工程经济学实践教学环节的实施

文章结合工程经济课程特点和知识体系,就课程实践环节中存在的课时缩减、师资力量短缺等方面进行了分析,针对性地从重新合理分配实践环节、案例教学、软件应用以及引入答辩环节方面提出了相应的改进措施。     

浅谈“以工作过程为导向”中职农业机械使用与维护课程开发

"工作过程导向"课程是实现中职教育的教学过程与工作过程融合能有效提升学生的职业能力和职业素养,能有力促进中职教育改革的发展。在农机使用与维护专业课程建设中应用"工作过程导向"的课程模式,进行专业核心课程开发和实施。在课程建设中应注意课程的适用性、师资条件、实训条件等问题。     

中国高师美术教育课程改革探析

目前国内学校美术教育依然是基础教育中的薄弱环节,而高师美术教育课程的设置与基础美术教育有着直接的联系。对旧有的美术教育课程体系进行完善与改革已经迫在眉睫。     

新课程理念下初中英语复习课初探

在新课程理念下，我们首先必须转变教学观念，改进教学方法。在英语复习课中，充分体现“四化”，即趣味化、网络化、多样化、口语化。我们要形成以学生为中心的课堂，充分发挥学生的主动性、创造性，提高语言交际运用能力。     

Uncertainty and Consumption in Keynes's Theory of Effective Demand

Keynesian uncertainty normally exercises influence over effective demand via private investment. This paper expands the scope of influence of uncertainty to comprise private consumption as well. When private spending is explicitly made subject to uncertainty the individual consumer is forced to take active steps to make the future predictable. Contracted, sticky money prices are key tools in the consumer's efforts to keep uncertainty at a minimum and match earnings with consumption costs. However, even if prices are successfully contracted there is still need for preparedness against contingencies. Consumers therefore regulate their propensity to consume with reference to their confidence in the future: the propensity to consume is high when confidence is strong and low when confidence is weak. Because of its effect on the propensity to consume, consumer confidence exercises a significant influence on macroeconomic activity in general.     

The Development of International Business as an Academic Discipline

Abstract

This article reviews the emergence of international business (IB) as an academic discipline through an examination of IB research, curriculum, and location within the organisational structures of universities and business schools. A selective review of the literature on IB education is used to identify different approaches to the formulation of the IB curriculum and its constituent parts and principal features: internationalisation of business functions; integration of constituent subject areas; multidisciplinary and strategic orientation. This is used to derive a number of pedagogic implications for both teachers and students of IB: sequencing and ordering of the curriculum; revealing the ontology and epistemology of IB; breadth versus depth in the curriculum; emphasising a study of or for IB; locating and structuring IB within a modular programme; class room practice for delivering the IB curriculum.     

Insights into the intrinsic and extrinsic challenges for implementing technology education: case studies of Queensland teachers

This study, embedded within the Researching School Change in Technology Education (RSCTE) project in Queensland, Australia, aimed to gain insights into the intrinsic and extrinsic challenges experienced by teachers during the implementation of technology education within primary school settings. The official publication and launch of the Technology years 1–10 syllabus and associated curriculum materials by the Queensland Studies Authority during 2003 saw the first formal Technology curriculum for primary schools in Queensland. The Queensland Government announced that all Queensland schools were to aim for full implementation of this new Key Learning Area (KLA) by 2007. This presented a challenge for Queensland teachers as they began to understand this new KLA and subsequently, were required to implement technology education for the first time. Education Queensland released a number of different strategies that were designed to assist this implementation, including research partnerships with universities. Thus, the RSCTE project, a partnership project between Education Queensland and Griffith University included implementation research within schools. Through the identification of insights into intrinsic and extrinsic challenges, this study, while recognising the limitations of transferability beyond the case studies presented, provides suggestions to assist the implementation of technology education.     

高校课程评价理念困惑解析

课程评价理念是课程评价制度得以充满生机和活力的精神源头,课程改革和课程开发必须以课程评价理念的突破和更新为先导。高校课程评价理念却出现了诸多矛盾与困惑,这些矛盾与困惑长期困扰课程评价与课程建设的理论与实践,并已构成当前新一轮高校课程改革实践推进的严重障碍。辨析与梳理这些问题的表现形式及产生背景是解决这些问题的基础与前提。     

跨学科视角下的商务英语教学

随着全球一体化趋势迅猛发展,未来世界所需要的是具有跨学科能力的人才.以跨学科能力为基础,探讨商务英语专业的培养目标及课程体系设置,以期对促进商务英语专业的发展产生积极的影响.     

浅析楼宇智能专业人才培养方案改革

针对目前我校09级楼宇智能专业人才培养模式与企业对于楼宇智能专业的人才的需求之间还存在一定的差距的现状,探求合适的楼宇智能专业人才培养方案显得尤为必要。提出以企业岗位职业能力为中心设置课程体系、构建专业核心课程以及采用理论学习与实践训练相结合教学模式。