共查询到20条相似文献，搜索用时 62 毫秒
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Ikpe Justice Akpan 《Decision Sciences Journal of Innovative Education》2016,14(4):412-440
Consulting practicum (CP) is a form of experiential learning technique to prepare students for professional careers. While CP has become a popular way to help students acquire the essential practical skills and experience to enhance career readiness and ensure a smooth transition from college to employment, there is a lack of empirical studies that establish any link between CP and the career readiness of students. This study seeks to fill this gap. Undergraduate students enrolled in practicum classes undertook consulting projects for several organizations in the areas of management and information systems (MIS) with the purpose of implementing projects and solving real‐life business problems while gaining valuable professional experience and career specific skills. Each team had a mentor who was also the contact person representing the client organization. At the end of the projects, the teams’ supervisors evaluated the performance of the consulting teams based on 10 criteria, classified into behavioral and technical skills. The results show that students developed essential career‐related competencies and behavioral skills as an indication of career readiness, thus affirming CP as an innovative pedagogical strategy that can enhance students’ readiness for professional careers in MIS. 相似文献
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盛筱芮 《天津职业院校联合学报》2014,(12):121-124
通过针对一名大二学生由于内心受挫、不自信而产生情绪低落的情况进行的咨询分析,详细阐述了如何对求助学生进行心理咨询,即通过整理、分析求助者资料,运用认知行为疗法,使求助者很好地领悟与配合,最终恢复了正常的学习和生活。 相似文献
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在师范生信息技术能力培养中,高师需要采用信息技术与具体学科课程整合的案例教学模式,但案例教学又依赖于教学案例的成功开发与管理。目前师范生信息技术培养中教学案例开发不力,效率不高,有必要明确开发小组人员结构,依据开发流程,依托课程网站和教育实习专题网站,构建动态的教学案例管理体系。 相似文献
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Bioinformatics, merging biological data with computer science, is increasingly incorporated into school curricula at all levels.
This case study of 10 secondary school students highlights student individual differences (especially the way they processed
information and integrated procedural and analytical thought) and summarizes a variety of critical situations that teachers
may encounter when teaching bioinformatics. Students who integrated factual information with procedural and analytical skills
were closest to content mastery; while students who had fundamental deficiencies in factual recall or were less adept in integrating
higher order knowledge with specific facts and procedural skills had difficulty mobilizing critical analytical skills needed
to master the bioinformatics tasks. Broader implications are presented for teacher education, curriculum design, and research. 相似文献
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高媛 《青海师范大学学报(哲学社会科学版)》2011,33(5):143-145
图书馆具有得天独厚的信息资源、环境和科研优势,图书馆如何发挥其教育职能引导大学生利用信息资料,对增强大学生的信息素质,拓宽大学生的知识面,提高大学生的科研能力,具有一定的现实意义。 相似文献
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Joshua C. Roberts 《European Journal of Engineering Education》2007,32(3):243-251
As information professionals, engineering librarians have the primary responsibilities of providing access to engineering information resources and giving instruction in how to use these resources. In the case of undergraduate engineering students, this extends to building their information literacy skills, an important component in helping them become lifelong learners; to be curious and independent, and to take greater responsibility for their own learning. The challenge in building information literacy in engineering students is to acquaint the students with the array of library resources available to them and to help them intelligently navigate the systems that contain the information. Too often, information literacy instruction is presented as a set of procedures for locating a hypothetical resource in the library. However, students are not interested in finding some resource randomly chosen as an example; they want to find resources that they perceive as being important and useful. During the 2005–2006 academic year, the engineering librarians at Drexel University took this into consideration and employed a new methodology for information literacy instruction: combining an online tutorial covering basic library skills with face-to-face consultations between student design teams and the engineering librarians. By utilizing varied instruction techniques aimed at different learning styles, with a strong active learning component delivered at the student's point of need—when they have a concrete, perceived information need—information literacy instruction can be improved so that engineering students retain more and develop lifelong learning skills. 相似文献
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商业银行经营管理学是一门集综合性、实践性和应用性于一体的金融学专业必修课,因此案例教学在其课程教学中具有举足轻重的作用。然而传统案例教学存在诸如学生积极性不高、课堂气氛不活跃、信息单向传输等问题,相对于传统案例教学,辩论式案例教学是可以激发学生能动性、提高学习兴趣、创新能力、表达能力的一种全新的案例教学模式。 相似文献
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Chin‐Min Hsiung Shi‐Jer Lou Chi‐Chang Lin Pei‐Ling Wang 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):125-135
In cooperative learning, students work together as a team to maximize the academic success of all the team members. The failure of even a single member can compromise the success of the entire team. Thus, to evaluate the functioning of the team reliably, it is necessary to consider both the performance of the individual team members and the interactions among them. In this study, a method was developed for identifying dysfunctional teams and troubled individuals by examining the correlation between the team scores obtained in sequential tests and the correlation between the scores obtained by the different team members. The effectiveness of the proposed method was evaluated via field experiments. Forty‐eight students were randomly assigned to cooperative learning teams and their learning performance assessed by four‐unit tests. The results indicated that the proposed method can identify the most troubled individuals in a team even when the team performance/grouping information is not taken explicitly into account. Furthermore, when the team information is considered, the method can identify both the dysfunctional teams and the troubled individuals within the teams. Therefore, the proposed method provides a useful basis for the development of computer‐assisted solutions for assessing the performance of cooperative learning teams. 相似文献
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当前，案例教学存在着简单迁就理论教学，教师过多干预分析过程与结果，学生分析停留在方案统一性和标准答案上，为此有必要认真研究确定案例，教师，学生在案例分析中的角色问题，以更好地运用这一教学模式，本结合高职管理类学科教学做出尝试性探讨。 相似文献
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AbstractMany students experience mathematics as a neutral entity, without understanding its impact on social justice and equity. Students must understand that mathematics and statistics are powerful tools for creating social change, and that students themselves are capable to enact positive social change through their mathematical abilities. In this paper, we discuss how we have integrated both service learning and mathematical consulting into a single course to promote civic engagement by mathematics majors through professional applications. We outline methods to engage with community partners to create consulting projects for students while integrating discussions of professionalism, practice, ethics, and social justice into the classroom. We provide qualitative evidence that the integration of service learning and consulting empowers mathematics students to make a difference by doing social justice with mathematics. 相似文献
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Borge Marcela Aldemir Tugce Xia Yu 《Educational technology research and development : ETR & D》2022,70(3):661-690
We examined the utility of a technologically enhanced collective regulation system for improving students’ collaborative sense-making processes, i.e., discussion quality, over time. Participants were 27 online undergraduate students enrolled in an introductory information science course. Students were divided into teams tasked with carrying out five online synchronous discussions and collective reflection activities in the system focusing on improving their processes over a ten-week period. Discussion quality was evaluated by a trained graduate student, using the same assessment rubric used by teams. Both qualitative and quantitative analysis techniques were used to examine teams’ collaborative discussion quality and socio-metacognitive processes over time. Findings suggest teams significantly improved discussion quality and used the features in the system to do so. The results also suggested that while individuals were generally inaccurate in assessing their team’s discussion quality, group assessment accuracy and identification of team’s weaknesses improved over time in select areas.
相似文献13.
Elke Grimminger 《Pedagogies: An International Journal》2014,9(2):155-171
Although splitting up a class into teams is a consistent didactical element in physical education (PE), it is under-investigated in terms of how students handle the social dynamics in these situations. Therefore, the present study examines the strategies of exclusion as markers for non-recognition when students are split up into teams/pairs. The data set includes video data from 6 different classes (a total of 59 video sequences) and 40 video-stimulated recall interviews with children who were excluded when the class was split up into teams/pairs or with children that excluded others. Sociograms as well as PE teacher ratings about their students’ sport competence were also analysed. Four different exclusion and inclusion strategies were identified: accepting or ignoring “assurance strategies” before the class is split up into teams/pairs, negotiating the affiliation of an individual when students get into pairs, publicly denying the affiliation to a team, and publicly negotiating the individual’s value for a team. The findings show that students use the team-selection proceedings and situations when the class was split up into teams as opportunities to transmit non-recognition. The social order was publicly demonstrated and legitimated. 相似文献
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《经济数学》是体育院校管理系学生的专业基础课.本文设计了《经济数学》课的3个教学案例,通过案例教学,教师引导所有学生积极参与,学生与学生之间有一种信息的交流,促使学生积极思考,相互启发和讨论.对学生通过自己努力总结出来的正确知识给予充分肯定,并根据教学惯例,以其名字或班级名字命名,充分地调动了学生挖掘知识的积极性. 相似文献
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案例教学在教育学教学中的应用 总被引：1，自引：0，他引：1
陈卫京 《延安教育学院学报》2003,17(4):12-13,70
案例教学是教育者本着理论与实际有机整合的宗旨，遵循教学目的的要求，以案例为基本素材，将学习者引入一个特定事件的真实情境中，通过学生主体性的学习，培养学生反思、创新能力，使理论与实际紧密结合的一种有效教学形式。案例教学是通过分析、讨论和总结案例三个阶段进行，是弥补当前教育学教学不足的有效形式。 相似文献
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高校图书馆与大学生素质教育 总被引：1，自引：0，他引：1
黄依杭 《淮阴师范学院学报(哲学社会科学版)》2004,26(4):558-560
高校图书馆是对大学生进行素质教育的重要课堂,因此要加强馆藏建设和新生培训,做好学生的阅读辅导和书刊推荐工作,注重咨询服务,指导学生利用信息资源,实现其素质教育功能。 相似文献
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《Journal of Teaching in Social Work》2013,33(1-2):175-192
The paradox of courses on cultural diversity and oppression is that they produce both positive and negative consequences. The paper reviews the recent literature to examine the efforts to use teaching/class settings as a vehicle for educating students and modifying their behavioral attitudes regarding cross-cultural content. As an alternative to didactic or clinical appraoches, the paper offers a format (Coverdale) which manages the risks inherent in such a course. Borrowed from management consulting, Coverdale provides a skill based, experiential format which allows a class to work in teams in order to come to grips with their own diversity. Realistic in what it can offer, the application of Coverdale concepts to the course offesr practical skills to social work students who must often work cooperatively with diverse others at the individual, group and community level. Students takin gthis course evaluated it positively. 相似文献
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Frank C. Worrell 《Journal of educational and psychological consultation》2013,23(4):375-386
In this commentary, I provide a brief overview of definitions and types of consultation, as well as a discussion of the distinction between consultation and collaboration. I then apply the information from this review to the four articles on consulting about gifted and talented students. Using Caplan's framework, I argue that these papers contain examples of both case and administrative consultations, and that the focus on students who are gifted and talented takes consultation from a preventative intervention to a promotive one, thus expanding the applicability of the process of consultation. However, it is important to remember that consultation as it is defined in the literature has certain specific features. Therefore, simply labeling oneself as a consultant does not necessarily mean that one is engaging in consultation. 相似文献
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Amy Jane Griffiths Meghan E. Cosier Rachel Wiegand Sneha Kohli Mathur Sara Morgan 《Support for Learning》2021,36(4):608-629
Employment rates and post-school transition outcomes for individuals with disabilities remain alarmingly low compared to peers without disabilities. Transition-Focused Individualized Education Plans (TF-IEPs) often centre on skills associated with employment experience opportunities that are immediately available to the individual with a disability. While the transition plans focus on the student's strengths and areas of interest, less attention is paid to the guidance and support a student might need in choosing a sustainable career. We contend that teams must develop transition plans with specific attention to projected labour market data. Using this information will ensure that we are preparing students with disabilities for long-term success. This article describes how school teams can use an in-depth labour market analysis to develop robust transition plans. These plans will prepare students for careers that will last far into the future. 相似文献