从战略联盟到企业生态群:企业合作竞争的形态演进研究   总被引：9，自引：1，他引：9  

龚敏  张婵 《科技与管理》2003,5(4):42-45

阐明了企业合作竞争的内涵与动因，重点分析了战略联盟、网络组织、企业生态群这三种合作竞争形式的特征以及彼此之间的联系与区别，指出了这三种形式在企业合作竞争中的相互促进与演变的螺旋发展过程。  相似文献   

Getting children to do more academic work: Foot-in-the-Door versus Door-in-the-Face     

Annie Cheuk-ying Chan 《Teaching and Teacher Education》2011,27(6):982-985

In this study we explored whether compliance-without-pressure techniques, known to encourage adults to behave more altruistically, can be used to encourage children to do more academic work. Using three different approaches - Foot-in-the-Door, Door-in-the-Face, and Single-Request - we asked 60 6- to 8-year-old Hong Kong Chinese children to complete a 20-item arithmetic worksheet. The Door-in-the-Face technique was the most effective, eliciting the highest percentage of children who agreed to do the target task, requiring the least adult input to sustain engagement in the task, and producing the greatest amount of accurate work.  相似文献   

Feminising and masculinising primary teaching: a critical examination of the interpretive frameworks of male primary school principals in Hong Kong     

Anita K.W. Chan 《Gender and education》2011,23(6):745-759

Over the past two decades, the feminisation of primary school teaching has been identified by the media and government officials in Western countries as an important contributing factor to boys' academic problems. This panic, which has been criticised by feminists as a backlash and a form of recuperative politics, has promoted the development of research into gender and education, particularly studies related to the gendered culture of primary schools and on the masculinities of male teachers. However, male primary principals remain relatively under-researched in the literature, despite the importance of their structural position and increasing concern over the masculinisation of school leadership. This paper aims to contribute to the discussion by critically analysing the interpretive frameworks of 12 male primary school principals. The findings reveal not only the complex, contradictory and at times culturally specific gendered discourses that some male principals employ, but also their feminising and masculinising effects on the school workplace and leadership.  相似文献   

Use of the one-minute preceptor as a teaching tool in the gross anatomy laboratory     

Chan LK  Wiseman J 《Anatomical sciences education》2011,4(4):235-238

The one-minute preceptor (OMP) is a time-efficient technique used for teaching in busy clinical settings. It consists of five microskills: (1) get a commitment from the student, (2) probe for supporting evidence, (3) reinforce what was done right, (4) correct errors and fill in omissions, and (5) teach a general rule. It can also be used to address structure-identification questions in gross anatomy laboratory small-group settings. The OMP is an active learner-centered teaching approach that prepares students for a style of learning that they need to master in clinical settings, provides novice anatomy teachers with an efficient and effective teaching strategy, and moves anatomy learning beyond mere name tagging to active knowledge construction.  相似文献   

图书馆阅读推广活动的反思与重构   总被引：2，自引：0，他引：2  

杨婵 《四川图书馆学报》2011,(2):58-61

文章对嘉年华式读者活动的现象作出反思,指出重视阅读推广活动以及调整活动效果评价依据的现实意义,并阐述其重构的若干要素,讨论开展阅读推广活动需要具备的一些重要条件。  相似文献   

高职无机及分析化学实验课程教学改革探讨与实践     

陈芳 《中国科技信息》2011,(1):153-154,168

概述无机及分析化学实验课程教学改革与实践情况,就转变教育观念、加强课程建设、教学方法及教学模式改革等方面进行了探讨。教学中将学生实践技能、职业能力的培养和提高作为实验课程的核心目标。  相似文献   

Student learning performance in online collaborative learning     

Ng  Peggy M. L.  Chan  Jason K. Y.  Lit  Kam Kong 《Education and Information Technologies》2022,27(6):8129-8145

Education and Information Technologies - Online collaborative learning (OCL) has received significant attention, but the ultimate goal of adopting OCL is neglected, especially in higher education...  相似文献   

How teachers experience assessment tension and its effect on formative assessment practices     

Chan  Kwong Tung  Tan  Kelvin 《Educational Research for Policy and Practice》2022,21(3):447-464

Formative assessment (FA) has been a popular discourse in education, but its potential benefit is fundamentally dependent on teachers’ willingness to make changes to their classroom practices. These changes bring about much assessment tension (AT). This paper argues that how well teachers experience and manage AT determines the efficacy of their FA practices. Past studies have warned that AT experienced by teachers is complex and problematic. Therefore, it would be useful to investigate the variation of AT experienced by teachers, and how well they are dealing with these tensions. This phenomenographic research examines the use of FA in the context of different ways that AT is experienced. Findings on teachers’ conceptions of AT are presented, and each is then discussed for insights into teachers’ meanings and practices of assessment. In particular, instances of how AT hindered or helped FA are identified to highlight more productive ways of understanding and using assessment to support students’ learning. Implications of the research findings for the Singapore Teaching Practice (STP) will be discussed.

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中国共产党执政理念转变探论     

李婵 《许昌学院学报》2014,(4):99-101

新中国成立后,中国共产党取得了执政地位,需要从革命党转变为执政党,其中执政理念是整个转变的关键。中国共产党从革命理念向执政理念的转变,主要表现在四个方面:从斗争理念向建设理念转变;从片面发展理念向科学发展理念转变;从人治理念向法治理念转变;从专门治理理念到复合治理理念转变。  相似文献   

Crafting an Occupational Identity: Learning the Precepts of Craftsmanship Through Apprenticeship     

Selena Chan 《Vocations and Learning》2014,7(3):313-330

The term craftsmanship is associated with pre-industrial craft work with inferences to skilled artisanal manufacture of bespoke products. Apprenticeship learning is often perceived to be synonymous with learning craftsmanship. How then is the trait of craftsmanship through attainment of specific artisanal approaches conveyed and learnt through apprenticeship? This article presents and discusses processes imposed on and utilised by apprentices to attain precepts of artisanal approaches. The dispositional and skill elements of craftsmanship are proposed to be adopted through engagement with and development of craft and workplace specific approaches to contend with aspects of Pye’s (1968) conceptualisation of ‘workmanship of risk’ or the article’s proposed term of ‘artisanal approach of risk’.  相似文献