高职《西方经济学》教学现状分析及对策

《西方经济学》课程越来越多地被高职院校采用,但目前存在着高职高专的人才培养目标与课程性质存在矛盾;教学内容笼统而缺乏专业针对性,理论与实际脱离;教师授课以讲解为主,缺乏与学生交流沟通;学生学习基础薄弱,缺乏学习积极主动性的问题。加强我国高职《西方经济学》教学质量应着手于加强教学内容与社会实际的联系;加强授课过程中的专业针对性;加强教师队伍建设;引导学生树立正确的学习态度。     

高职《旅游英语》课程教学设计思路探讨——基于社会建构主义学习理论

社会建构主义学习理论的典型教学模式包括抛锚式教学模式、合作学习模式和交互式教学模式。社会建构主义学习理论对教学工作的启示是教师应重新定位自身角色;学生成为教学活动的主体;通过任务促进社会协商;注重教学环境的设计。在社会建构主义学习理论指导下,高职旅游英语课程应对教学内容、任务情境、教学环境、教学方法、评价方式进行设计,使其应用于教学实践。促进教学质量的进一步提高。     

非言语交际行为在教学课堂中的实施

课堂教学是一种交际行为,是师生互动的过程。这个过程是通过两种形式进行的。一是通过言语行为,二是通过非言语行为。后者是极其重要的形式。它主要表现为身势行为、手势行为、目光语行为、交谈时的身体距离等等。非言语行为作为辅助教学手段,能够提高学生的认知能力,激发学生学习的热情,对教学效果起到非常好的促进作用。     

Negotiation Support and E-negotiation Systems: An Overview

With negotiation being an often difficult process involving complex problems, computer-based support has been employed in its various phases and tasks. This article provides a historical overview of software used to support negotiations, aid negotiators, and automate one or more negotiation activities. First, it presents several system classifications, including implemented models, system architectures, and configurations of various systems interacting with human negotiators. Then, it focuses on NSSs (negotiation support systems) and related systems introduced in the early 1980s and on ENSs (e-negotiation systems), which are deployed on the web. These broad categories are discussed from four perspectives: real-life applications, systems used in research and training, research results, and research frameworks.     

互动教学在原子核物理中的运用

原子核物理课程是核技术专业的一门极其重要的专业基础课程.原子核物理作为一门理论课程,学生普遍反映枯燥无味.为改变现状将采用多种形式的互动教学方式,来提高学生对原子核物理理论的理解和掌握.实践证明该方法可以培养学生的学习兴趣,充分调动学生的积极性,在实际教学中,获得了良好的教学效果.     

Use of mental models and cognitive maps to understand students’ learning challenges

Mental models and cognitive maps have been used in college business education as an instructional design technique, assessment tool, and learning strategy. The authors propose a novel use of mental models and cognitive maps as a device to elicit students’ challenges in learning the domain knowledge of a course. Such usage is illustrated in a management information systems course. This student-focused approach can help instructor to better understand students’ learning challenges and enhance teaching effectiveness.     

Negotiation via the World Wide Web: A Cross-cultural Study of Decision Making

INSPIRE is a Web-based system for the support and conduct of negotiations. The primary uses of the system are training and research. Between July 1996 and April 1997, 281 bilateral negotiations were conducted through the system by managers, engineers and students from over 50 countries. INSPIRE has been used at eight universities and training centers. In research it is being used to study cross-cultural differences in decision making and the use of computer support in negotiation. This paper outlines the system, the negotiation methodology embedded in it, and reports the initial results of the experimental study of the impact of culture on Web-based bilateral negotiation.     

E-Based Solutions to Support Intercultural Business Ethics Instruction: An Exploratory Approach in Course Design and Delivery

This paper reports on the experiences of international MBA students following a hybrid design for a business ethics course, which combined class-based lectures with "out-of-class" discussion supported by asynchronous communication tools. The e-learning component of the course was intended to generate discussion on the ethical assumptions of course participants, with each individual required to post a mini case study reflecting an ethical dilemma which s/he had faced at work. Using questionnaire and interview data, we report on the learning experiences of participants following this experimental course. The results reveal a high level of intercultural dialogue between participants, with adopters showing greater awareness of their individual cultural biases in their case writing, a direct consequence of the on-line feedback and case discussion. These findings indicate that asynchronous tools have much to offer business ethics students, supporting ideas sharing and the exchange of cultural perspectives outside the physical boundaries of the classroom.     

教学管理平台建设及学分制改革分析

目前,我国大部分高校都已经开始实行基于学分制实践的选课制度,这一管理模式利用的是以人为本的教学思想和教育理念,在很大程度上将学生的自主学习以及自由学习变成了现实。从实践看,学分制管理模式还存在一些问题和不足,主要表现是学生不能够很好地自我管理,盲目跟从,学校缺乏对学生进行有效地指导等。高校必须加强教学管理平台的建设,建立较完善的选课制度,重视学生的学习自主性,同时努力提高任课老师的总体师资力量,提升教育教学水平,这样才能够使基于学分制实践的选课制度更好地为学生服务,培养出综合素质更高,专业素质优良的学生。     

Designing the spreadsheet-based decision support systems course: An application of Bloom's taxonomy

Decision support systems (DSS) have played an important role in organizations for many years. As DSS continue to be developed for industry applications, a number of business programs in universities offer a specialized course aimed at helping students better understand and develop DSS systems to support decision making. Spreadsheet software coupled with an application programming language can serve as a useful DSS generation software package for such courses. To help students develop their technical skills for spreadsheet-based DSS, the principles underlying Bloom's taxonomy of educational objectives can serve as a guiding framework for instructional design. This article describes how Bloom's taxonomy has been used to support the design of two different DSS courses, an undergraduate course and an MBA course. Student survey data collected over the past four years from students enrolled in nine sections of the DSS courses are reported. Based on the survey findings, as well as the instructor's observations, it appears that a teaching strategy based on Bloom's taxonomy offers a worthwhile framework for instructors who teach a spreadsheet-based DSS course.     

Learning Styles

Abstract

The purpose of this paper is to describe an assessment instrument that college professors can use to identify their own teaching strategies as well as to help their students become more aware of their own learning strategies and motivation for learning. The learning styles of students in two different sections of business-economics courses at Marshall University (MU), Huntington, West Virginia, and Auckland Institute of Technology (AIT), Auckland, New Zealand are determined via the use of the VARK instrument. The information generated by the instrument informs about the general cognitive and motivational characteristics of their students. This information in turn can be used in course planning and teaching. The achievement of college students could be improved by providing instruction in a manner consistent with each student's learning style. The VARK instrument could provide both students and educators in the countries of Central and Eastern Europe with a stimulus for reflection and a change in both learning and teaching methods.     

高职会计专业职业技能内涵、培养思路与实践探究

高职会计专业三项职业技能的培养是一项复杂的系统工程,从提高职教质量路径及高职教育的实际来看,会计专业职业技能的培养应从以下方面开展工作:即推动尝试教产合作、校企一体化办学模式,促进优势互补;推行工学结合、校企合作的人才培养模式、加强实践教学,切实提高"实训"、"实习"的教学效果;改革课程体系、教学内容和教育教学模式提升学生的职业技能;改进职业教育技能评价考核方法,激发学生的学习热情;打造一支稳定优质的专兼职相结合的师资队伍;准确全面理解高职会计专业职业技能内涵内容,各方协同作战全方位地做好工作。     

The Interplay of Communication and Decisions in Electronic Negotiations: Communicative Decisions or Decisive Communication?

Whilst much research has been conducted on decision support for electronic negotiations and some research has been done on communication support in this area, there is a lack of research on the interplay between these two elements of negotiations. The questions whether both are equally important, whether one effects the other, or whether they show counter-effects are important both for negotiation training (i.e. what should be the focus for becoming a good negotiator) and for system research (i.e. which system support elements need to be developed). The current paper presents results of a controlled laboratory experiment with negotiators that were provided with decision support and communication support and negotiators that had only communication support available. The impact of decision support on the communication process and on outcome dimensions as well as the impact of communication behaviour on the negotiation process and the qualitative dimensions of the outcome will be discussed.     

非智力因素在高职数学教学中的作用与发展

一个人的成功离不开良好的智力和非智力因素。在传统教育中,比较重视学生智力的培养,对非智力因素的培养比较欠缺。在教育理论和教育方法的研究中,也有弱化非智力因素教育、培养的倾向。非智力能力在学生的学习和职业生涯中起着重要的作用,加强学生非智力能力的培养,可以使学生在学习和职业生涯中拥有充实、乐观、积极向上、健康的心理。加强对高职学生的非智力因素教育和培养的措施主要包括:提高学生的学习兴趣和思维能力,培养学生学习数学的自信心,培养学生顽强的意志力等。     

医药特色国际贸易实务课程模块化实践教学模式探究

模块化的实践教学方式强化了就业导向和技能培养，既体现了医药国际贸易人才培养方式的针对性、应用型和实用性特征，又体现了教育与实践相结合的教育方针。在国际贸易实务实践教学中引入模块化方式，可形成强化实践操作能力的开放式实践教学体系，更好地体现专业特色，并培养学生自主学习、自主创新的能力，提高学生的综合素质。     

浅谈项目教学法下CRM系统的教学设计

项目教学法,其核心追求是不再把教师掌握的现有知识技能传递给学生作为追求的目标。项目教学的特征是教学内容以典型的职业工作任务为依托建构学习内容,有效地解决了传统教学中理论与实践相脱离;在项目教学中,从资讯、计划、决策、实施、检查到成果的评价,学生参与每个环节,成为活动中的主人;项目教学创造了使学生充分发挥潜能的宽松环境。介于职业教育的职业属性,决定了职业院校必须加强学生的职业技能培养,使之具备专业能力、方法能力和社会能力。     

Entrepreneurship Education and Training in Higher Educational Institutions in Ghana

This study aims to evaluate entrepreneurship education and training in higher educational institutions in Ghana. The purpose is to come out with an innovative approach to teaching entrepreneurship. The mixed method research design was used to collect and analyze data from five out of ten polytechnics selected randomly. Chi-square analysis was used to explore the variables. The study revealed a continual usage of the traditional passive and the incremental teaching approach to entrepreneurship. This approach was observed to affect students’ ability to practically apply their knowledge and skills acquired through education and training. It is recommended that attention should be drawn to the globalized art of science of teaching and learning of entrepreneurship. To promote a strong educational system in teaching and learning of entrepreneurship, constant innovation should be encouraged. This would assist in producing competent graduates with employability skills.     

探索《国际电子商务》课程的项目化教学实施

对专业核心课程实施项目化教学,可以改善教师对专业核心能力的培养方法,提高学生自主学习的兴趣,对高职高专实践课程体系的教学起着不可估量的作用。本文以《国际电子商务》课程为例,系统讲述了国际经济与贸易专业实践课程实施项目化教学的方法与步骤。     

The Interaction of Learning Styles and Teaching Methodologies in Accounting Ethical Instruction

Ethical instruction is critical for trainee accountants. Various teaching methods, both active and passive, are normally utilised when teaching accounting ethics. However, students’ learning styles are rarely assessed. This study evaluates the learning styles of accounting students and assesses the interaction of teaching methods and learning styles in an ethics instruction environment. The ethical attitudes and preferred learning styles of a cohort (137) of final year accounting students were evaluated pre-instruction. They were then subject to three different teaching methods while studying ethics during an auditing course. When ethical attitudes and preferred learning styles were re-assessed post-instruction, the teaching methods were found to have influenced active learners more than passive ones. Furthermore, when learning styles matched teaching methods used, usefulness was assessed as high but when learning styles and teaching methods differed, usefulness deteriorated significantly. Students displayed a preference for passive learning styles, despite being so advanced in their education. The implications are that instructors should consider learning styles before deciding on appropriate teaching methods, in accounting ethics environments.