如此“研究性学习”

“研究性学习”，是洪君攻读MBA(工商管理硕士)时掌握的学习方式。所谓研究性学习是指在导师的指导下，从自然、社会和生活中选择、确定专题进行研究，并在研究过程中主动地获取知识，通过综合应用，解决实际问题。“研究性学习”最重要的前提，是在开放性的现实情境中主动探索研究，获得亲身体验。     

网络在开展研究性学习中的作用

研究性学习在现实中的实施存在种种障碍,尚不能达到满意的效果.而借助于网络技术,能较好地开展研究性学习.网络可以提供研究性学习所需的完整的虚拟学习情境,丰富的网络资源有助于培养学生的发散思维,全新全面的工具软件有助于学生发现和研究问题,网络平台有助于学生方便地和教师、同学、专家及时进行交流并为学生提供发表情境问题的研究报告.     

关于电子信息专业课教学中研究性学习的研究分析

技术创新是电子信息产业能够持续发展的基础,因此,电子信息专业课教学应以研究和实践能力为目标,培养学生的创新精神。研究性学习主要是以培养学生创新性为主的新型教学模式,从学习的目标、内容、策略和评价等四个方面,设计电子信息专业课的研究性学习。     

语文学科开设研究性学习课程的思考

高等师范院校是教师的摇篮,21世纪的教师应是研究型、学者型、研究型的教师,必须具备较强的从事教育科学研究的能力和品质,语文学科和其它所有课程一样,承担着培养并加强学生研究性学习能力的使命。文章长从研究学习课程的特点、语文研究性学习的内容选择、语文研究性学习的流程、组织实施四个方面进行了阐述。     

教师在研究性学习中的角色转换

研究性学习是以学生为主的学习,这就需要教师进行相应的角色转换,成为学生开展研究性学习的促进者、组织者、参与者和指导者.教师的职责应当转变为帮助学生认清研究性学习的理论意义,积极指导学生完成学习情境的构建,参与到学生的研究性学习课题中并加以督促和鼓励,对学生在研究性学习过程中的态度、表现、能力、收获进行全面、客观、细致地观察和记录并作出评价.     

研究性创新型教学《国际金融学》课程改革的实践与探索

国际金融学课程作为经管专业主干课程,所涉及知识与国际金融经济联系密切,具有很强的实务性与应用性。本文提出该课程研究性创新型教学模式的构架,需有针对性地改革课程体系、强化大案例教学,以及利用开放性及团队小组合作的教学模式,加深学生在研究性学习中对所学知识的理解与掌握,以培养学生的创新思维能力。在这一过程中,需强化教师与学生间的沟通交流,激发学生学习兴趣,以及为学生创设开放性的学习环境等。     

浅析投资学研究性教学的开展

研究性教学已经应用于众多课程的教学过程中,本文分析了投资学采用研究性教学的适用性,对研究性教学的教学模式进行了总结,也指出了当前投资学进行研究性教学时存在的一些问题,从教学理念、教学内容及教学模式三个方面提出了改善教学效果的建议。     

金融专业研究性教学设计探析

研究性教学方法是为适应新形势的需要而倡导的一种教学方法,金融专业研究性教学各课程要素之间存在内容的逻辑一致性,它更侧重理论的学习和应用,问题的思维和交流,系统性与开放性的结合;基础性与实践性的结合;继承性和创造性的结合,有着自己学科群特征和教学实施逻辑。要建立金融专业研究性教学体系,将研究性教学理念融入金融专业教学体系的每一环节,真正发挥研究性教学的最大效能。     

浅析大学物理的研究性学习

大学物理是现代高等院校理科专业的重要基础课程,其教学质量与学习方法对学生后期专业课程的学习有着重要的影响.随着我国教育改革的深入,以实践能力为基础的研究性教学方式已经成为现代大学物理学习的重要方式.文中就大学物理的研究性学习进行了简要论述.     

数学建模与中学生研究性学习能力的培养

数学教学中培养学生的研究性学习能力,是新一轮课程改革的要求。在中学建立起数学模型教学的思想是新的课程标准的要求。文章论述了中学学生研究性学习的特点,和数学建模在研究性学习中的功能。     

民族院校经管类人才产学研合作教育的探索与实践——以大连民族学院经济管理学院为例

民族院校经管类人才产学研合作教育,以提高学生综合素质和职业能力为内容,以培养技术应用型人才为目标。大连民族学院经济管理学院在课程体系和教学内容、人才培养模式、师资队伍培养、校外实践教学基地等多方面进行探索与实践,全面提高少数民族应用型经济管理人才培养质量。     

EMBAs perceived usefulness of academic research for student learning and use in practice

The process of enriching teaching by incorporating academic research is generally seen as important to delivering successful learning outcomes. Engagement with academic research in the classroom also influences practice through students who are, or will soon become, graduates and professional practitioners. However, despite having seemingly attained the status of conventional wisdom, the integration of research, teaching, and practice cannot be assumed to be axiomatic. The linkages between research and practice, and between research and teaching, are not always obvious or easily demonstrable, and there is continuing debate as to the extent to which academic research adds value to student learning or its subsequent use in practice. Additionally, relatively few studies in accounting education have investigated the nexus between research, practice, and teaching from the frame of reference of post-graduate students who are both students and practising managers.In this study, we examine the opinions and observations of students enrolled in Australian and North American Executive MBA programs to gain insights into the ways in which academic research informs student learning and practice, and ways it may be enhanced. Our findings, explicable through the lens of Rational Choice Theory, reveal similarities in perceptions between the Australian and North American Executive MBA cohorts, and suggest the need to more effectively demonstrate the value of academic research as an aid to student learning, and in informing practice. We conclude by offering suggestions as to how to decrease the cost and/or increase the benefits associated with engaging with research in the classroom.     

A writing program for accounting courses

The author's premise is that communication skills, as well as technical knowledge, are critical elements for success in accounting. Accounting instructors can provide opportunities for students to hone their writing skills while teaching them technical subject matter. Assignments that require research in the profession's literature are particularly valuable for this purpose. Feed-forward and feed-back strategies can simplify the grading task and alert students to their writing deficiencies. Computer-assisted writing and analysis enhance the learning experience by using the technology students will encounter in the work place.     

Flipped v’s traditional teaching perspectives in a first year accounting unit: an action research study

With the need to move accounting students towards deeper learning approaches and understandings, this first cycle of an action research study sought to determine the student’s perspective of the flipped learning approach. With this learning approach gaining momentum in recent times, this study focuses on a first-year introductory accounting class in an undergraduate business degree. In making changes to the learning environment, we survey students and find that there are significant differences between the flexible student, that is, students that are already exposed in a limited way to this approach, and the face-to-face student. Results indicate further action research is required if the flipped learning approach is to be considered a serious teaching and learning contender for the first-year student.     

大学生学业效能感及其与学习倦怠的关系研究

本研究采用问卷法对四所高校636名大学生的学业效能感和学习倦怠状况进行了研究.结果表明：大学生学业效能感存在显著的性别、年级、学校类型差异;大学生学业效能感与学习倦怠呈显著的负相关;大学生学业效能感对学习倦怠具有显著的预测作用.可以通过提高大学生的自我期望、设置一定难度的学业任务、提供榜样示范以及加强课程改革的方式,来提高学业效能感,减少学习倦怠问题.     

The life of an accounting information systems research course

This paper describes the development, evaluation, and the changes made to a research course for part-time Master of Science students in accounting. The course prepares students for their Master of Science thesis and aims to develop their research skills. On top of this, it managed to overcome barriers between faculty members who were chiefly involved in teaching, and those who mainly conducted research. In the course, students work in teams, closely supervised by faculty members, and go through a research process that ends with the preparation of a research paper. The course consists of 10 steps, which are described and critically discussed. Evaluation scores indicate that students appreciate the course and experience a steep learning curve. Faculty members also experience benefits, despite the extensive preparation time involved.     

PERSONALITY BIASES OF ACCOUNTING STUDENTS: SOME IMPLICATIONS FOR LEARNING STYLE PREFERENCES

This paper reviews the evidence of a Myers-Briggs personality type bias for accounting students, A survey of a sample of accounting majors in three Australian universities supports the overseas evidence that there appears to be a strong tendency for accounting students to have common preferences on three of the four Myers-Briggs dimensions. The findings of this research suggest that while significant diversity is still evident, there is a bias in the Myers-Briggs personality profiles of accounting students towards preferences for sensation over intuition, thinking over feeling, and judgment over perception. Research in psychology and education has shown that different Myers-Briggs personality preferences are associated with significant differences in how people prefer to learn, and the types of learning experiences under which they perform best, that is personality types are associated with distinct learning styles. These outcomes suggest that accounting educators should cater to the variety of personality types among their students by adopting a diversified teaching approach. Such an approach should provide a balance of learning experiences and teaching strategies by attempting to challenge the weaknesses of the personality bias of accounting students in the intuition, feeling and perception areas, and building upon their strengths in the sensation, thinking and judgment areas.     

TEACHING NOTE Promoting participation-breathing new life into the old technology of a traditional tutorial: a teaching note

This note is an outline of our experience and a reflection on the lessons learned, when innovative teaching and learning methods were used to encourage participation in traditional tutorial classes. We hope that, by communicating our experience, readers will be encouraged to explore the identified approaches in their own courses. The problem of students' lack of participation in tutorials has long been recognized by staff and students. This problem is further exacerbated by the external factors of increased student numbers and more vocal employer opinions on graduates' lack of personal transferable skills. Three problems were identified as possible reasons for students' non participation in tutorials: dominance by one or a few students; students not forming a cohesive group; too many students in a tutorial. Strategies for dealing with these problems are detailed together with the results of our experience and conclusion on the success of each technique. The general conclusion is that it is possible to breath new life into old technology. Students can be encouraged to participate in a traditional tutorial by utilizing innovative teaching and learning strategies. We hope readers will learn from our experience and be encouraged to incorporate some of the strategies in their courses.     

Adopting commercial software in the accounting classroom: A focus on learning

Concerns about the current state of accounting education are well documented. A common anxiety is that students are not prepared to deal with the complex issues and unstructured problems that they will encounter throughout their professional lives. Recent studies conclude that an educational objective for accounting is to teach students how to learn. This paper discusses adopting commercial-use software as an approach to accomplish this objective. The paper also provides an example for an accounting information systems class. Because “learning to learn” involves teaching students learning strategies, accounting educators need to find new ways to help students acquire these strategies. This paper will be useful for instructors seeking ways to assist students in developing strategies for learning that will better prepare them for careers in a complex and dynamic environment.     

农村区域发展专业实践能力培养途径研究

学生专业实践能力的培养是提升农村区域发展专业建设层次的重要途径。基于农村区域发展专业实践能力培养的基本要求,本文从课程实践教学、实践基地、学生参与式学习与研究、实践平台构建以及课外专业讲解模式等方面探讨如何培养学生的专业实践能力。