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基于对物联网产业发展的分析和对物联网应用技术专业人才需求分析,论述了高职院校建设物联网应用技术实训室的必要性与目的性。在此基础上,提出了高职院校物联网应用技术实训室的建设方案:将物联网应用技术实训室知识划分为五个知识模块;将物联网应用技术实训室划分为两大区,即物联网感知区和学生实验学习与动手操作区,让学生感知物联网,并完成学习情境任务,达到学习目标。 相似文献
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以工学结合为背景,以提高就业率为目标,从高职人才培养模式存在的问题入手,将高职人才培养分为校内学习、企业顶岗和就业专项训练三种培养状态,通过探讨三种状态下人才培养的任务、特点和规律,构建校内学习、企业顶岗、就业专项训练"三态合一"的人才培养方案并组织实施,并以物流管理专业为案例进行实证研究. 相似文献
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高校设备采购合同管理方案研究 总被引：1，自引：0，他引：1
设备采购合同的管理工作已成为各高校设备采购部门的基本任务之一,同时也是上级部门检查、考评高校设备管理工作的内容之一。本文通过对以制度为中心的管理方案、以目标为中心的管理方案和以手段为中心的管理方案的比较分析,提出了以综合效率为中心的管理方案,剖析了组成综合效率的三个关键要素,并总结出了相应的对策和实施流程。 相似文献
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从图式理论看汉语带"鸡"字成语的翻译 总被引：1，自引：0，他引：1
黄亚丽 《四川教育学院学报》2006,22(9):84-86,95
英汉两种语言中都有大量的动物成语。由于英汉两个民族文化背景不同，相应的民族背景下的读者对同一动物形象所形成的图式知识不尽相同，这给动物成语的翻译带来了一定困难。为了尽可能准确完整地传递汉语带“鸡”字成语所承载的完整涵义，翻译中应灵活采取图式对应、图式不对应、图式扩展和图式整合等不同的方法。 相似文献
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《The Journal of educational research》2012,105(5):195-197
AbstractThis study examined the influence of achievement motivation and mental ability upon complex discovery learning and incidental learning under two different incentive conditions: an achievement incentive, where the explicit incentive was the successful accomplishment of the learning task and involved only knowledge of results; and an extrinsic-incentive represented by a monetary reward for good performance. One hundred ninety-five subjects were classified as either high or low (median split) on the basis of their scores on each of two measures, one for intelligence and one for achievement motivation. Subsequently, subjects were assigned at random to one of two incentive groups and the learning task administered. Data provided by the learning measures, and time scores, as determined by the amount of time the subjects expended on the task, were analyzed by means of a three factorial analysis of variance. The results both support and contradict past research evidence. 相似文献
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《Learning and Instruction》2000,10(3):267-292
In this study we examined the transition from other to self-regulation by drawing on Vygotsky's general genetic law of cultural development and on Bakhtin's notion of genre appropriation. We attempted to replicate previous sociocultural research findings on the development of self-regulation with older students and a formal academic multiple-variant task. We aimed at extending this body of research by employing both qualitative and quantitative discourse analytic approaches. Ten secondary school students were individually tutored by their geography teacher in how to solve correlational problems. Every student worked with the teacher for about three hours and solved a minimum of seven correlational problems. All tutorial sessions were videotaped and subsequently transcribed. A coding scheme was developed and all instructional discourse was segmented and coded by two independent judges. On the whole, quantitative discourse analysis supported the notion of a transition from other to self-regulation in the area of correlational reasoning. Additionally, it was found that teacher regulation was differentiated within tasks and that certain properties of discourse influence how explicit student self-regulation is. Qualitative discourse analysis supported the notion of the assimilation of the voice of the teacher into the voice of the student. A three dimensional conception of learning is proposed and the implications of the study are discussed. 相似文献
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采用面向对象分析法OOA(object-oriented analysis)对影响泉州中心市区城中村的邻里关系进行详实的社会调查和探究,通过调研试图基本了解和掌握城中村居民的信息,对邻里关系特征进行描述和分析.文章通过对泉州中心市区中典型的“城中村”进行实地考察,借鉴国内外城中村改造的相关研究,从地理学、社会学等相关学科的角度出发进行分析思考;在此基础上就构建和谐的邻里关系进行探讨. 相似文献
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采用面向对象分析法OOA(object-oriented analysis)对影响泉州中心市区城中村的邻里关系进行详实的社会调查和探究,通过调研试图基本了解和掌握城中村居民的信息,对邻里关系特征进行描述和分析.文章通过对泉州中心市区中典型的“城中村”进行实地考察,借鉴国内外城中村改造的相关研究,从地理学、社会学等相关学科的角度出发进行分析思考;在此基础上就构建和谐的邻里关系进行探讨. 相似文献
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Hugo H van der Molen 《British journal of educational technology : journal of the Council for Educational Technology》1984,15(2):125-150
The aim of this study is to demonstrate that child pedestrian training objectives may be identified systematically and that this can be done through various task analysis methods, making use of different types of empirical information.
Some early approaches to the analysis of pedestrian tasks are reviewed in the framework of several theoretical approaches to task analysis. We present an outline of the Traffic Research Centre's pedestrian task analysis and of its use in the specification of the concrete objectives for an experimental child pedestrian training programme.
Selections of the objectives for pre-school children were made on the basis of importance and feasibility. Importance was assessed on the basis of various ways of analysing actual task performance, including studies on exposure, behaviour and accidents. Feasibility of objectives was assessed by using a model for the analysis of psychological ability requirements. The objectives selected are presented in the form of concrete teaching routines. These are operationalized in terms of the conditions under which the behaviour trained should be displayed. Validation of the objectives arrived at is considered feasible through further empirical research. 相似文献
Some early approaches to the analysis of pedestrian tasks are reviewed in the framework of several theoretical approaches to task analysis. We present an outline of the Traffic Research Centre's pedestrian task analysis and of its use in the specification of the concrete objectives for an experimental child pedestrian training programme.
Selections of the objectives for pre-school children were made on the basis of importance and feasibility. Importance was assessed on the basis of various ways of analysing actual task performance, including studies on exposure, behaviour and accidents. Feasibility of objectives was assessed by using a model for the analysis of psychological ability requirements. The objectives selected are presented in the form of concrete teaching routines. These are operationalized in terms of the conditions under which the behaviour trained should be displayed. Validation of the objectives arrived at is considered feasible through further empirical research. 相似文献
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高职教材建设工作是实现培养目标的重要保证,高职教材的编写要体现高职特点。对于高职Master-cam软件课程教材的编写,采取以项目为载体,以工作任务为驱动的项目化教材编写模式,突出科学性,循序渐进地安排了三个项目,每个项目的具体任务都给出了任务分析、教学重点、教学难点、任务实施、任务总结、相关练习及项目拓展等内容,较好地体现了高职教育的特点。 相似文献
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Zhang Zhijun 《浙江大学学报(A卷英文版)》2000,1(3):337-341
This study explored the possibility of developing a technique combining multiple measures of mental workload. Dual task technique
was applied. Twenty subjects were asked to perform computer-simulated monitoring tasks with three different levels of difficulties.
A reaction time performance with digital stimuli was added as subsidiary task. The four indexes, accurate reaction time of
primary task, variation rate of accurate reaction time of subsidiary task, weighted subjective workload rating and variation
rate of heart rate variance, were used and tested. The correlation matrix of the four indexes was examined with principal
component analysis technique, and two mathematical models of comprehensive mental workload indexes (CMWIA, CMWIB) were then
advanced. It is verified that these two comprehensive indexes were far more sensitive for monitoring mental workload as compared
with any one of the preceding four indexes. It was concluded that it was useful to construct some comprehensive mental workload
indexes for practical industrial purposes.
The project (395174) supported by Zhejiang Provincial Natural Science Foundation of China 相似文献
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ＩＮＴＲＯＤＵＣＴＩＯＮＴｈｅｐｒｏｂｌｅｍｏｆｍｅｎｔａｌｏｖｅｒｌｏａｄｂｅｃａｍｅｉｎ ｃｒｅａｓｉｎｇｌｙｓｅｒｉｏｕｓｗｉｔｈｄｅｖｅｌｏｐｍｅｎｔｏｆｉｎｄｕｓｔｒｉａｌａｕｔｏｍａｔｉｏｎ .Ｉｎｍａｎｙｉｎｄｕｓｔｒｉａｌｓｔａｔｉｏｎｓ,ｉｔｗａｓｂｅｌｉｅｖｅｄ ,ｏｐｅｒａｔｏｒｓｗｅｒｅｆｒｅｑｕｅｎｔｌｙｕｎｄｅｒｔｈｅｐｒｅｓｓｕｒｅｏｆｈｉｇｈｍｏｎｉｔｏｒｉｎｇｍｅｎｔａｌｗｏｒｋｌｏａｄｂｅ ｃａｕｓｅｍａｎｙｐａｎｅｌｓａｎｄｏｔｈｅｒｉｎｓｔｒｕｍｅｎｔｓｍｕｓｔ… 相似文献
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基于网络环境下的“任务驱动”学习模式的建构与应用 总被引：1，自引：0，他引：1
在多媒体和网络技术环境条件下,采用怎样的教学模式开发、应用经过数字化处理的能在计算机和网络上运行的信息资源,优化教学过程,引导学生进行自主学习、合作学习和探究学习,以全面提高课堂教学效率,是现代教育技术应用过程中亟待解决的问题。通过大量教学实践和若干教学案例的概括、建构的“任务驱动”英语学科学习模式,是以完成学习任务为活动载体,通过创设情景、协商任务、分解任务、实践任务、反馈评价、实现任务的过程,激励学生自主学习、合作探究来完成任务的一种教学模式。它在培养学生任务意识的同时,培养学生的资源共享意识、协作探究意识,形成集体主义观念,使学生成为全面发展的高素质人才。 相似文献
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This study examined how temporal sequences of regulated learning events, such as types and processes of regulated learning, emerge during different stages of collaborative learning. Earlier research has focused on individual learning and not on the captured temporal sequences of regulation in collaborative learning. The data were collected during a two-month math didactics course taken by teacher education students who collaborated in three member groups. Twenty-two hours of video data were collected to follow how sequences of regulated learning events, along with task execution, emerged within the six groups as their collaboration advanced. The data were analyzed using qualitative content analysis and lag sequential analysis. The results showed that the groups engaged mostly in co-regulated planning and monitoring. Temporal analysis showed that collaborative interactions focusing on task execution promoted socially shared planning, indicating that task execution provided grounding for socially shared planning and regulation to occur. The sequential analysis illustrated that metacognitive monitoring played a facilitative role in the progress of task execution. 相似文献
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在中国由计划经济向市场经济转变过程中 ,作为受经济基础制约而又有其巨大的相对独立性的上层建筑 ,道德也就面临着一个如何评价当前道德状况和如何建设新道德的问题。作者通过用马克思主义的方法对经济和道德、制度和道德之间关系的辩证分析 ,高扬自由人幸福的道德自律生活 ,分析了市场经济对道德的双重影响 ,驳斥了代价论等错误观点 ,从而提出了有别于一般“制度说”的新制度说 ,以制度为中心的道德建设三步曲的建设方案理论 相似文献
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The purpose of this qualitative exploratory study was to identify factors that influenced prospective and experienced secondary level science teachers' reasoning as they evaluated or selected tasks to formatively assess their students' understanding of scientific concepts. The analysis of the coded written responses revealed two categories of factors that influenced the teachers' reasoning: (1) characteristics of the task and (2) characteristics of students or the curriculum. Characteristics of the task related to qualities of the task regardless of the learning environment in which it would be used, such as the level of student thinking demanded by a task. Characteristics of the students and the curriculum related to the learning environment in which an assessment task would be implemented, such as students' abilities to complete the task. Both prospective and experienced teachers' task evaluations were influenced by the same factors related to the characteristics of the task, although their interpretations of the meaning of each factor varied. In addition, experienced teachers' task evaluations were more likely than prospective teachers to be influenced by factors related to characteristics of students and the curriculum. The findings are discussed as a conceptual framework that presents the identified factors along three different dimensions: (1) the influence of task, student, and curriculum characteristics, (2) the influence of expectations for success, and (3) the influence of teaching experience. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1113–1130, 2008 相似文献
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This study investigated what types of learning patterns and strategies elementary school students use to carry out ill- and- well-structured tasks. Specifically, it was investigated which and when learning patterns actually emerge with respect to students’ task solutions. The present study uses computer log file traces to investigate how conditions of task types that might affect strategic learning. Elementary school students (N = 12) participated in two science study lessons. During these lessons the students were asked to solve well- and ill-structured tasks. For both of these tasks, the students used the gStudy learning environment designed to support strategic learning. In addition, gStudy records traces of each student’s strategic actions as they proceed with tasks. First, the students’ task solutions was rated according to three categories, namely “on track”, “off track” and “partial solution”. Second, learning patterns in terms of learning strategies that emerged throughout these tasks were investigated. Third, detailed cross case analysis was used to explore in depth how and when these learning patterns were used with respect to the students’ task solutions. The results show that young students’ can provide in-depth task solutions, but also adapt to the task complexity. However, despite the task types being different, the students had same types of learning patterns. The detailed cross-case comparison of the students’ task solutions with respect to learning patterns indicates that there are intra individual differences concerning how students allocate their learning strategy use. Especially if the task is ill-structured, it can also mislead the students to focus on irrelevant aspects and hinder strategic learning. 相似文献