for making causal inferences and, by making minor changes to the way in which civil development is distributed, we can vastly improve our understanding of the relationship between aid and security.