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1.
论创业教育热背景下高职学生创业意识的培养 总被引：1，自引：1，他引：0
高职学生创业意识教育实质上是一种素质教育,它对高职院校创业教育的开展,对高职学生创业能力的培养和综合素质的提高以及就业都具有重要意义。通过加大对创业教育的宣传力度、建立完善的创业教育体系、营造宽松的文化氛围和构建创业服务体系等途径和策略可以实现高职学生创业意识培养的目标。 相似文献
2.
实习教师是教师队伍的新生力量,其社会化活动是以教育实习的环境支撑系统为前提的。对实习教师社会化环境支撑系统的考察,大致包含实习教师社会化制度环境、社会化环境组织结构、社会化环境机体要素和社会化环境活动内容等四个方面。对实习教师社会化环境支撑系统的分析可以使我们更现实地去看待实习教师的社会化须具备的基础条件,帮助实习教师实现最有效的社会化成长。 相似文献
3.
ABSTRACTUniversities are now compelled to attend to metrics that (re)shape our conceptualisation of the student experience. New technologies such as learning analytics (LA) promise the ability to target personalised support to profiled ‘at risk’ students through mapping large-scale historic student engagement data such as attendance, library use, and virtual learning environment activity as well as demographic information and typical student outcomes. Yet serious ethical and implementation issues remain. Data-driven labelling of students as ‘high risk’, ‘hard to reach’ or ‘vulnerable’ creates conflict between promoting personal growth and human flourishing and treating people merely as data points. This article argues that universities must resist the assumption that numbers and algorithms alone can solve the ‘problem’ of student retention and performance; rather, LA work must be underpinned by a reconnection with the agreed values relating to the purpose of higher education, including democratic engagement, recognition of diverse and individual experience, and processes of becoming. Such a reconnection, this article contends, is possible when LA work is designed and implemented in genuine collaboration and partnership with students. 相似文献
4.
Dolores R. Serrano Maria Auxiliadora Dea‐Ayuela Elena Gonzalez‐Burgos Alfonso Serrano‐Gil Aikaterini Lalatsa 《European Journal of Education》2019,54(2):273-286
Blended learning has risen in popularity in the last two decades as it has been shown to be an effective approach for accommodating an increasingly diverse student population in higher education and enriching the learning environment by incorporating online teaching resources. Blending significant elements of the learning environment such as face‐to‐face, online and self‐paced learning leads to better student experiences and outcomes and more efficient teaching and course management practices if combined appropriately. Hence, an appropriate systematic and dynamic approach of blended learning design is crucial for a positive outcome, starting with planning for integrating blended elements into a course and creating blended activities and implementing them. Evaluating their effectiveness and knowing in which environments they work better and improving the blended activities designed from both the student’s and instructor’s perspective are critical for the next delivery of the course. This article aims to increase awareness of higher education educators about how traditional face‐to‐face learning can be transformed into blended courses so as to develop student engagement with both in‐class and online approaches, whilst being time effective for the instructor. 相似文献
5.
Science laboratory learning has been lauded for decades for its role in fostering positive student attitudes about science and developing students’ interest in science and ability to use equipment. An expanding body of research has demonstrated the significant influence of laboratory environment on student learning. Further research has demonstrated differences in student perceptions based on giftedness. To explore the relationship between giftedness and students’ perceptions of their learning environment, we examined students’ perceptions of their laboratory learning environment in biology courses, including courses designated for high-achieving versus regular-achieving students. In addition, to explore the relationship between students’ perceptions and the extent of their experience with laboratory learning in a particular discipline, we examined students’ perceptions of their laboratory learning environment in first-year biology courses versus elective biology courses that require first-year biology as a prerequisite. We found that students in high-achieving courses had a more favourable perception of all aspects of their learning environment when compared with students in regular courses. In addition, student perceptions of their laboratory appeared to be influenced by the extent of their experience in learning science. Perceptions were consistent amongst regular- and high-achieving students regardless of grade level. In addition, perceptions of students in first year and beyond were consistent regardless of grade level. These findings have critical applications in curriculum development as well as in the classroom. Teachers can use student perceptions of their learning environment to emphasize critical pedagogical approaches and modify other areas that enable enhancement of the science laboratory learning environment. 相似文献
6.
通过对学校安全制度建立与管理、学生安全意识培养和社会保障体系等方面的探讨,提出加强学生顶岗实习的安全教育、完善学校顶岗实习安全制度、建立完善的社会保障体系是学校顶岗实习安全必须重视的三个方面。安全和谐的顶岗实习环境为学生更好地完成顶岗实习保驾护航。 相似文献
7.
Investment in higher education facilities in terms of both hardware and software has witnessed significant growth on a yearly basis since the reintroduction of the college entrance examination known as the NMT in 1977. However, a social assessment of graduates’ qualities seems to indicate that the improvement in skill levels and graduates’ general qualities has failed to keep pace with the growth in investment. As a bridge to relate college environment to student gains in learning, student self-determined involvement in educational activities plays an important role in analyzing the educational effects of colleges. Based on a conducted through the survey of Chinese College Student Experience Questionnaire, with data collected from 647 valid respondents, universities can observe and evaluate the levels and quality of students’ involvement in the educational process. The students’ involvement of educational activities can be investigated through data analysis, employing statistical methods of a structural equation model. In observing student involvement in the educational system, it becomes apparent that the students’ capacity for building on and playing a key role in the improvement of the quality of education they receive is largely controlled by their involvement activities in the learning process. In addition, both of the college environment and student motivation have a combined and significant effect on student involvement behaviors. Student involvement can be divided into three gradual but distinct levels (controlled, identified and integrated involvement) in accordance with the varying degrees of internalization. Student involvement will exponentially magnify the positive effects on student gains when colleges invest in new and additional resources, particularly when students become more deeply involved in the educational environment. In addition, when colleges make a concentrated effort to recognize the importance of student involvement, and they encourage and incentivise students to become involved, the college itself will benefit greatly from the improved university environment. This combination of mutually beneficial activity, therefore, represents a virtuous circle of promotion between college and students. 相似文献
8.
Ravi C. Paul William Swart Aixiu Monica Zhang Kenneth R. MacLeod 《Distance Education》2015,36(3):364-382
Transactional distance has been defined as barriers to students’ engagement with learning in the online environment. This research updates Zhang’s (2003) scale of transactional distance, which quantified the extent of the barriers, in light of the massive changes in today’s web-based learning environment. The resulting revised scale of transactional distance (RSTD) is a parsimonious version with 12 elements (compared to 31 original) that measure the transactional distance between student and teacher, student and student, and student and content. The RSTD has excellent factorial validity and reliability, yields better fit statistics, and is easier and less time-consuming to apply. The transactional distance values are unique predictors of student satisfaction, which is correlated to learning and persistence (a major concern with massive open online courses). This information can form the basis for a systematic approach to improving the design of today’s contemporary open, flexible, distance education courses and thus serve as a valuable tool for researchers and educators alike. 相似文献
9.
师生行为互动博弈：角色定位与影响因素分析新视角 总被引：1，自引：0，他引：1
孟祥林 《宁波广播电视大学学报》2012,(1):101-105,113
随着教育环境的变化,课堂上的师生角色定位需要重新进行审视。学生可在多方面影响教师行为：学生层次和需求愿望;课程内容的可接受性;教学质量评价体系;学校对教学的管理强度;学校的奖惩制度设计;课堂学生规模与专业构成;授课时间安排;教师对课堂的愿望。教师也可通过多方面影响学生行为：教师的仪态仪表;学术影响;承担行政职务;行为举止;与学生交流的愿望;创造性的思维方式;课堂教学的组织能力;与学生的沟通方式。师生之间的行为互动是通过不完全信息博弈机制完成的。 相似文献
10.
求异思维是大学生创新能力的重要组成部分。就大学生问题意识的培养、独特的个性和独立思考能力的培养、迁移变通能力的培养、求异思维的人文环境创造等几个方面论述培养大学生求’异思维能力的方法。 相似文献
11.
Inge Placklé Karen D. Könings Wolfgang Jacquet Arno Libotton Jeroen J. G. van Merriënboer Nadine Engels 《Educational studies》2018,44(1):26-44
Students’ educational engagement is both an important predictor of study success and a key preventive factor for dropout. Vocational tracks in secondary education show high dropout rates. There is strong evidence that the solution to educational disengagement lies in student‐centred, powerful learning environments (PLEs). This study investigates characteristics of PLEs from the perspective of students in vocational secondary education. Students’ perspectives on a learning environment are crucial for their satisfaction and learning engagement. Therefore, we investigated whether the perceived learning environment meets the requirements of PLEs, and to what extent it meets students’ preferences. Additionally, it was investigated whether students who perceive their learning environment as more powerful, are also more engaged for school. Survey data of 532 students showed that student perceptions of their current learning environment were largely discrepant from the characteristics of PLEs. Students strongly asked for more challenging learning pathways, in combination with adaptive learning support. Students who perceived the characteristics of PLEs as being present, reported higher satisfaction and stronger engagement than students who perceived their education to be a less powerful environment. There is a need to redesign curricula in vocational education in such a way that these more intensely implement characteristics of PLEs. 相似文献
12.
We investigated (1) whether the learning environment perceptions of students in classes frequently exposed to multimedia differed from those of students in classes that were not, (2) whether exposure to multimedia was differentially effective for males and females and (3) relationships between students’ perceptions of the learning environment and student engagement in classes that were exposed to multimedia. The sample involved 365 high-school students in 16 classes, nine that were frequently exposed to multimedia and seven that were not. Two instruments were administered to students: one to assess students’ perceptions of the learning environment and another to assess student engagement. There were statistically significant differences between the two groups for all of the learning environment scales, as well as statistically significant interactions between exposure to multimedia and sex for three learning environment scales (Involvement, Task Orientation and Equity). Finally, the learning environment in mathematics classes that involved multimedia was related to student engagement. These results offer potentially important insights into how student exposure to multimedia could promote more positive learning environments and improve student engagement in mathematics. 相似文献
13.
姜开真 《读与写:教育教学刊》2012,(5):19+22+4
自我效能感的培养蕴含着巨大的教育实践价值,它影响着学生的学习动机、学习成绩、心理健康和心力的培养。适当运用外部强化,引导学生自我强化,帮助学生体验成功,树立类似的榜样,训练正确的归因方式,创造宽松和谐的教育环境等,是培养学生自我效能感的主要途径和策略。 相似文献
14.
The purpose of this study is to better understand how math teachers’ effectiveness as measured by value-added scores and student satisfaction with teaching is influenced by school’s working conditions. The data for the study were derived from 2009 to 2010 Teacher Working Condition Survey and Student Perception Survey in Measures of Effective Teaching Project. Using the structural equation modeling and other related methods, several models of teacher effectiveness were estimated. The findings indicate that among the examined working condition factors, support for instruction and for student conduct management have significant effects on teachers’ value-added scores in mathematics. Moreover, the student satisfaction with teaching seems to have a mediating effect on value-added scores. The findings of the study significantly contribute to a better understanding of the effects of working environment on math teachers’ effectiveness and how improvement in working conditions can enhance math teachers’ performance. 相似文献
15.
Idit Katz 《Journal of Experimental Education》2017,85(1):73-86
This study investigated whether girls’ and boys’ perceptions of their teacher may explain gender-related difference in academic motivation. One hundred and twenty-nine ninth-grade Israeli students (67 males and 62 females) completed a questionnaire designed to assess their motivation to learn, their affect while studying in school, and their perception of their teachers’ behaviors. The results indicate that girls tend to perceive their teacher as more supportive than do boys and that this perception mediates gender-related differences in motivation and emotional experience. This finding suggests a mechanism to explain gender-related differences in motivation and highlights the importance of investigating those characteristics that can affect student perception of the teacher as supportive. Beyond the known contribution of the need for a supportive environment, knowledge of such characteristics can help promote adaptive motivation. 相似文献
16.
The environment is not only an ecological entity distinct from people but a cultural, social, and political construct. Understanding how learners conceptualize ‘environment’ may contribute to more effective environmental education (EE). This study investigated, in a paired pre–post design, 215 students’ understandings of ‘environment’ and perceptions of its relevance to their teaching area, at the onset and toward the end of their studies in teacher-education colleges in Israel. While student teachers, regardless of their major, acknowledged the importance of EE to their future function as teachers, they do not demonstrate an adequate understanding of the concept environment: humans are not viewed as part of the environment nor is the environment understood as a complex web of interactions among people, man-made systems and natural ecosystems. The fact that toward the end of studies, student teachers’ understandings of environment remained essentially basic indicates the necessity to reorient teacher-education programs toward EE. The various ways in which students perceived the relevance of environment to their teaching area are the starting points for this change. 相似文献
17.
The literature on first-year study success has identified a host of factors that may affect a student’s chances of succeeding, ranging from personal circumstances to educational environment. One of the factors that often emerges in this context is (non-)attendance of classes, lectures and tutorials. Intuitively, one would expect this to be all the more important in programmes that employ a student-centred and interactive approach to learning, such as problem-based learning. Interestingly, there is little dedicated research that looks into the importance of (non-)attendance in such a learning environment. This article addresses this gap in the literature by looking at the effect of (non-)attendance on the study success of three cohorts of Maastricht University’s Bachelor in European Studies (annual intake of 325–350 students). Controlling for a range of factors, we find that attendance matters for several measures of study success and also for the committed and participating student. 相似文献
18.
We investigated relationships between students’ perceptions of parental involvement in schooling, their Spanish classroom environment and student outcomes (attitudes and achievement). Modified Spanish versions of the What Is Happening In this Class?, Test of Spanish-Related Attitudes-L1, a parental involvement questionnaire and a Spanish achievement test were administered to 223 Hispanic Grade 4–6 students in South Florida. The factor structure and internal consistency reliability of the questionnaires was supported. Strong associations were found for parental involvement with students’ learning environment perceptions and student outcomes, and for Spanish classroom environment with student outcomes. When the unique and common variances in student outcomes explained by the classroom environment and the home environment were examined, the home environment was more influential than the classroom environment in terms of students’ attitudes, but the classroom environment was more influential than the home environment in terms of achievement. 相似文献
19.
This study focuses on the understudied connection between teachers’ and students’ perceptions of school culture. Utilizing a longitudinal sample of approximately 130,000 students and 9000 teachers in 225 New York City traditional public schools, we investigate how professional culture among teachers intersects with students’ collective emotional engagement—that is, the extent students together view the school environment as trusting and respectful, both between teachers and students and among students (i.e., student learning culture). We find that when the teachers report a strong collaborative culture, believe they have adequate materials, and feel physically safe, students report a stronger and more positive learning culture. Our results thus fill a gap in prior research on school change that has looked at either teacher or student perceptions of school culture but not the two together. Here, because our results demonstrate such a positive relationship between the collective views of teachers and the collective views of students regarding the environment in which these groups work, they suggest new avenues for research to examine how such subcultures within a school may, together, act as critical and interdependent levers for school change. 相似文献
20.
新时期,提高大学生党员教育实效性是建设中国特色社会主义事业的需要,是加强高校党的建设的需要,是保持大学生党员先进性的需要,是构建和谐校园、维护社会稳定的需要。通过稳步推进社会主义政治体制改革,打击腐败和网络淫秽色情犯罪,开展政治鉴别力教育、突发性政治事件主题教育,探索主旋律网络游戏教育模式,培育富有改革思想的新时代"领跑者"等优化宏观环境和增强教育内容针对性的措施,有利于提高大学生党员教育的实效性。 相似文献