应用化学专业英语教学的实践与探讨   总被引：3，自引：0，他引：3  

余润兰 《衡阳师范学院学报》2004,25(6):127-129

结合应用化学专业英语的教学实践，探讨了提高应用化学专业英语教学质量的多元化教学模式和灵活多样的教学手段。  相似文献   

关于学习策略及学习动力的调查分析     

林芳  卢梅 《西安文理学院学报》2006,9(3):94-96

依据调查数据,利用数理统计学原理,对西安科技大学学生学习方法进行了相关性及显著性分析.  相似文献   

任务教学法在商务英语教学中的应用     

朱曦 《牡丹江教育学院学报》2007,(5):136-138

从任务教学法的理论基础入手,阐述了任务教学法对商务英语教学的意义,并根据商务英语的教学内容和教学目的,设计了讨论会、商务洽谈、商务介绍、案例分析等几种任务模式,分析了任务教学法的制约因素并探讨了其实施措施。  相似文献   

论高校解决大学生就业问题的有效途径   总被引：14，自引：0，他引：14  

刘丽 《黑龙江高教研究》2007,(3):98-100

解决大学生就业问题是一个系统工程,社会、高校、大学生都有不同的责任,高校也应该通过深化人才培养模式改革,完善就业服务体系,延伸、拓展高校就业指导、服务的内容和手段,加强专业就业指导工作,打造校园创新氛围,加强创业教育等多种途径来促进就业。  相似文献   

Sex Education through a Trauma-Informed Lens: Do Parents Who See Trauma as a Problem for Youth Support Trauma-Informed Sex Education?     

Danielle L. Broussard  Linnea P. Eitmann 《American journal of sexuality education》2019,14(2):233-257

Trauma-informed sex education is sensitive to students’ traumatic life experiences. Internet panel data for 600 Louisiana parents/caregivers of school-age youth were used to examine parental support for trauma-informed school-based sex education, and parental characteristics associated with supporting trauma-informed sex education. Nearly three-quarters (71%) of parents agreed that youth are exposed to high levels of trauma, and 86% reported interest in school-based sex education that supports emotional wellness. Of all parental characteristics, the perception that youth are exposed to high levels of trauma was most strongly associated with endorsement of trauma-informed sex education. Louisiana parents recognize the influence of emotional wellness on youth sexual health and support trauma-informed school-based sex education, which is becoming the new standard for youth sex education services.  相似文献   

Differential prospective relationships of social-oriented and individual-oriented achievement motivations with achievement goals and affective wellbeing: A 1-year follow-up study     

《Learning and Instruction》2023

This study aimed to investigate the differential prospective relationships of social-oriented achievement motivation (SOAM) and individual-oriented achievement motivation (IOAM) with student's adoption of specific achievement goals and their affective wellbeing (AWB). A total of 332 Chinese university students (M_age = 19.139; Female = 75%) voluntarily participated in the baseline and the 1-year follow-up surveys of this study. The factor score path analysis results showed statistically significant positive paths from SOAM and IOAM at baseline to performance goals and mastery goals, respectively, at follow-up. Moreover, a statistically significant positive path was found from SOAM at baseline to negative affective experiences, at follow-up, and no association was found between IOAM and AWB, after controlling for achievement goals. The findings suggest the usefulness of raising educators' and parents' awareness regarding the double-edged sword of utilizing socially valued motives to promote performance approach goals in individuals because such values potentially lowering their psychological wellbeing.  相似文献   

生物教学中开展可持续发展教育的实践探索     

欧艳梅 《柳州师专学报》2005,20(2):100-102

生物学科与可持续发展有着天然的渊源.本文在分析生物学中所蕴含的人口、环境、资源与生态学内容的基础上,探讨了在生物教学中开展可持续发展教育的方法和途径.  相似文献   

长期股权投资收益确认问题的探讨   总被引：1，自引：0，他引：1  

申屠新飞 《温州职业技术学院学报》2005,5(3):19-21

长期股权投资收益的核算方法有成本法和权益法两种。在权益法下应根据投资比例和被投资企业的盈利确认投资收益，但是，这样处理不符合资产的定义和会计准则的基本要求，也是通货膨胀产生的重要原因。因此，在反映双方内在经济利益关系的基础上，有必要按收付实现制核算投资收益。  相似文献   

交际教学法与初中英语教学     

谈晓燕 《贵阳学院学报(社会科学版)》2001,(3)

交际教学法立足于语言教学的交际性 ,真实性。自 2 0世纪 70年代开始 ,对各国外语教学产生了极大影响。本文讲述了在初中英语教学中使用交际教学法时应遵循的原则 ,同时还阐明了在教学中引入交际教学法的具体方法及使用该法时教师应注意的几个问题  相似文献   

Investigating academic dishonesty among Chinese undergraduate students: does gender matter?     

Yinxia Zhang  Hongbiao Yin 《Assessment & Evaluation in Higher Education》2018,43(5):812-826

The high rate of academic dishonesty reported among Chinese college students has created challenges for practitioners in both domestic and Western universities. Following two contrasting yet complementary scholarly approaches, this study explored the relative importance of predictors indicative of students’ intention to cheat (moral attitude, subjective norm and penalty enforcement) and of their educational preparedness for academic integrity (integrity engagement) in explaining academic dishonesty, with an emphasis on gender differences. We administered a questionnaire survey to a sample of 2009 Chinese undergraduate students. The results indicated that moral attitude and integrity engagement were the major predictors, that subjective norm accounted for marginal variations of academic dishonesty, and that the influence of penalty enforcement was insignificant. Some gender differences on both the mean score and effect levels of the four predictors were revealed. The effects of grade, year and area of study on academic dishonesty (and particularly their joint effects with gender) were noteworthy. These findings are discussed relative to the results of prior studies and the Chinese context.  相似文献