在案例教学中应用任务导引图——CORELDRAW中文版平面设计课程设计初探

在CORELDRAW教学中如何抓住要点、突破难点,一直是教师重点研究的课题。本文结合教学实践,在案例教学中充分应用任务导引图,使学生掌握设计矢量图形的具体方法和独立创作图形作品的基本技能,从而提高学生分析、解决问题的能力。     

信息化手段运用于中等职业学校课堂教学的实践与反思

信息化教学手段是近来在中等职业学校课堂教学中广泛运用、逐步完善的一类新型的教学手段,其特点是具有趣味性、信息化、多媒体和网络化。教师在课堂教学中如何更好地应用信息化教学手段,激发学生学习兴趣,打造高效课堂呢?本文以作者在中职学校电子技术课程中应用信息化教学手段为案例,详细分析和研究了信息化教学在课堂中的实践效果,并进行了总结与教学反思。     

试论会计案例教学中案例的选择与设计

会计学是技工学校的重要课程,是一门应用学科,在教与学的过程中必须做到理论和实践紧密结合,否则学生无法掌握会计学的本质。而案例教学法能够将理论和实践有机融合,有助于实现会计教学的目标。本文主要对技工学校会计教学中案例法的实施进行探究。     

实践教学法在高校人力资源管理课程中的应用

目前各高校越来越重视实践教学,重视提高学生的实践能力。人力资源管理课程开展实践教学是我国教育改革与发展、提升学生实践能力与就业能力、改善教学效果与提升教师实践技能以及学科建设的必然要求。实践教学中,要综合应用案例分析、情景模拟、模拟实验、社会调查、社会实践等教学方法。     

浅谈市场营销教学与案例教学法

市场营销是一门应用性极强的学科,案例教学是以培养学生独立思维能力、分析问题能力、解决问题能力为目的教学方法。本文结合教学实践,通过分析案例教学及其意义,探讨案例教学在市场营销课中的应用。     

高职VB应用课程教学过程探讨

在VB应用课程的教学实践中,针对一体化教学和案例教学的特点,对两种教学方式有机结合进行了实践与探索,提出在一体化教学条件下,案例教学的具体实施过程。     

案例选编的三大步骤与六大标准

由于案例教学是以案例为教材，让学生通过阅读、分析、思考以及小组讨论和争辩，提高认识、判断、分析和处理问题能力的教学过程。因此，案例的选编至关重要，它是理论与实践相结合的产物，是理论作用于实践的载体，它既是案例分析的出发点，又是案例分析的归宿。如果案例选择得不恰当，相关因素处理得不好，就会降低案例教学的质量，直接影响案例教学的整体效果。笔者在长期应用案例教学法从事教学活动的实践中有一些切身体会，在此笔者提出案例选编的三大步骤与六大标准，与同行分享并探讨。     

案例教学应用于高职思想政治课的实践探究

案例教学是与传统课堂灌输方法相对立的教学方法。在对案例教学的含义、特点、应用于思想政治课的理论基础及意义把握的基础上,着重从实践层面探讨了案例教学在高职思想政治课中的应用。     

浅谈案例教学法在中职市场营销学科中的运用

根据市场要求和学科特点,提出了案例教学法在中职营销教学中运用的必要性,并通过对市场营销案例教学实践工作中的指导原则、案例精选、教学形式、考核评估等的论述,认为案例教学法在提高学生综合能力方面成效显著,具有较强的实践性和现实性。     

浅谈中职计算机机房课教学的管理

计算机机房课是中职院校教学中非常重要的一个环节,本文笔者结合自己的教学实践,并借鉴他人的教学经验,从计算机机房软硬件的合理应用、案例教学法、多媒体教学及软件教学观念这四个方面总结了机房课教学中常用的课堂管理方法。     

Participatory action research: Easier said than done

This article describes participatory action research as an alternative methodology for conducting community needs assessment. The research model empowers individuals by recognizing they have the ability to identify their own needs, and to generate practical long lasting solutions (Rappaport, 1981). A case study is presented in which two community members attempted a participatory community needs assessment. The article concludes with a discussion of how this attempt deviated from the ideal participatory action research model, and the consequences of the compromises made during the research process.     

Group based trajectories of network formation and dynamics

In this paper, we propose the application of a semi-parametric statistical methodology called Group-Based Developmental Trajectory Analysis to studying the dynamics of social networks. We begin with a discussion of theoretical problems in network analysis that may benefit from this approach. Next, we describe the methodology and how it can be applied to dyadic network data as well as aggregated node level data. We then demonstrate the methodology by analyzing the Newcomb Fraternity and the van de Bunt student data sets. Finally, we conclude with a discussion of potential directions for further research.     

Teaching Ethnographic Research Methods in Social Work

This article describes a social work course that incorporates instruction on ethnographic research, a contemporary qualitative methodology. The authors describe each of the seven course modules used to teach students ethnographic research methods. They cover sampling strategies, data collection, data analysis, theory development, presentation of findings, and practical application within a clinical setting. Findings from student evaluations of the usefulness and relevance of the course are also described, as are the educational and research implications of teaching ethnographic research methods within a social work curriculum.     

Intervening in a Rigid Supervisory System: A Bowen/Structural View of Neutrality

This paper expands on an earlier publication (1984), by the author. The earlier paper hypothesized that there were three levels of ‘pathological triangles’ in a stuck supervisory system. These triangles constituted a ‘defence’ against issues of attachment-detachment from the family of origin for both supervisor and therapist. The current paper discusses the ideas which led to the development of the earlier theory and if utilises a case discussion format to illustrate the application of the theory in a stuck supervisory system. It is argued that this is a useful model for teaching neutrality.     

More than a method? Organisational ethnography as a way of imagining the social

The authors – two anthropologists and an organisational theorist, all organisational ethnographers – discuss their understanding and practices of organisational ethnography (OE) as a way of imagining and reflect on how similar this understanding may be for young organisational researchers and students in particular. The discussion leads to the conclusion that OE may be regarded as a methodology but that it has a much greater potential when it is reclaiming its roots: to become a mode of doing social science on the meso-level. The discussion is based on an analysis of both historical material and the contemporary learning experiences of teaching OE as more than a method to our students.     

高职《市场营销》课程教学方法分析

市场营销课程是一门实践性很强的学科,传统的一本书、一块黑板的教学方法已经不能满足高职教育操作能力培养的要求。目前,高职院校中应用较多的有案例教学法、项目情景教学法、工作过程教学法和ERP沙盘实训教学法。案例教学法主要分享别人的成功经验,项目情景教学法让学生感受营销任务的过程,而工作过程教学法和ERP沙盘实训能让学生体验企业营销工作的全过程,能很好地培养学生的动手能力和创新能力。     

Forward Commitment Procurement: a practical methodology that helps to manage risk in procuring innovative goods and services

The Forward Commitment Procurement (FCP) is a Public Procurement of Innovation (PPI) methodology. It was specifically designed to both provide a practical methodology for procurers to follow and to manage the perceived risk of the customer and supplier in innovation investments. The paper describes FCP and its rationale and explores the actions undertaken in FCP projects and their impact on the barriers typically encountered in PPI projects. It draws on the practical experience on implementing and supporting PPI projects in the health care sector and uses three case examples to illustrate key points.     

Social work education and political conflict: preparing students to address the needs of victims and survivors of the Troubles in Northern Ireland

This paper reports on the evaluation of a European PEACE III sponsored teaching and learning project that was designed to enable social work students to better understand the needs of victims and survivors of the conflict in Northern Ireland. The paper begins with an introduction to policy, practice and educational contexts before reviewing the literature on social work, conflict and trauma. It also summarises key, innovative pedagogical approaches used in the teaching, including the use of ground rules, teaching teams consisting of lecturer and service user dyads, learning exercises and case studies. The paper then explains the evaluation methodology. This involved two surveys which returned 144 student and 34 practice teacher questionnaires. The findings revealed that students were generally committed to this form of teaching and engagement with victims and survivors of the conflict, although some students reported that their attitudes towards this subject had were not changed. Some students also discussed how the conflict had affected their lives and the lives of families and friends; it is argued that such biographical details are crucial in developing new pedagogical approaches in this area. Practice teachers who supervised some of these students on placement reported general levels of satisfaction with preparedness to work with conflict related situations but were less convinced that organisations were so committed. The paper concludes with a discussion of the study limitations and a recommendation for more robust methods of teaching and evaluation in this area of social work education and practice.     

Oasis in a concrete jungle: arts-informed methods in social work classrooms

This article presents a qualitative arts-informed inquiry on teaching and learning in social work education. Using arts-informed research methodology and grounded theory methodology, the research analyses ten interviews of social work educators in two Canadian provinces. This article focused on how university educators use arts-informed methods of teaching about social justice through anti-racist and decolonizing lenses; also discussed are the educators’ personal and professional transformation and development within this process. The main findings discuss the importance of creating an ‘artful’ space as a platform for experiential, embodied and emotive learning, which offers an innovative, more holistic and comprehensive way of teaching social justice. This way of teaching emphasizes personal transformation, giving space to marginalized voices and expression; as well as collective co-creation of meaning and creating practical tools for future social change. The study also touches upon challenges and gaps in using an arts-informed approach, which include student resistance to alternative ways of education, expressed specifically by racialized educators and ambiguity related to assessing artful works in an academic setting. The paper ends with recommendations for social work education.     

Programmed case material as an aid in teaching ego psychology: A methodology for clinical social work education

Four specific problems inherent in the relationship between the theory and practice of contemporary ego psychology limit the effective transmission of ego psychological concepts and principles in clinical social work education. These problems are further conceived as impeding the student's ability to integrate theory and clinical reality, and ultimately reduce the quality of the student's facility with practical technique. As one approach to these problems, this article presents the rationale and design for a teaching aid utilizing programmed case material and self-assessment modules as a methodology for enhancing the integration of theory and the clinical realities explicated by theory. The programmedCasebook and its implementation are illustrated. The values of theCasebook for classroom learning are discussed, relating the anticipated educational experience to the four specific problem areas outlined.