焊接工装夹具课程体验式教学

焊接工装夹具课程具有课程难度大、知识点抽象、实践性和应用性强的特点,为培养出高水平应用性型人才,需要在教学内容、教学方法、教学手段、教学实践以及课程考核办法等方面进行体验式教学改革,以提高学生分析问题和解决问题的能力。     

情景教学法在护理技能教学中的运用

本文结合笔者的教学实践,探讨了情景教学法在护理技能教学中的运用,指出在课堂中开展生动、活泼的情景教学方法,能激发学生的学习兴趣,提高学生的临床实践能力促进理论知识的理解和记忆,有助于提高学生的临床实践能力,同时,也能提高教师的教学水平.     

浅谈旅游英语教学中的情景模拟

随着中国旅游业的迅猛发展,旅游国际化已经成为了旅游的必然发展趋势,而对于中等职业技术院校的旅游专业学生来说,旅游英语的学习变得越来越重要.那么这就要求旅游英语的教学过程不能再按固有的模式进行,在教学中占有重要地位的情景模拟就更加要受到广大教师的重视.     

项目教学法在模拟电路教学中的应用

"项目教学法"是一种典型的以学生为中心的教学方法.学生在教师的指导下亲自处理一个项目的全过程,在这一过程中学习掌握教学计划内的教学内容.学生全部或部分独立组织、安排学习行为,解决在处理项目中遇到的困难,提高了学生的兴趣,自然能调动学习的积极性.<模拟电路>课程,从项目教学的基本设计方法、具体案例等方面介绍了电子专业项目教学的尝试.以及存在的问题,并提出了一些解决的方案.因此.运用项目教学法进行<模拟电路>教学,创造了学生积极参与,积极协作的全新教学模式.     

智能系统课程的范例教学

智能系统课程教学内容复杂抽象,涉及学科多,要求知识面广,是一门难教、难学的研究生基础课.针对该课程教学效果不理想的情况,分别从课程特点、教师、学生等方面认真分析原因,并且结合范例教学法,设置大量经典范例,对该课程进行教学改革.以天气预报专家系统为例介绍了范例设置的原则和方法.教学实践证明,范例教学法激发了学生的学习兴趣,培养了学生独立思考和应用实践能力,切实提高了教学质量.     

对公共政策学课程案例教学的思考

案例教学是贯彻理论联系实际原则的重要教学方式,公共政策学的应用性、实践性特征决定了其教学方法上必须重视案例教学法.针对公共政策学课程案例教学实施中存在的问题,笔者提出了创新高校公共政策学课程案例教学的有效路径.     

职中物理教学改革的实践与思考

本文就当前职中物理教学的现状,从四个方面浅谈了职中物理教学改革的实践与思考一、教学内容应根据专业有针对性、有侧重点;二、教学理念应重视学生能力的培养;三、教学方法应有序、有效、合作探究:四、课堂教学要注意情感培养.     

高职英语情景教学法初探

高职英语是高职院校的一门重要的基础课程,然而多年来其教学效果总是差强人意.作者通过对高职院校学生公共英语学习的现状分析,指出情景教学法在英语教学中的重要作用,并指出了在英语情景教学中需要注意的问题.     

《模拟导游》课程教学方法探析

作为旅游专业的核心专业课程,<模拟导游>这门课强调实用与理论并重,但目前的课程教学存在教学内容陈旧单一、教学方法落后,教学过程与实际工作脱节等诸多瓶颈,因此迫切需要立足岗位需求,准确定位课程内容和教学方法,注重能力和技巧的双重培养,特别要侧重培养实践能力以优化本门课程.     

情景教学——小语课堂教学新形式

情景教学是现代课堂教学的重要形式,所谓情景教学,就是以生动形象的情境激起学生学习情绪为手段的一种教学方法.正是因为情境教学符合了新课程的要求,这种教学方法越来越多地出现在基础教育的课堂.那么如何利用教材和各种教学资源开展情景教学呢?     

大学地理情景教学仿真实践系统应用研究

阐述了当前大学地理实践教学存在的主要问题,研究基于虚拟现实技术的适用于高校地理专业"虚拟"实践情景教学环境发展理论的教学手段;同时探讨构建一个集地理空间信息采集、应用、模拟于一体的地理学情景仿真实践教学技术体系,为大学地理情景仿真实践教学研究开拓新思路,进一步提升地理学专业的办学能力和水平,为国家基础科学研究培养高素质人才.     

Situational determinants of assertive behaviors.

Administered 32 assertive situations that varied in social-interpersonal context to 60 male 21-67 yr old hospitalized psychiatric patients via role playing. Half of the role-played situations required the expression of negative (hostile) assertiveness, and the other half required positive (commendatory) assertive expression. Situational context was varied by having Ss respond to male and female interpersonal partners who were either familiar or unfamiliar to Ss. Responses were videotaped and rated on 5 measures of speech content and 7 measures of nonverbal behavior. Additionally, groups of high- and low-assertive patients were identified from the total sample using a behavioral measure of global assertiveness and a self-report instrument. Results indicate that interpersonal behavior in assertive situations varied as a function of social context. Further, high- and low-assertive Ss were differentiated on the basis of 9 of the 12 measures of interpersonal behavior. Support for a stimulus specific theory of assertive behaviors and implications for assertive training are discussed. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Situational Correlates of Abstinence Self-Efficacy.

Little is known about the situations that are associated with changes in self-efficacy during an attempt to quit smoking. In this study, 214 smokers used palmtop computers to record momentary self-efficacy ratings and situational context during a quit attempt. Higher urge to smoke and negative affect were associated with reduced self-efficacy. Although alcohol and coffee consumption are associated with heightened lapse risk, they were unrelated to abstinence self-efficacy. Individuals with low baseline self-efficacy generally reported lower self-efficacy across situations, but these differences were more pronounced under conditions of high urge and negative affect. These results suggest that self-efficacy may be reactive to affect-motivational states during a quit attempt. Whether these influences represent cognitive biases or objective risk assessments is not known. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Situational context of emotional expressiveness.

The Expression of Emotion Scale was administered to 331 university students, and of these, 48 Ss' behavioral performances were observed. The authors examined how emotional expressiveness is affected by sex of participant, type of feeling, participant role, and sex of best friend. Results indicate that across other situational factors, females were more expressive than males, Ss were more expressive of positive emotions than of negative ones, Ss were more expressive in the initiator than in the respondent role, and they were more expressive to opposite- than to same-sex best friends. Findings also indicate that university students have difficulty expressing their emotions even under maximal performance conditions. Implications for counselors working with this population are discussed. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Situational specificity of laboratory-induced learned helplessness.

Investigated the effects of exposure to escapable or inescapable noise in either the original pretreatment setting or in a dissimilar experimental setting with 80 undergraduates. In the same setting, Ss receiving inescapable noise displayed more anagram debilitation than did Ss receiving escapable noise. However, when inescapable Ss were removed from the original noise-exposure setting under the guise of participating in a different experiment, equivalent anagram performance impairments were not found. In addition, there were no differences between the escapable and inescapable groups in pre- and postnoise change in depression, hostility, or anxiety as measured by the Multiple Affect Adjective Check List. Results do not support the learned helplessness theory, which suggests that exposure to an uncontrollable event is psychologically debilitating across diverse situations. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Situational Reengineering: Case Study Analysis

Owners and contractors faced with the drastic consequences of a “crisis” often accomplish projects whose short schedules, tight budgets, or technical complexity require adoption of extraordinary approaches to design and construction. Crisis or “exceptional” projects occur for many reasons; industrial accidents or acts of God cause damage to crucial manufacturing capacity or changes in the economy or international markets require a rapid product to market cycle. Often, these crisis projects are completed in record time, with superior quality or within a very low budget. It is also common on exceptional projects for strategies that are designed to (say) reduce schedule, to exhibit collateral beneficial impacts on the project's cost or quality. The research reported herein, investigates 30 exceptional projects to identify and document work process changes and their impact on cost and schedule as compared to traditional projects of similar scope and complexity. Results illustrate that changing work processes and providing appropriate cultural environments can result in significant schedule reduction (35%) with no increase in project costs. Additionally, over half of the exceptional projects studied demonstrate a reduction in cost as well as a reduced schedule. Fundamentally, this paper demonstrates the efficacy of ingenious and innovative changes to existing work paradigms in response to a variety of situational requirements. Additionally, this paper includes a discussion of barriers to implementation and organizational issues surrounding situational reengineering.     

Situational differences in leader behavior.

Two types of leaders have been contrasted in the child study literature since the early 1930's, one group-oriented, the other, self-oriented. In the present research, systematic observations of boys of each type are made on the school playground, where these patterns have been observed in the past, and in the more intimate, less competitive situation of the back yard. Six group-oriented leaders and six self-oriented leaders were selected from the third grades of four New England public schools on the basis of a teacher's rating and ratings by two previous observers of the boys. During the winter and spring of 1954 these twelve nine-year-old boys were observed on the playground during a free play period and in the neighborhood, using the set of categories for interaction process analysis developed by Bales. The clinical judgments of teachers and social scientists are not entirely validated since boys of both leader types show the same amount of aggression on the school playground, although the self-oriented leader is more aggressive in the neighborhood. Other expected differences appear since the self-oriented leader gives fewer suggestions and shows more tension in both situations. The major finding of this research is that there are more differences between situations than between the two leader styles. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Situational and transituational determinants of adolescent self-feelings.

[Correction Notice: An erratum for this article was reported in Vol 50(2) of Journal of Personality and Social Psychology (see record 2008-10959-001). In regards to the article, in a reanalysis of Savin-Williams and Demo's data, Schilling found that within-subject and between-subject effects in analysis of variance were not differentiated and that consequently several findings were in error. Details of the reanalysis and the corrected findings are included in the erratum.] Employing a new self-report technique (paging devices), this study assessed the self-feelings of 35 adolescents (mean age 13.3 yrs) in various naturalistic contexts. Regression analysis was used to assess the stability of self-feelings. Ss fell into 3 groups: stable, oscillating, and unpredictable (the largest). For the sample as a whole, self-feelings were not influenced by the immediate context, although specific settings, activities, and others present within the contexts elicited various levels of self-feelings. More crucial for predicting the self-feelings were such enduring characteristics as sex, social class, pubertal maturation, stability group, birth order, and number of siblings. The authors argue for a baseline conceptualization of adolescent self-conception from which fluctuations occur. (44 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

General-Purpose Situational Simulation Environment for Construction Education

The traditional construction education model based on precise well-defined problems and formal definitions is not satisfactorily fulfilling its mission of educating the decision makers of tomorrow. This realization has moved several researchers to explore alternatives where problem solving is carried out in conjunction with the environment, and concepts are embedded in the context promoting learning within the nexus of the activity. Several efforts have been undertaken to develop these environments resulting in a variety of special-purpose situational simulations. However, special-purpose situational simulations exhibit inherent limitations related to their application breadth, flexibility, and promotion of collaborations. These limitations cannot be resolved within the framework of special-purpose learning environments. A general-purpose environment is required to overcome these shortcomings and take full advantage of the situational learning paradigm. This paper describes the conceptual framework and pilot implementation of such an environment called the Virtual Coach.     

Situational influences on the use of power.

Varied kind of subordinate problem encountered and number of subordinates supervised in a study of the use of supervisory power. Ss were 48 male undergraduates appointed to oversee the production of simulated workers. It was found that problems of discipline evoked Ss' use of coercive powers, while problems of ineptness evoked Ss' use of expert powers. Variations in the number of subordinates supervised influenced the amount of attention Ss could give to any 1 worker. This resulted in less time spent with poor workers and fewer pay raises given to satisfactory workers, when Ss were supervising large numbers of workers. Ss with little confidence in their leadership ability relied mainly on formally proscribed powers to correct poor performance, while more confident Ss used both informal persuasion and formally proscribed powers. It was also found that the nature of the problem manifested by a problem worker influenced the frequency of pay raises given to satisfactory workers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)