银行移动学习 现在时与升级版初探

移动学习是利用无线移动技术和终端设备,获取教育信息、学习资源,开展培训活动的教育模式。学习者与辅导者以智能手机为平台,实现多种方式互动和交流,解决传统网络教育互动性差、工学矛盾突出的难题。这种移动学习以碎片化教育方式,保持各个知识点的简短精炼和相对独立,适应学习者利用工作与生活中的时间片段,快速获取所需的知识和技能。     

教学中促进学生学习迁移策略初探

教学情境中,学习者能加强对所学知识的练习;能够理解学科基本概念、原理、法则,提高经验概括水平;努力创设与学习情境相似的迁移情境;精选教材,合理安排教材内容,构建完善知识结构;掌握学习方法,发挥学习定势作用;学会提出、检验假设的问题解决方法等,这一系列策略将对学习者学习迁移有重要价值.     

外语教学新概念:培养学习者自主学习能力

外语教学中自主学习理论的提出、研究给外语教学改革开拓了新视野,提供了新思路.它强调学习者在学习中的核心地位,使外语教学围绕如何为学习者创造更好的语言学习环境、促进语言学习、帮助学生克服学习中遇到的困难等展开教学活动.     

情感因素对英语教学的影响

长期以来,由于种种原因,我国大学英语教学存在严重的知情分离现象,片面强调语言学习中的认知因素,忽视情感因素对语言教学的作用。随着人本主义心理学的发展,以罗杰斯为代表的人本主义心理学家强调学习者在学习过程中的主体地位和重要性,主张学习者积极、自主地学习,重视自我评价以及学习者的情感因素。英语情感教学是现代英语教学的一个亮点,它使枯燥乏味的语言学习变成一种享受,对英语教学质量有着极其重要的影响。     

问题式教学法在银行会计教学中的应用

基于问题解决的问题式学习法在国外被广泛地采用。问题式学习强调把学习设置到复杂的、有意义的问题情境中,让学习者合作解决实际问题,学习隐含于问题背后的知识,形成解决问题的技能和自主学习的能力。在银行会计教学实践中的应用证明,该教学法对调动学生的学习主动性与培养学生的创新能力是有效的。     

Role-play—一种在大学英语课堂上实现真实语言交流的方法

本文探讨role-play在大学英语课堂教学中的作用.通过实证研究说明这是一种受到语言学习者欢迎的方法.它实现了在课堂上语言的输入与输出的双向过程,把课堂与现实社会相连接,使语言学习不再枯燥,突出了语言学习的实用性.值得在大学英语教学的开始阶段大量使用.     

浅谈文化学习在英语课堂的重要性

语言与文化是密不可分的,语言学习的过程也是文化学习的过程.文章论述了文化与语言的关系,并且强调了文化学习在英语课堂的重要性以及如何在英语课堂上导入相关的英语文化学习.教师除了教授词汇语法等语言知识外,还应该传授相关的文化知识,调动学生学习语言的积极性,并且让学生准确适彻的了解英语国家的文化知识,消除语言交际中的障碍.     

元认知策略与英语自主学习能力培养的实证研究

本文报告了一项元认知策略与英语自主学习能力培养的实证研究。在研究中,采用课堂中的元认知策略训练和课后学习者的合约相结合的方法,对非英语专业2008级两个班级的新生进行了为期一年的元认知策略训练。研究结果表明,训练之前,学习者对元认知策略的认识不足,使用也较少;训练之后,元认知策略增强了学习者的自主学习意识,提高了学习者的自主学习能力。     

提高英语阅读能力的方法

英语阅读能力是一种复杂的心智技能,它一方面需要学习者在阅读中使用已储存于大脑的陈述性知识,另一方面要激活已有的程序性知识中的基本技能和认知策略,并且这些知识、技能、策略在整个阅读过程中还处于交替出现、互为条件、互为影响的动态之中.英语阅读过程实质上是读者对阅读材料生成意义中遇到问题并解决问题的过程.     

浅谈朗读在外语学习中的效用和方法

朗读是学习外语的一条有效途径.朗读有利于提高发音的准确性和培养外语的语感,有利于记忆外语词汇、促进听力的发展、提高外语口语表达能力,有利于掌握语法知识结构、增强理解外语的能力,有利于提高写作水平.朗读要采用正确的方法和技巧.     

基于非良构知识特征的管理学本科教学改革

现代管理学知识及其教学越来越具有非良构领域特征,基于此的管理学本科教学改革要应用随机通达教学观与认知灵活性超文本,为学习者提供管理学知识的多元表征并鼓励其自身对知识进行多元建构,使知识富有弹性,以灵活适应变化的情境,增强知识的迁移性和覆盖面.     

Learning about the future: From the learner's perspective

The path for a hopeful future depends on learning, a process that is a complex symphony of human experience. It is a process that demands deep questioning and critique of our world-views. It is a process that requires that we open ourselves to and effectively cope with a myriad of emotions. It is a process that compels us to engage in soul-searching as we explore our human responsibilities and commitments, connect with the meaning and purpose of our very existence and choose paths of action based on those reflections. Learning to care for future generations and the world they will inherit is a unique and holistic process. Our ability to support this form of learning begins with an understanding of the human experience of learning, from the perspective of learners.     

Accounting information systems and learning theory: an integrated approach to teaching

A background to the adoption of computing in accounting education is discussed. There has been considerable pressure by the accounting profession for information technology to be taught in tertiary accounting courses. While accommodating these expectations, accounting academics have been concerned that such teaching should focus on conceptual understanding, rather than training. Research on effectiveness of computers and the learning of accounting concepts has been considered and found to be inconclusive and conflicting. It has been argued that an understanding of learning theory is necessary to enhance the effectiveness of teaching computerized accounting. An approach to teaching computerized accounting information systems and integrating learning theories is presented via a practical example: the objectives of teaching computerized accounting and reasons for adopting the SYBIZ Rev L software package are presented. The chosen approach in developing the teaching and learning material is outlined and linked to learning theory. It is argued that computers in accounting education should not merely be treated as a fait accompli, but be recognized as a part of a process which we should understand and influence. Research needs to continue on a number of methodological fronts. Suggestions are given for more specific empirical research, as well as suggestions on how to incorporate the findings of other related disciplines.     

论学习型社会建设与高等教育发展

在学习型社会建设中,如何发展高等教育是应有的议题;高等教育发展必定要符合社会发展的潮流,毕竟高等教育发展是整个社会发展的有机组成部分。因此要把高等教育现代化和学习型社会建设结合起来,按照建设学习型社会的理念,改造高等教育模式,建立新的发展平台。     

基于“交互作用”阅读理论的大学英语阅读教学模式探索

"交互作用"阅读理论重视语言知识和背景知识的有机结合与相互作用,更好地促进阅读实践。外语阅读是外语学习的一种有效手段,也是外语学习者的学习目的之一。外语阅读技能是外语学习者应该掌握的重要语言学习技能之一,也是提高语言学习其他技能的基础和前提。"交互作用"阅读理论对培养学生高水平的阅读能力,提高其阅读效率有着重要知道作用。     

Teacher''s Roles & Autonomous Learning in Each Stage of Language Learning

This paper closely examines the languange learning process and characteristics ofeach stage running the whole gamut ofthis process,by which this paper moves on to the diScussion of the roles of teachers and learners,then fmally comes to a reasonable conclusion:learners and teachers play different but equally important roles in the process of language learning.The problem does not lie in reducing teachers'role to the minimum,nor in creating a learner's autonomous learning approach,but consists in clarifmg a proper roles oflearners and teachers and choosing suitable approaches in different stages oflanguage learning.Resorting to this optimized combination ofroles and approaches,the maximum output can be delivered.     

Editorial: The long Road to Publishing: A User-friendly Exposé

This paper describes the 5 year adjustment process followed in one university when formative objective test (OT)-based assessment was introduced into a second level course in order to support the student-centred use of a proprietary CAL package. It then compares the performance and background characteristics of students on two of those years. It finds the OTs identify a different ranking among the students compared to traditional essay-based assessment, that learning styles have an impact upon performance on OTs, finds evidence to suggest that students with low levels of learning styles may be disadvantaged when faced with a need to change their approach to learning and concludes that any explanatory study of student performance should includelearning styles as an independent variable.     

A Critical Learning Outcome Approach in Designing,Delivering and Assessing the IT Knowledge Syllabus

Although the accounting profession has embraced a competency-based approach in the education and training of students, some educators struggle to adapt the delivery and assessment of their accounting programmes to bring them in line with these outcomes. The challenge for all educators is to seek ways to marry the curriculum, the design and delivery of the syllabus and assessment in such a way as to maximize students’ learning in relation to priority goals. The aim of this paper is to discuss how the IFAC curriculum on the general knowledge of IT (IEPS 2) could be analysed using an alternative approach based on critical learning outcomes to develop a syllabus that would enable educators to deliver and assess it in line with the learning outcomes and competency requirements. The newly-developed syllabus should direct educators to adopt a holistic approach in the delivery and assessment of the IT course. This approach should ensure that students understand how information technology can support them as accountants in producing information in the format required by users.     

The budgetary interview: Intentional learning for students in governmental and non-profit accounting

Learning-to-learn skills are critical to the future success of accounting students. This paper reports on a budgetary interview exercise that helps students develop as intentional learners. Students select a government or non-profit agency to investigate, arrange an interview with an agency official to discuss the budgetary process, write a technical paper on what was learned, and record their reflections on the experience. The budgetary interview exercise was implemented with undergraduate students in governmental and non-profit accounting courses over four academic years (one course per year). Effectiveness of the exercise was assessed via content analysis of student papers and reflections. Results indicate the exercise was highly effective in helping students develop intentional learning skills. Furthermore, students successfully connected classroom material to “real-world” practice, and most students reflected on potential careers in governmental or non-profit sectors. Appendices provide materials that instructors may use to implement this exercise.