浅谈无锡工艺职业技术学院教学督导网络

教学工作是学院的中心工作,提高教学质量是教学工作长久努力的目标。教学督导工作是高职院校教学工作的重要组成部分,本文从教学督导工作的监督、评价反馈、指导这三个职能进行了详细阐述。只有正确把握和不断完善"督"与"导"的关系,才能促进教学督导工作的持续进步和学院内涵建设的蓬勃发展。     

小学数学“生本课堂”的必然趋势分析

文章研究了如何利用"生本课堂"来进行小学数学的教学工作,帮助数学教师采用更加合理的方式开展教学工作。先研究了生本课堂特点,然后分析了目前在教学工作上存在的不足,之后研究教师要用怎样的方式教学。     

高等学校二级学院教学档案工作的问题与对策

本文以高校教学档案管理工作的重要性为切入点,结合多年的对高校二级学院教学档案工作检查的实际情况,总结了教学档案管理工作过程中存在的问题,并提出了相应的解决办法。     

探讨如何促进党校党建工作服务于教育教学工作

党建工作是党校教育教学的重要组成部分,是提升党员队伍整体素质的有效方法。要想真正在党校教育教学中发挥党建工作的政治、组织优势,就必须将党建工作融入到教育教学中,创设良好的教书育人环境。本文主要就党校党建工作的重要性及存在问题进行了简要分析,并提出了促进党校党建工作服务于教育教学工作的有效策略。     

关于高校教学督导的几点思考

教学督导是高校教学质量管理中的重要环节。本文对高校实施教学督导工作的意义进行了阐述,分析了现阶段高校教学督导工作现状,对提高高校教学督导成效进行了探索。     

高校二级学院教学档案管理的新模式研究

教学档案是二级学院档案工作中极为重要的一部分,在提高教学管理水平、提升教学管理质量和搞好教学评价等方面发挥着重要的作用。本文在分析了当前二级学院教学档案管理工作存在的问题之后,提出了学院教学档案管理工作的新模式。     

会计学专业“基于工作过程”的教学改革研究——以《中级财务会计》为例

本文首先从《中级财务会计》当前的教学状况出发,提出了以工作过程导向教学对高校教学进行改革的观点,研究了工作过程导向的理论基础,阐述了基于工作过程导向的课程方案和课程教学的开发与实施,重点是通过将工作过程导向的课程方案与课程教学在高等院校会计学专业的课程《中级财务会计》中设计运用,来探讨高校会计教育改革的思路。     

小学语文课外阅读指导策略研究

课外阅读作为小学语文教学工作实施中较为重要的一项教学工作,要想在现有学生教学工作开展中,提升小学语文课外阅读教学质量,就应该按照小学语文教学工作实施中的要求,对学生教学工作实施中的方式调整,这样才能保障在小学语文课外阅读教学工作实施中,更加有效的为小学语文教学提供保障。鉴于此,本文针对小学语文课外阅读指导策略研究进行了分析,希望在本文研究帮助下,能够为小学语文课外阅读指导工作实施提供参考。     

试论高校教学档案的分类及其特点

教学是学校的核心工作,在教学工作中形成的资料是学校教学档案材料的主要途径。随着管理工作的规范和发展,高校教学档案工作整理、保管和归档已经提到高校档案工作的议事日程上了。本文从高校档案基本情况、分类和特征等问题入手,探讨了笔者一些想法和建议,供大家参考。     

高校教学秘书工作初探

教学秘书是高校教学管理的直接参与者，在教学管理过程中发挥着重要作用。本文从教学秘书工作的重要性入手，阐述了教学秘书工作职责，对如何做好高校教学秘书工作提出了自己的见解。     

BIM时代的建筑教育

随着技术和文化的不断进步,建筑信息模型(BIM)促使建筑教育朝着新颖的方向发展。在建筑工作坊中BIM的学习氛围改变了师生之间以及设计沟通上的交流方式。因此BIM代表着思维方式的转变,对当代建筑的大量片段式教育提出了质疑。数字化进程的结果和在建筑教育中引发的思考是深刻的,并促进全新交互模式的产生。以社会网络为基础的社会智力和社会参与,与学习和知识的建构无缝对接,这近似于BIM的工作模式。     

国有企业构建学习型组织中的知识转移

知识转移是作为一种新的组织管理手段,对于国有企业构建学习型组织有至关重要的作用。针对国有企业构建学习型组织中知识转移存在的问题,提出了对策。     

先行案例在基础工程教学中的应用

由于设计理念的欠缺和应用知识能力的不足,学生在基础工程的学习中普遍存在着对工程概念和计算方法理解困难并直接影响着学习效果。针对这一问题,提出应使发现学习和意义接受学习结合起来以改变教学过程中学生被动接受知识的情况,并在教学中使用先行案例来调动学生的学习动机、强化学习过程。实践证明,这一方法能较好的提高学生的学习效果。     

基于行动学习的建筑企业知识管理研究

应用系统观点分析知识管理的概念,基于社会系统中软系统方法的行动学习观点,初步建立了建筑企业知识管理的行动学习框架,为建筑企业实施知识管理提供了一个具体的行动指南。     

Organizational learning during internationalization: acquiring local institutional knowledge

Organizational learning plays an important role for firms entering new international markets. Acquiring knowledge of a foreign market helps firms to decrease uncertainties, misunderstandings and risks, allowing them to plan and achieve project expectations more accurately. Little is known, however, about how real estate developers, contractors and engineering firms initially collect important local knowledge for their international projects. This study uses qualitative research methods to explore the sources firms use to acquire different types of local knowledge. The results indicate that organizational learning is a complex process, and although similarities exist, different types of firms use different sources to collect needed knowledge. The research contributes to theory by responding to requests for additional research on how firms actually acquire and develop institutional knowledge. In addition, by understanding the sources used to acquire different types of institutional knowledge, company managers can determine the best sources to employ to acquire knowledge that is important for their specific business.     

The negative consequences of knowledge hiding in NPD project teams: The roles of project work attributes

Knowledge hiding, a unique concept distinct from knowledge sharing, occurs frequently in NPD project teams. Although knowledge hiding has been proven to cause distrust and reduce individual creative performance, little is known about the negative influences of knowledge hiding on team performance in new product development (NPD) projects. Drawing on organizational learning theory and job characteristic theory, this study investigates how knowledge hiding influences project team performance through team learning and the contingent roles of project-based work attributes (i.e. cross-functionality and team stability). Data were collected from a sample of 92 NPD project teams in China. The results revealed that knowledge hiding was negatively associated with project team performance. This linkage was partially mediated by team learning. Team stability played a moderating role in the relationship between knowledge hiding and team learning. Moreover, as team stability increased, the negative indirect impact of knowledge hiding on project team performance was weakened. Finally, theoretical implications, practical guidelines and limitations were discussed.     

基于学习效果调研的工科专业课教学探索——以山东建筑大学钢结构教学为例

大学专业课教学既是传授专业知识的过程,也是陪伴学生迈向优秀工程师的重要环节。工科院校专业课教学的最终落脚点是学生的学习效果,立足一线教学实践,从教学效果入手,分析专业教学中存在的问题,通过课堂教学内容、工程实践能力和科学研究素养等多方面改革,激发学生学习专业知识的兴趣,完善知识结构,提升人才培养质量,努力培养适应新时期社会需求的高级工程技术人员。     

Success factors of knowledge management in temporary organizations

The prevalence of temporary forms of cooperation and project-based work is increasing. Likewise, the knowledge-intensity of work contents is growing. However, the unique and temporary nature of projects and programs does not support knowledge transfer from, between and within projects.This research aims at spotting success factors of knowledge management in temporary organizations. Based on a cross-industry sample with 414 organizations, we apply the partial least square (PLS) method to test the influence of cultural, organizational, structural, and process-related factors on knowledge management effectiveness.Besides IT-support and formal elements of the organization, it is cultural factors that strongly influence knowledge management success. In temporary organizations they compensate for the lack of organizational routines and organizational memory. Our results contribute to a more differentiated understanding of knowledge management in project environments.     

基于微型移动学习的专业论文写作翻转课堂教学模式初探

文章探讨基于微型移动学习的建筑学专业论文写作翻转课堂教学模式,主要环节包括设计系统化的知识点学习模块,推动成果导向的课堂交流,建立同侪竞争的多元评价体系,旨在发挥论文写作教学在完善知识结构、提高输出能力、激发学生内驱力方面的重要作用。     

Learning in a programme context: An exploratory investigation of drivers and constraints

There is little guidance in the literature on programme-based learning and knowledge transfer. We framed our research question as ‘What are the mechanisms for, drivers of, and barriers to programme-based learning?’ and investigated both within- and cross-programme learning at multiple levels. Our exploratory qualitative investigation of senior managers (primarily at the Programme Director/Delivery Director level) in a large UK-based telecommunications and network services provider revealed a number of interesting and important insights. Participants interviewed tended to call upon their own tacit knowledge and experience to understand their programmes in the first instance. Knowledge acquisition and sharing was largely through social contacts and peer-to-peer connections rather than the formal processes. Explicit organisational knowledge in this instance served mainly for reference but could be ‘signposted’ by trusted colleagues. Learning effects varied over the lifecycle of the programme and, in the case organisation, the enterprise programme office was not viewed as being conducive to effective learning. The findings have practical implications for understanding within- and cross-programme learning.