高校阅读推广活动策划流程研究     

李伟 《新世纪图书馆》2013,73(11):57-59

高校阅读推广活动是一个典型的节事活动,应当有策划环节和意识。论文结合江苏农林职业技术学院阅读推广活动策划的实践,详细论述了高校阅读推广活动策划流程,并给出高校阅读推广活动策划流程图、组织／任务矩阵和进度计划横道图。  相似文献   

不同水平大学英语学习者在英语口语任务中交际策略使用差异的研究     

艾丽  张淑萍 《甘肃高师学报》2013,18(4):24-27

外语学习者由于掌握的知识有限在口语交际过程中常常会遇到表达方面的困难,在这种情况下,恰当地使用交际策略能够帮助他们填补这种知识空缺,有效地进行交际,而不同语言水平的学习者在交际策略的使用方面又会出现差异。基于上述情况,本研究以兰州城市学院二年级学生为研究对象,通过情景故事的讲述任务和后续对研究对象进行的回顾式访谈,试图分析并研究高、低两个不同语言水平组的学生在口语任务中交际策略使用的差异。  相似文献   

任务驱动教学模式下的幼儿教师教育课程改革探索——以《幼儿园游戏》课程为例     

陈清利 《新疆教育学院学报》2013,(3):27-30

文章以《幼儿园游戏》课程教学为例,主张运用自主学习方式培养学生的创新思维能力;通过设置幼儿园活动情境模拟室,以任务驱动为导向,优化学习方法,对任务驱动教学模式在幼儿教师教育课程改革中的运用进行了探讨。  相似文献   

Understanding Information-Seeking Behavior for Conducting Tasks: An Exploratory Study     

Idris Guclu 《International Information and Library Review》2013,45(4):265-275

ABSTRACT

The purpose of this study is to investigate the information-seeking behaviors of police officers who work in police stations in the context of conducting tasks. In this study, Leckie et al.'s model of the information-seeking behavior of professionals is tested. The findings indicated that police officers initially consulted their personal knowledge and experience. However, contrary to the expectation, they rarely consulted informants. In addition to this, police officers rarely consulted printed journals, libraries, books, and conferences as information sources. Surprisingly, there were no significant differences in the information sources used by police officers based on their educational level. While bivariate relationships show significant difference for age, service years in police stations, and service years in policing, the same variables do not hold as significant when introduced into multiple regressions. Possible implications of the study were discussed in the conclusion section.  相似文献   

Social media use in local government: Linkage of technology,task, and organizational context     

Gustavo Henrique Maultasch Oliveira  Eric W. Welch 《Government Information Quarterly》2013

Social media technologies have begun to enter the governmental workplace as tools to accomplish improved public service and engagement. Widespread recognition of the potential of social media technology for achieving public outcomes does not match our understanding about how and why specific tools are being used for specific purposes. This paper makes use of newly collected national survey data from local government managers in five different agencies to address the questions: which social media tools are being used, for which tasks or purposes; and what organizational characteristics influence the coupling of task and technology. Findings reveal patterns of social media tool application for particular purposes, although organizations do not all use social media tools in the same way. Moreover, regression analysis shows that different organizational factors – work characteristics, innovativeness, technology and management capacity and stakeholder influence – predict each of the four technology–task couplings — social media for dissemination, social media for feedback on service quality, social media for participation, and social media for internal work collaboration. This study demonstrates that social media tools are not a monolithic group and calls for greater research attention to the complex interactions among social media technology, task and organizational context.  相似文献   

A qualitative analysis of language learning tasks: the design of a tool     

Carla Driessen  Gerard Westhoff  Jacques Haenen  Mieke Brekelmans 《课程研究杂志》2013,45(6):803-820

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The Expectancy-Value Questionnaire in Physical Education: A Validation Study Among Norwegian Adolescents     

Ove Østerlie  Audhild Løhre  Gørill Haugan 《Scandinavian Journal of Educational Research》2013,57(6):869-883

One of the main aims of the school subject physical education (PE) is to promote a lifelong healthy lifestyle. The expectancy-value theory represents an essential theoretical perspective to examine and understand adolescents’ learning and motivation in PE. Based on this theory, the Expectancy-Value Questionnaire (EVQ) measures students’ expectancy-related beliefs and perceived task values related to a subject like PE. The aim of the present study was to examine the dimensionality, reliability, and construct validity of the Norwegian version of the EVQ among adolescents in PE. In total, 338 students from six schools completed the EVQ in their PE classes during the spring of 2016. Explorative and confirmatory factor analyses were conducted, suggesting the four-dimensional construct of the EVQ to be superior the two-factor-model. The EVQ measurement model of adolescents’ expectancy-related believes and subjective task values in PE demonstrated satisfying reliability and construct validity.  相似文献   

《应用写作》课程教学改革的探索与体会     

胡林 《佳木斯教育学院学报》2013,(11)

文章总结了《应用写作》教学工作中由于教学理念的转变,教学模式的探索带来的变化。主要谈到了在使用"任务驱动法"过程当中任务设计的需要遵守的三个原则和教学过程中要注意的两个问题。  相似文献   

Motor Competence in 11-Year-Old Boys and Girls     

Vigdis Vedul-Kjelsås  Ann-Katrin Stensdotter  Hermundur Sigmundsson 《Scandinavian Journal of Educational Research》2013,57(5):561-570

By using the Movement Assessment Battery (MABC), the present study investigated possible gender differences in several tasks of motor competence in children. The sample included 67 Norwegian sixth-grade children (Girls N?=?29; Boys?=?39). Boys' performance exceeds that of girls in ball skills and in one of the balance skills. No differences were revealed between girls and boys in manual dexterity and in total score of MABC. The results may support the theory of task-specificity. Furthermore, they may challenge the school as an arena of physical activity for developing as appropriate motor skills as possible contributing to further engagement in physical activity.  相似文献   

Perceptions of Learning Environment and On‐Task Orientation Among Students Reporting Different Achievement Levels: A Study Conducted Among Norwegian Secondary School Students     

Elena Maria Cosmovici  Thormod Idsoe  Edvin Bru  Elaine Munthe 《Scandinavian Journal of Educational Research》2013,57(4):379-396

The aim of this study was to explore students’ perceptions of their learning environment and on‐task orientation across different achievement levels. Data were gathered in two independent cross‐sectional studies of Norwegian students in grades 8, 9, and 10 (n = 3453 in 2001 and n = 2987 in 2004). Students within the middle achievement levels reported more positive perceptions of learning environments than the high and low achievers. The amount of variance in on‐task orientation that was accounted for by the learning environment was higher for low achievers than for the rest of the students. Furthermore, students in the 2004 sample gave a more positive report of their learning environment and their on‐task orientation than students in 2001. Finally, we found that the improvement in the perceptions of learning environment was stronger for those students who reported low and high achievement than for the rest of the students.  相似文献