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31.
选课制下排课模式的研究 总被引:4,自引:0,他引:4
选课制的实施有利于增强学生学习过程的自主性。而与选课制相适应的排课模式有其自身的特点 ,需要在实践过程中不断地探索、研究与创新 相似文献
32.
汪一江 《安徽工业大学学报(社会科学版)》2004,21(6):118-119
“两课”要理论联系实际,增强教学的针对性,形成教学新布局,自始自终”重要思想的基 本立场、观点和方法这根红线。 相似文献
33.
金荆 《辽宁税务高等专科学校学报》2005,17(6):73-75
针对目前外语界一些人不重视大学英语基础课的学习这种现象,探讨了在目前情况下还须继续加强大学英语基础课学习的重要性和必要性,同时提出了加强大学英语基础课的学习的一些措施和具体办法。 相似文献
34.
This paper reports on the results of a survey and qualitative analysis on the teaching of ‘Basic Design’ in schools of design
and architecture located in 22 countries. In the context of this research work, Basic Design means the teaching and learning
of design fundamentals that may also be commonly referred to as the Principles of Two- and Three-dimensional Design. The body
of knowledge associated with Basic Design may be regarded as part of the general theory of teaching and learning design as
practiced in many design schools and which has its origins in the classical design schools such as the Bauhaus. In the author’s
perception and practice, the pedagogy of Basic Design promotes a holistic, creative and experimental methodology that develops
the learning style and cognitive abilities of students with respect to the fundamental principles of design. This includes
an understanding of the elements of shape, colour, texture, light, and rhythm in a manner complementary but usually unrelated
to the common design methods teaching approach. As is well known among design practitioners, including architects and industrial
designers, a deep understanding of the purpose of these fundamental design elements and principles is still relevant to contemporary
design practice. The main objective of the research described in this paper was to determine the status and development of
Basic Design pedagogy in a significant number of contemporary design schools. On the basis of the results of two surveys conducted
in 2001–2002, this paper will identify and illustrate interesting aspects concerning the programmes and organisation of courses
delivered by teachers of ‘Basic Design’. This work will also survey the viewpoints of Basic Design teachers in elementary
years of design courses and of those teaching design through projects during the subsequent years of the same courses. Interestingly,
the design project teachers surveyed in this research expressed a desire to be more involved in the teaching of Basic Design
fundamentals which indicates strongly that Basic Design principles are still relevant in contemporary design education terms
as they have ever been and that more research is needed in order to better understand and apply the related pedagogy. 相似文献
35.
37.
Accounting instructors face numerous challenges in structuring and teaching accounting classes. This paper describes the experience of redesigning classes in an introductory accounting course to follow the format of team training sessions in the sport of soccer. The soccer format includes six sections: warm‐up, balance/agility/coordination, skill/technique, simplified small game, game, and cooldown. We explain how the activities in each of these sections can be translated into parts of a class session. While adopting this format requires instructors to invest time in preparation and to be flexible and responsive when facilitating classes, informal results indicate that this class format is rewarding for both instructor and students and that it enhances student performance and experience. We suggest that elements of this class format could be successfully adopted for courses in other business subjects, and in nonbusiness disciplines. 相似文献
38.
在激烈的市场竞争下,军工科研企业面临如何有效地降低研发成本、提高研发效率、提升研发质量,从而实现规模化、产业化发展等问题。集成产品研发(Integrated Product Development, IPD)由IBM首先成功实践,可以帮助企业快速、低成本、准确地开发出满足市场的产品,快速从以项目为核心、解决产品有无问题的阶段,向以平台和共享为核心的产业化发展阶段跨越。从军工企业科研面临的问题,研究了IPD军工科研企业如何借鉴IPD思想,本地化建立符合军工业务特点的研发体系,提出了基于IPD的研发体系建设目标、建设内容和实施步骤。 相似文献
39.
杨海英 《北京劳动保障职业学院学报》2014,(1):53-55,60
职业教育要以职业活动为导向,才能使教学内容尽可能贴近真实工作,培养符合企业需要的高素质技能人才,而情境作为教学的重要载体,直接影响教学效果和教学目标的实现。在构建项目化课程情境时,情境的选取与设计应根据工作的职业特性,体现典型性、全面性,还要结合教育规律,以学生为主体,具备趣味性特征,同时要根据行业企业的变化,及时更新和完善。 相似文献
40.
本文结合昆明理工大学实际,探讨了在新的时代要求下为高校非数学专业学生开设数学拓展课程的必要性,并提出了相关的理论依据。同时,本文在已开设拓展课程的基础上总结了取得的成绩和存在的不足,为今后课程设置及教学的进一步完善提出了相关建议。 相似文献