项目式教学对服装专业的作用刍议

项目式教学,作为服装专业教学实践的一种有效的教育教学方法,笔者通过实践这一教学方法,对服装设计专业进行改革,对于教学内容和实施环节教学特点进行了一些探索。有效利用项目教学优势和特点,提高学生自主学习与协作学习相结合的教学组织方式,提高学生独立思考问题的能力,学会团队合作;合理评价学生的学习效果,强调对学生综合能力作全面培养的一种教学方式[1]。     

海外非作业者油气投资项目后评价指标体系研究

近年来，中国石油企业注重海外业务的高质量可持续发展。随着境外油气投资规模的不断扩大，开展海外油气投资项目后评价工作，对项目后续的管理提升和效益优化有着极其重要的作用，也有利于提高企业科学决策水平。对比海外作业者项目，非作业者项目通常话语权小、人力资源少、资料获取难度大，因此，在制定后评价指标体系时，应根据项目特点，建立更为灵活、简洁的框架结构，推动后评价工作的顺利开展，使后评价成果能够得到有效反馈与应用。     

水电建设项目移民工程后评价初探

在学习和借鉴国内外有关项目后评价理论和经验的基础上，对水电建设项目后评价中的移民工程后评价内容进行了全面的论述，并给出了移民工程成功度评价的主要方法。     

基于神经网络系统的项目投资风险评价探讨

与传统的评价方法不同，神经网络模型具有自学习、自组织、自适应能力等的特点，它较好的克服了传统项目评价局限性以及依赖专家经验的弊端，为项目投资风险评价开辟了新途径。论文阐述了神经网络结构与原理，分析了项目投资风险评价的神经网络模型，通过应用评价，进一步探讨其应用价值及其意义。     

国有企业职工代表的能力构成

在国有企业多年民主管理实践中，我们基层工会干部越来越深刻感受到，一个企业民主管理的水平如何，很大程度上取决于职工代表的素质与能力。特别是当国企改革进入攻坚阶段，这一点显得更为突出。实践证明，抓住职工代表的素质与能力，就抓住了企业民主管理的关键。因此，关于职工代表的素质与能力问题日益成为职工民主管理的一个重要课题。一、职工代表的学习能力此种能力在现阶段予以郑重提出，很有必要。从我国民主管理发展史看，几乎每一时代都在强调职工代表的学习义务，但始终没有被看成是一种能力。这种理论上的漠视，深刻影响着职工…     

基于学习风格的英语自主学习能力培养

本文从教学实践出发,基于学习风格理论,探讨培养学生英语自主学习能力的方法。从指导学生自主测量学习风格、自由选择教室位置、自主选定学习内容、自主决定学习方法、自主评价学习效果五步培养学生自我教育、自主学习的能力。     

知识管理、组织学习、项目管理核心能力与代建绩效的关系研究

以65个代建项目为研究样本,利用结构方程模型方法,对政府投资项目代建单位知识管理、组织学习、项目管理核心能力与代建绩效之间的关系进行实证研究,研究结果表明:在代建单位中,知识管理对组织学习具有直接的正向影响,组织学习对项目管理核心能力具有直接的正向影响,项目管理核心能力对代建缋效具有直接的正向影响,知识管理和组织学习通过项目管理核心能力间接的对代建绩效产生正向影响.研究结果对于代建单位从知识管理和组织学习的角度来提高代建缋效具有重要的参考价值.     

房地产开发项目管理模式的选择分析

在目前房地产开发项目中广泛应用传统项目管理模式、建筑工程管理模式、设计—建造模式、设计—管理模式方式等。在选择房地产开发项目管理模式时，应考虑项目复杂程度和业主对项目实施战略，合同方式及其优缺点，以及对项目目标的要求等。如果资金有可靠来源、看重质量，应选择传统项目管理模式；如果项目工期紧、不明确程度较高，应选择建筑工程管理模式；如果业主技术和管理能力较弱，应选择设计一建造模式和设计管理模式。而设计一管理模式是最适合房地产开发项目的管理模式。     

水电项目综合评标价法初探

评标方法的确定是项目招标过程的一项重要内容。综合评标价法是适用于大型水电工程项目招投标的一种有效方法，它综合评价投标人报价的合理性、施工技术方案的先进性、项目管理班子能力，以及风险评价等因素，有较强的可操作性。结合工作实践，对综合评标价法进行了介绍和分析，为工程项目评标，特别是大型复杂工程项目的评标提供了有益的参考。     

完善我国政府投资项目后评价体系研究

建设项目后评价是建设项目决策和管理的一种手段,是建设项目基本程序必不可少的一项内容。长期以来我国政府投资项目后评价工作在实际项目运行中积累了一系列的问题,急需提出相应的对策,以提高我国政府投资项目的工作成效。在文章由项目后评价国外发展现状、趋势及其规律入手,联系我国项目后评价发展现状,研究了我国政府投资项目后评价中出现的机构、资金、法律保障等各方面的问题,提出了一系列完善我国项目后评价工作的解决方法。这些解决方法,旨在不断帮助我国政府投资项目后评价工作的开展。     

The development of post-project buyer–seller interaction in service-intensive projects

The purpose of this research is to enhance the understanding of post-project buyer–seller interaction, a topic previously studied mainly from the perspective of social exchange or sleeping relationships. With the advent of service-intensive projects, however, the dynamics of post-project interaction has changed, demanding a broader theorization. This research extends the scope of project marketing, by proposing a research framework illustrating interaction development in a longitudinal setting. We utilize the framework to analyze three projects, two of which continued for more than a decade, through a qualitative case study. The research provides empirical insight into the interaction orientations and development patterns arising in the post-project stage. It suggests that post-project interaction develops through three main orientations (cooperative development, buyer-led development, and seller-led maintenance) that vary over time, thus creating unique development patterns. The study concludes with five practical recommendations for managers to deal with evolving post-project interaction.     

Improvement reviews in new product development

This research examines how organizations can use improvement reviews to enhance learning from product development experiences. We review learning related literature and highlight learning barriers that firms should attempt to minimize when conducting reviews. We then discuss two studies aimed at better understanding the effectiveness of improvement reviews. The first study suggests that improvement reviews can facilitate learning by leading to a reduction in the recurrence of people-related problems, though reviews had no impact on reducing market or product related problems. The second study involved depth interviews with new product developers. Interview comments provide insights into improvement review best practices and shed light on why improvement reviews are sometimes ineffective. A set of managerial recommendations is provided.     

The learning curve, R & D management, and marketing strategies for new products

This paper represents a review of the learning phenomenon which is useful in evaluating the potential of new industrial products. The learning curve in quantitative form provides a means for forecasting costs and prices in many industrial situations. While there are many metho-dological problems to be solved in any specific new project evaluation, the utilization of the learning curve should lead to improved estimates of costs, revenues, and profits. The important role of R & D management in connection with the learning curve is discussed. The interrelationships involving R & D, the learning curve, and marketing strategies are examined.     

The contingent value of exploratory and exploitative learning for new product development performance

This study endeavors to extend research on organizational learning by investigating the complicated effects between exploratory — exploitative learning and new product performance in a single new product project. Specifically, premised on contingency theory the authors investigate the negative nonlinear and interaction effects of project-level exploratory and exploitative learning behaviors on product development performance, and examine internal organizational and external environmental factors to recognize their differential moderating effects between the two learning behaviors and new product performance. Most of the hypotheses are supported based on questionnaire survey results of 253 new product projects. The results indicate that the two type of learning have curvilinear (inverted U-shaped) effects on new product performance, and suggest that product development performance will be enhanced when one learning is at higher level and the other is at lower level. Furthermore, the authors discover that process-based reward, encouragement to take risk, and environment dynamics strengthened the benefits of exploratory on new product performance. On the other hand, the advantages of exploitative learning on new product performance is further enhanced when output-based reward, project development formalization, and environment competitiveness is high. Finally, this study suggests that project managers should pay careful attention to employ the two learning behaviors during new product development.     

Issues of Learning and Knowledge in Technology Education

This article examines issues that arise from learning and knowledge in technology education. The issues examined are, first, the definition of technological knowledge and what the nature of that knowledge should be, where the concern is with how we define and think about that knowledge, especially in the context of how students learn and use knowledge in technology education. Second, the relationship between learning and knowledge in particular the inter-relationship between learning and knowledge, focusing on a situated view of learning. The third issue sees learning related to the context within which the learning takes place.This paper will explore these three inter-related issues in four sections. First, an outline of a view of learning that privileges context. Second, there will be a consideration of types of knowledge, namely, procedural and conceptual knowledge. These two types will be elaborated upon through research done at the Open University, particularly on problem solving and design. In discussing conceptual knowledge empirical work in mathematics and science education will be drawn on, along with work on the use of mathematics and science in technology education. Third, it will be argued that qualitative knowledge should become a part of teaching and learning in technology education because it both reflects a view of knowledge stemming from situated learning, and the tasks of technology. The article will end with a research agenda for what we have yet to understand, drawing on the earlier arguments.     

试述高职学生英语自主学习能力的培养

通过对高职学生英语学习的现状分析,提出教师在教学过程中,应坚持自主学习的教学理念,培养和提高高职学生英语自主学习能力,通过各种有效策略切实提高教学质量,培养学生终身学习的观念,从而具备可持续发展的能力。期待通过对自主学习能力培养的探讨,对今后的英语教学改革和英语学习有一定的启发和促进作用。     

Learning to time capacity expansions: an empirical analysis of the worldwide petrochemical industry, 1975–95

This paper examines how firms may learn to better time their capacity expansion decisions through their own and their rivals' past experiences. A review of the literature shows that there may be several reasons for firms to bunch their capacity additions or ‘hop on an investment bandwagon.’ These reasons include coordinating through maintaining market shares, information effects, and decision‐making biases. Given the substantial evidence of organizational learning, firms may be expected to improve their timing skills of capacity additions through their previous capacity expansion experience. Hypotheses are developed both for proprietary learning and learning at the industry level, and for forgetting. These hypotheses are tested on a database consisting of 72 companies operating in the petrochemicals industry in the United States, Europe, and Japan from 1975 to 1995. The results indicate that learning in timing capacity expansion decisions comes primarily from within firms through an accumulation of their poor outcomes. However, this timing skill is far more apparent in greenfield than incremental expansion decisions. Copyright © 2003 John Wiley & Sons, Ltd.     

组织学习与连锁物流能力的关系研究

文章在回顾国内外有关文献的基础上,针对我国连锁物流的现状及存在的问题,提出了连锁物流能力、物流学习能力和组织学习的概念及构成要素、组织学习和连锁物流能力的作用关系概念模型,为连锁物流能力及物流服务质量的提升指明了方向,同时也为进一步在中国的实证研究奠定了基础。     

Effective technology and design teaching: getting it right in the classroom

Technology and design was added to the Northern Ireland curriculum in September 1992 and through it, teachers seek to address the need for pupils to understand the ever-changing man-made world by developing skills and understanding in its four elements of designing, communicating, manufacturing and the use of energy and control. To be effective in attaining these goals, it is important that teachers allow pupils to have a voice in their learning. They should do this by taking account of pupil responses to the tasks they issue and using those responses as a basis for making choices about instruction and support strategies. This is particularly important in technology and design as pupils need to interpret instructions in light of their design ideas. This paper outlines how three case studies of technology and design teaching were used to identify a range of teaching and learning strategies and evaluate them for their potential to create a learning dialogue with pupils. Drawing on aspects of the effective teaching debate, this learning dialogue was then applied to how teachers exploited pupil histories, managed a range of collaboration strategies and provided effective task orientation. The case studies were based on observations, interviews and content analysis of work over a complete design-and-make project in each school. The paper outlines three continua for effectiveness in each of the three areas observed. The first continuum shows that teachers need a more individualised view of building on pupil histories, the second outlines a range of strategies for the management of pupil collaboration in learning and the third suggests that pupils need to be orientated into complex tasks in ways that support a progressively increasing level of independence in their thinking.     

Learning Technological Concepts and Developing Intellectual Skills

The increasing complexity of work and social life demands that people possess conceptual understanding and intellectual skills in order to gain the desired level of competence. Unfortunately, the development of high level cognitive skills is a complex task that has not been sufficiently addressed in education. This chapter discusses the nature of intellectual skills and identifies numerous problems that educators face when they attempt to emphasize these skills in their curriculum. Through a comparison of the characteristics of formal and informal learning environments, the author identifies four elements of informal learning that guide the creation of high level intellectual skills. Incorporating the four elements of informal learning in formal instruction can lead to robust opportunities for students to gain conceptual understanding and develop their intellectual skills.