共查询到18条相似文献，搜索用时 25 毫秒
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AKB48人气美少女们的大集结!为了动画《龙珠》的开播而结成的AKB48小分队“Team Dragon”演唱了动画片的片尾曲《心之羽翼》,这张单曲已于7月底发行。若是你还不知道她们。你就out啦．快点来恶朴一下他们的新MV吧! 相似文献
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AbstractIn this article we describe a partially flipped Introductory Linear Algebra course developed by three faculty members at two different universities. We give motivation for our partially flipped design and describe our implementation in detail. Two main features of our course design are team-developed preview videos and related in-class activities. We share quantitative data and qualitative lessons learned related to our project. 相似文献
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Team Work:培养创新能力和团队精神的好形式 总被引：6，自引：1，他引：6
与国外教育相比，国内教育在严谨书本知识和系统理论知识教育方面并不弱，但在创新及实践能力培养方面尚有较大的差距。即使在天津大学这样的工科院校中，也存在重理论、轻实验，重软件、轻硬件和好高骛远、不愿承受艰苦细致的基本技术训练的倾向，这样，培养的学生就难免高分低能。对此，必须进行改革。 相似文献
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John G. Milton Ami E. Radunskaya Arthur H. Lee Lisette G. de Pillis Diana F. Bartlett 《CBE life sciences education》2010,9(3):316-322
The success of interdisciplinary research teams depends largely upon skills related to team performance. We evaluated student and team performance for undergraduate biology and mathematics students who participated in summer research projects conducted in off-campus laboratories. The student teams were composed of a student with a mathematics background and an experimentally oriented biology student. The team mentors typically ranked the students'' performance very good to excellent over a range of attributes that included creativity and ability to conduct independent research. However, the research teams experienced problems meeting prespecified deadlines due to poor time and project management skills. Because time and project management skills can be readily taught and moreover typically reflect good research practices, simple modifications should be made to undergraduate curricula so that the promise of initiatives, such as MATH-BIO 2010, can be implemented. 相似文献
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Binsheng He 《美中教育评论》2005,2(3):49-57
The paper is to explore the regularity of teachers＇ team construction of non-government university. In the paper, the author analyzed the instability of the teachers＇ structure and their thoughts; summarize the experience which the non-government university has accumulated over 13 years and put forward the measures to construct non-government university teachers＇ team. That is, to organize the teacher to study the laws and regulations, guide them to dispel the psychological obstacles; pay attention to the emotional fostering with the thought of encourage excellent; carry out the strategy of ＂keep people by emotion, welfare, atmosphere, ideal and good management＂; open new thinking of encouraging excellent. So as to build a comparatively stable, well educated and high-quality team that combines old and young teachers, taking young and the middle aged teachers as the leading factors, not only respects their work but also looks for the truth. 相似文献
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线民 《读与写:教育教学刊》2003,(8):92-96
本篇战报是最近在欧洲赛场上的一场重要赛事，以东道主身份参战的法国劲旅GG一路突破重重难关杀人半决赛．却遇到了拥有名气的选手vess1an和XeqtR的瑞典劲旅Team9。GG是一支以前卫的战术为特色的战队，在欧洲杯上也曾以聪明的战术而击败当时欧洲的项尖强队mTw．alt。而[9]曲vansslan更是有战术大师之称．双方在战术上的比拼各有所长。 相似文献
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The system of Chinese universities R＆D as a branch of the system of the whole country R＆D, has a great effect on the development and innovation of country＇s science and technique. Consequently, it＇s important to construct an effective management team with high diathesis for University R＆D management. Based on the statistics of the case study, this thesis finds out some problems of management team function, and other problems, therefore gives some proposals on R＆D management team construction. 相似文献
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Since collaboration within schools gains importance, teacher educators are looking for alternative models of field experience inspired by collaborative learning. Team teaching is such a model. This study explores two team teaching models (parallel and sequential teaching) by investigating the mentors' perspective. Semi-structured interviews were conducted in order to map their attitudes, the advantages and disadvantages they observe and the conditions for implementation. Results indicate that mentors adopt an open attitude toward team teaching. They observe advantages for all actors involved, especially for student teachers (e.g. support, professional growth) and learners (e.g. rich and varied lessons). The study corroborates the findings retrieved in the literature, enlarges and refines them, and gives a clearer view on the importance of each (dis)advantage. 相似文献
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Maja Lotz 《International Journal of Lifelong Education》2013,32(5):597-616
This paper explores the constructive links between cooperation, rivalry, and learning within the structure of team communities. Drawing upon social learning theory and qualitative data from case studies conducted in Danish team‐based firms, the main purpose is to argue that both cooperation and rivalry are important triggers for mobilizing learning processes within and between teams. However, social learning theory tends to disregard the positive aspects of rivalry. Instead, the paper suggests that rivalry is often critical for learning to take place, and identifies four recurrent stories of rivalry as a trigger of learning based on two case studies of teamwork dynamics in firms. Consequently, this paper argues for the need to extend social learning theory beyond its rather harmonious learning perspective. 相似文献
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Thabo Makhalemele Isabel Payne-van Staden 《International Journal of Inclusive Education》2018,22(9):983-996
Teachers’ sense of self-efficacy is crucial for the success of implementation of inclusive education in schools. The Education White paper 6 mandated the District-Based Support Teams (DBSTs) to successfully support teachers to feel more equipped and be competent in their roles to address barriers to learning, which consequently will experience positive self-efficacy beliefs. The purpose of this article is to explore the competencies of the DBST in enhancing teachers’ sense of self-efficacy within Full-Service schools. Data were generated by means of interviews using a qualitative approach. Members of the DBST and teachers from the Full-Service schools in two provinces of South Africa participated in this research. The findings revealed that certain factors such as incompetent leadership, inefficient support, unavailability of structured programmes as well as poor communication and cooperation disable DBSTs with respect to enhancing teachers’ sense of self-efficacy in various ways. The authors recommend that by addressing these factors teachers’ sense of self-efficacy will be enhanced. 相似文献
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Syh‐Jong Jang 《International Journal of Science Education》2013,35(6):615-632
Due to the implementation of a 9‐year integrated curriculum scheme in Taiwan, research on team teaching and web‐based technology appears to be urgent. The purpose of this study was incorporated web‐assisted learning with team teaching in seventh‐grade science classes. The specific research question concerned student performance and attitudes about the teaching method. Two certified science teachers and four classes of the seventh graders participated in this study. It used a mixed methods design, incorporating both quantitative and qualitative techniques. The main data included students’ scores, questionnaires, teachers’ self‐reflections, and the researcher’s interviews with teachers. The results showed that the average final examination scores of students experiencing the experimental teaching method were higher than that of those receiving traditional teaching. The two teaching methods showed significant difference in respect of students’ achievement. The research had limitations because of students’ abilities of data collection, computer use, and discussion, but more than one‐half of the students preferred the experimental method to traditional teaching. However, team teachers would encounter the problems of technology ability, time constraints, and entrance examination pressure. 相似文献
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Rike Bron Maaike D. Endedijk Ruth van Veelen Bernard P. Veldkamp 《Vocations and Learning》2018,11(3):449-474
In order for teams to build a shared conception of their task, team learning is crucial. Benefits of intra-team learning have been demonstrated in numerous studies. However, teams do not operate in a vacuum, and interact with their environment to execute their tasks. Our knowledge of the added value of inter-team learning (team learning with external parties) is limited. Do both types of team learning compete over limited resources, or do they form a synergistic combination? We aim to shed light on the interplay between intra- and inter-team learning in relation to team performance, by including adaptive and transformative sub-processes of intra-team learning. A quantitative field study was conducted among 108 university teacher teams. The joint influence of intra- and inter-team learning as well as structural (task interdependence) and cultural (team efficacy) team characteristics on self-perceived and externally rated team performance were explored in a path model. The results showed that adaptive intra-team learning positively influenced self-perceived team performance, while transformative intra-team learning positively influenced externally rated team performance. Moreover, intra-team and inter-team learning were found to be both a constructive and a destructive combination. Adaptive intra-team learning combined with inter-team learning led to increased team performance, while transformative intra-team learning combined with inter-team learning hurt team performance. The findings demonstrate the importance of distinguishing between both the scope (intra- vs. inter-team) and the level (adaptive vs. transformative) of team learning in understanding team performance. 相似文献
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AbstractThis paper focuses on understanding and exploring how a group of university engineering and science tutor educators learn and assimilate new conceptions about their role in the face of the forces of globalisation that are transforming the system of higher education. This research paper adopts the notion of the Teacher Support Team (TST) as developed by Daniels and grounded in Vygotsky’s sociocultural account of the social formation of mind. These structures of meaning provide insight into the role played by the context, the interactions, the needs and the demands of actual activities, agreements and learning processes that this group of STEM lecturers undertook as they sought to transform their usual teaching methods that were focused on individual and isolated work in order to create more innovative practices and impact on their students’ performance. The analysis of this experience, which was based on the epistemological principles of the sociocultural approach, focused on the educational model that emerges from needs that are perceived and shared through the group’s interactions, as well as the transitions that such a team undergoes in its actions and decisions. 相似文献
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Muriel E. Scott 《Communication quarterly》2013,61(3):301-318
Challenges to effective collaboration are magnified when work teams are composed of geographically distributed members. Team members separated by time, distance, and culture often struggle with issues of trust, conflict, and potentially divisive subgroups. With global virtual teams becoming increasingly common in organizations, it is important to understand how to minimize such interactional difficulties. This study examines rules and resources that members of a corporate global team draw on to structure their interactions. In this case study, team members draw on highly ritualized actions prescribed by their software development process and their enacted values to mitigate their communication challenges. 相似文献
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Simons Mathea Coetzee Stephen Baeten Marlies Schmulian Astrid 《Learning Environments Research》2020,23(1):45-58
Learning Environments Research - Team teaching is a teaching model in which teachers work collaboratively in the preparation, teaching and evaluation of a course. Literature suggests that team... 相似文献