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1.
夏春宇 《河北职业技术学院学报》2009,(3)
建筑施工过程中属于监理的范围多,为使施工过程中安全管理工作与建筑工程的质量管理工作同步提高,监理单位现场安全监理工程师的安全监理专业知识与水平的提高成为施工现场安全监理工作顺利完成的重要保证。 相似文献
2.
论工程项目施工中的安全监理 总被引：9，自引：0，他引：9
夏春宇 《廊坊师范学院学报(自然科学版)》2009,9(3):84-85
建筑施工过程中属于监理的范围多,为使施工过程中安全管理工作与建筑工程的质量管理工作同步提高,监理单位现场安全监理工程师的安全监理专业知识与水平的提高成为施工现场安全监理工作顺利完成的重要保证。 相似文献
3.
监理工作规范化的根源来自政府、业主、施工单位和监理自身各方的努力。监理企业要分析监理工作不规范带来的诸多风险,并采取有效的风险防范措施,严格守法,敢抓敢管,从而实现现场监理工作的规范化。 相似文献
4.
This article proposes a series of linkages which can be created between counselor educators and local schools by on-site supervision. Methods and issues relating to such a possibility are discussed. 相似文献
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大数据为高等教育改革与创新提供了前所未有的机遇,应用教育数据挖掘和学习分析的技术可以全面及时地掌握高校成人教育校外合作单位的办学状况,提升质量评估工作的科学性和有效性。要达到这个目的,高校需要建设网络教育综合服务平台;研究制定科学的评估指标;构建在线评估与现场督导相结合、实时抽查与阶段性评估互补、内外部评估并行的办学质量评估保障体系。 相似文献
6.
工程项目施工过程中的质量控制对保证工程质量十分重要。现场施工人员是质量控制的人本基础,机器设备控制是关键,加强材料设备的监管是保证工程质量的物质基础,先进的施工方法是创造优质工程的条件。提出加强企业质量管理体系建设、加大现场巡查力度、加强过程质量监控、及时排查质量隐患等解决措施。 相似文献
7.
《Journal of Teaching in Social Work》2013,33(1-2):171-185
Abstract This paper adds to the literature on field instruction and supervision of social work practicum students by nonMSW professionals. It shares insights gained from a focus group discussion of professionals' experiences with practica when there was no MSW on site. Reported findings indicate student, agency, and relational characteristics contribute to the success of these placements. The focus group and the authors conclude that active involvement of all three parties -the on-site nonMSW supervisor, the off-site MSW field instructor, and the practicum student -in a triad model of field education increases the likelihood that these practica provide students with field learning experiences that are among the very best. 相似文献
8.
职业院校学生实习模式创新:从“顶岗实习”到“认识实习” 总被引：1，自引：1，他引：0
目前,职业院校学生顶岗实习工作中存在着企业无法或不愿接受学生实习、学生不愿或难以完成实习任务、学校片面理解顶岗实习和缺少完善的实习模式等问题,使得职业院校专业实习工作难保质量。"认识实习"模式作为"专业实习"的实现形式之一,其与"顶岗实习"具有本质上的区别,不以实习后的留岗就业为目的,具有专业面向广泛、周期短、安排灵活等特点,可以加速职业教育学生身份转变过程,进而帮助学生为下一阶段的学习做准备。 相似文献
9.
Karen M. La Paro Catherine Scott-Little Anurika Ejimofor Teressa Sumrall Victoria L. Kintner-Duffy Robert C. Pianta 《Journal of Early Childhood Teacher Education》2013,34(4):318-336
Recent surveys have provided some guidance and recommendations for the student teaching component in early childhood teacher preparation, but specific information on the focus of supervision and evaluation of student teachers is limited. The current study surveyed 128 early childhood programs in 2- and 4-year institutions of higher education across seven states. The study collected data in areas such as which students receive feedback, how students are supervised and evaluated, and what types of assessment tools contribute to the evaluation. Results indicate that across 2- and 4-year institutions, language and literacy are a strong focus of feedback for student teachers, as well as child development, planning, and adult–child interactions. Student teachers are typically supervised through on-site visits that range in number and length fairly dramatically across 2- and 4-year institutions. Finally, the use of specific tools for evaluation varies across programs; about a quarter of programs surveyed use a published tool to evaluate student teachers. The majority of programs use an evaluation tool that is based on local, state, or national standards. Findings are discussed in terms of early childhood teacher preparation programs and the continuing discussions of recommendations for student teaching. 相似文献
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11.
Kennedy Kam Ho Chan 《International Journal of Science Education》2013,35(8):1246-1278
Experiences and reflection have long been regarded as a foundation for pedagogical content knowledge (PCK) development. However, little is known about how experienced teachers develop their PCK via reflection-in-action during their moment-to-moment classroom instruction. Drawing upon data sources including classroom observations, semi-structured interviews and stimulated recall interviews based on lesson videos, this study examined instances when four experienced teachers were found to invent new instructional strategies/representations on the spot during the lesson (referred to as on-site PCK development) in their first attempts at teaching a new topic. The study documented the moment-to-moment experiences of the teachers, including their reconstructed thought processes associated with these instances of on-site PCK development. An explanatory model of a three-step process comprising a stimulus, an integration process and a response was advanced to account for the on-site PCK development observed among the teachers. Three categories of stimulus that triggered on-site PCK development were identified. Factors influencing the integration process and, hence, the resulting response, included teachers’ subject matter knowledge of the new topic, their general pedagogical knowledge and their knowledge of student learning difficulties/prior knowledge related to the new topic. Implications for teacher professional development in terms of how to enhance teachers’ on-site PCK development are discussed. 相似文献
12.
Vincenza Benigno 《Technology, Pedagogy and Education》2013,22(3):347-361
Abstract The applications of network technology to pre-service and in-service teacher training are wide in scope but may nevertheless be grouped into two broad categories: the network as a source of assistance (or self-help) for teachers during the classroom transfer of knowledge which they have gained on an on-site training course; and the network as an environment where the training process actually takes place. This article describes the study of a mixed on-site/on-line approach adopted for a training course called EDIT (EDucating with Internet and Telematics); the topic of the course itself was the use of the Internet to support teaching. The distinguishing feature of the approach used is the alternation between complementary on-site training and on-line activities. 相似文献
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Cooperative education in the liberal arts has a history, is triving in the present, and can look to a promising future. However, in order to move beyond the traditional concepts and classical models, postsecondary liberal arts institutions not only will have to look to present models and experimental formats, but also will have to assess their own idiosyncratic variables and develop appropriate personalized frames of reference. The methods developed at the University of Lethbridge reflect the committment to the criterion of academic quality, high faculty input and participation, on-site supervision, and an optimal range of vocational experiences recognized through the awarding of significant amounts of degree credit. In conjunction with these qualities is the university-wide committment to a small and personalized approach based upon student-developed learning objectives.All three authors are involved in the Cooperative Studies Program at the University of Lethbridge. 相似文献
15.
唐静 《连云港师范高等专科学校学报》2001,(4):5-8
重视和加强党内监督一直是我党的一项优良传统，党内监督在党的建设中的地位是不可取代的。邓小平历来重视党内监督，提出以制度建设来保证党内监督的理论，并从建立健全党内法规、制定完善党内监督制度、专门监督机构的建设等三个方面阐述了这一理论，对于全党提高对党内监督的理解和认识起到了重要作用。 相似文献
16.
Four models of supervision—counseling/therapeutic, teaching, consulting, and self-supervising—have been identified, but no one model adequately describes the total supervision process. The authors propose a comprehensive developmental framework that incorporates the four supervision models. The framework reflects the changes that occur during supervision and offers the supervisor and the trainee a means of conceptualizing the developmental stages of supervision. Professionalization occurs during supervision as the trainee assumes greater responsibility for the content of supervision and learns how to be a self-supervisor. 相似文献
17.
This study assessed a learning outcome for nontraditional seniors who were in accelerated degree programs in both online and on-site formats. Using items from the National Survey of Student Engagement, researchers explored engagement with global understanding and cultural awareness. A quantitative, single-case analysis method was used to determine significance with the items. Results indicated 50% of the items were significant, and for all of the significant items, means were higher for the on-site senior group. Implications are explored, including pedagogical ideas for online programs in teaching global and cultural themes. 相似文献
18.
During the 1900s, the path to a PhD degree has seen many changes for both postgraduate students as well as their supervisors. The supervisor's duties have increased in scope and the demands made on PhD candidates have augmented. This paper deals with supervision as pedagogic method. Departing from a project aimed at studying ‘supervision on supervision’ through a programme including a special pedagogic model for learning, process‐oriented group supervision as a method of improving doctoral supervision is discussed. In the model used, the supervisors' relationships and the experiences form the basis for reflection process connected to, among others, communication theory and social‐psychological explanatory models. Pointing out the five requirements of trust, theories, tools, training and time, it is concluded that ‘supervision on supervision’ well may serve as a way of improving doctoral supervision. 相似文献
19.
许玲英 《海南师范大学学报(社会科学版)》2007,20(4):138-141
邓小平党的监督思想由党要受监督的必要性与重要性,监督的主体和实行监督的基本条件,构成了他监督思想的主要内容。邓小平把马克思主义监督理论运用于20世纪八、九十年代中国共产党的建设实际,继承和发展了马克思主义监督理论;他在总结历史的经验教训中逐渐形成他的监督思想;他把传统的主观自律引向客观制约,强调了外力监督的重要作用,形成了他监督思想的特点。 相似文献
20.
刘朋 《上海教育评估研究》2018,7(3):32-37
英国的学校发展性教育督导经验对于我国的督导实践探索具有较强的借鉴意义。 结合对英国的督导学习考察经历,发现学校教育、依法督导、教育质量、督导活动、督导结果和督学队伍六个要素对于学校发展性教育督导的有效实施非常关键。 文章介绍了英国学校在这六个方面的具体做法,这些做法值得我们在督导实践中借鉴。本文还结合上述六个要素就我国的督导工作给出了建议。 相似文献