浅谈电子商务对企业营销的影响     

吴莲莲 《佳木斯教育学院学报》2015,(3):345

21世纪,随着互联网络的发展,消费者的需求日益多样化,产品和技术方面的更新速度越来越快,企业之间的竞争也越来越激烈,尤其是电子商务的发展给企业营销方面带来了很多机遇和挑战,对于企业来说,一定要重视电子商务的发展,正确认识电子商务对企业营销所产生的深刻影响,只有正确认识了这些影响,才能使企业适应新的环境,满足消费者的多样化需求,才能使企业在激烈的竞争中立于不败之地。  相似文献   

Finding knowledge on the Internet: implications for the knowledge-driven curriculum     

Elizabeth H. McEneaney 《课程研究杂志》2015,47(6):802-819

This article offers a critique of Michael Young’s perspective on the Internet as it relates to the knowledge-driven curriculum he supports. I argue that the Internet is a site of both theoretical knowledge and everyday concepts which challenges the differentiation of knowledge that premises much of Young’s writing. Google searches from the perspective of a student and teacher show that theoretical knowledge with vertical links to subject and disciplinary communities as well as coherence built through links between concepts is fairly readily accessed on the Internet. The importance of information literacy for students, the critical need to curate content on the web, as well as the implications for the curriculum of framing ‘knowing’ as encompassing ‘being familiar’ and comprehending’ are highlighted.  相似文献   

Towards shaping the field: theorising the knowledge in a formal course for academic developers     

Jo-Anne Vorster  Lynn Quinn 《高等教育研究与发展》2015,34(5):1031-1044

In recent years there have been calls both for building the knowledge base of academic development (AD) and for systematic induction of newcomers to the field if AD is to advance as a professional and an academic field. Despite the importance and complexity of AD, induction of novice academic developers remains mostly informal and predominantly focuses on the practices of the field. We argue that more-experienced academic developers have an obligation to provide formal and systematic routes into the field and its knowledge base than is currently the case. One way of doing this is through offering a formal course for growing the next generation of academic developers. Such a course could equip newcomers with a more solid and shared knowledge base, thus contributing to shaping the epistemic spine of AD. In this paper, using Maton's Legitimation Code Theory, we offer an analysis of an existing course aimed at equipping novices with the theoretical and practical knowledge to enable them to solve some of the problems in higher education. From this analysis have emerged general principles that could inform the selection, sequencing and pacing of knowledge in a formal course for academic developers.  相似文献   

Developing learning progression‐based teacher knowledge measures     

Hui Jin  HyoJeong Shin  Michele E Johnson  JinHo Kim  Charles W. Anderson 《科学教学研究杂志》2015,52(9):1269-1295

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The development of student teachers’ research knowledge,beliefs and attitude     

Wietse van der Linden  Anouke Bakx  Anje Ros  Douwe Beijaard  Linda van den Bergh 《师资教育杂志》2015,41(1):4-18

This study reports on the development of second-year student teachers’ knowledge of research, and the changes in their beliefs and attitude regarding research during an introductory course at an institute for primary teacher education. Questionnaires and concept maps were administered before and after the course. The results showed that student teachers’ knowledge about research grew during the introductory course and that their positive beliefs about research became more positive, while their negative beliefs about research decreased. A positive change was found concerning the attractiveness of research to student teachers. Furthermore, student teachers’ self-efficacy regarding research appeared related to their beliefs and attitude: the more the student teachers were convinced of their abilities to conduct and use the results of research after the course, the more positive their beliefs and their attitude regarding research were. This study provides guidelines for institutes for teacher education on integrating research activities into their curricula, so that their student teachers develop research knowledge and positive beliefs and attitudes towards research.  相似文献   

基于知识协同的应用型本科院校教师教学创新研究与实践     

陆克斌  王永凯 《淮南师范学院学报》2015,(2):118-121

从应用型本科院校的办学定位出发,指出教师教学模式所存在的问题。基于知识协同的角度解释了教师传授学术或专业知识和培养应用型本科教育教学创新的内涵,阐述了教学理念、教学方法和手段、教学管理的更新,并以安徽省某高校应用型物流管理本科人才培养的教学改革为例,提出一些具体的措施,力图为解决应用型本科人才培养过程中的不适应问题提供参考。  相似文献   

Teacher knowledge: a complex tapestry     

Misty Adoniou 《Asia-Pacific Journal of Teacher Education》2015,43(2):99-116

Teachers need to know a great deal, in many areas and in multiple ways. Teacher knowledge is a complex tapestry, and teachers must successfully weave the multiple threads. In this article, I present a conceptualisation of teacher knowledge that provides a framework for describing the complexity of teacher knowledge. The framework describes three ways of knowing: “knowing how,” “knowing why,” and “knowing what” and then applies these three knowledge discourses across six domains of teacher knowledge. The framework was developed from a study of 14 teachers in their first year of teaching, and in this article the framework is applied to their experiences to illustrate specific gaps in their teacher knowledge. It is proposed that this conceptualisation of teacher knowledge allows those involved in teacher education and induction to more clearly identify professional learning needs and develop their programmes with specificity.  相似文献   

(Re)creating spaces for uMunthu: postcolonial theory and environmental education in southern Africa     

Jean Kayira 《Environmental Education Research》2015,21(1):106-128

Colonialism goes beyond territorial conquest: it affects one’s epistemological stance, worldviews and perceptions. Although most African countries gained independence in the 1960s, the impacts of colonialism continue to be present through modern-day globalization as a form of neocolonialism. Education systems in many countries in southern Africa continue to be grounded in Western viewpoints, marginalizing local Indigenous ways of knowing and being (I capitalize the word ‘Indigenous’ because it is a proper noun referring to particular people, their knowledges, ways of living, etc.). An increased number of scholars in southern Africa are engaging with counter-hegemonic strategies as frames of analysis to counter the impacts of neocolonialism. This paper reviews environmental education studies in southern Africa that have applied postcolonial theory as a frame of analysis either explicitly or implicitly. Postcolonial theory provides a platform to challenge the dominant truths espoused by Western thought. In doing so, it paves the way for other truths to have space in the knowledge discourses, including the sub-Saharan African worldview of Ubuntu/uMunthu. While many scholars are engaging with counter-hegemonic strategies, the review calls for the need for further research from postcolonial frames not only in southern Africa but also other parts of the world as well.  相似文献   

听力翻转课堂教学模式设计     

惠兆阳  苑晓敏  张方方 《海外英语》2015,(5)

翻转课堂即转变传统的教学模式,通过对教学结构的颠倒安排,重构教学流程,对英语听力教学有重要启示。该文通过实践教学,设计构建出适合听力翻转课堂的教学模式设计,以期在一定程度上对英语专业听力教学改革提供一些参考价值。  相似文献   

在教学和企业实践的结合中成长--一位高职教师的自传研究     

沈波  陈玲 《海外英语》2015,(4)

高职教师对教学与企业实践之间的关系的认识及其处理方式对教师的专业发展具有重要影响。本文以自传的形式从入职危机、专业探索、专业发展、发展困惑四个阶段的教育生活经历来揭示这位高职教师的“教学-企业实践”关系观及在其专业成长中所起的作用。将教学和企业实践密切结合起来是的高职教师专业成长必经之路。  相似文献