高职网络营销课程的开发与设计研究——基于工作任务驱动的分析

基于工作任务驱动的课程开发与设计为高职课程改革提供了新的视角。网络营销课程理应从工作任务驱动的思维出发,在课程设计理念、课程体系开发、学习情境设计、课程设计、教学组织、教学团队构建、课程考核等方面,进行系列化改革,制定并实施教学做一体化的课程整体设计方案,促使教学效果更符合人才培养模式改革的实际需要。     

Oregon's Efforts to Reduce Elder Financial Exploitation

ABSTRACT

Several programs have been undertaken in Oregon to reduce financial abuse. They include the production of a multi-media training kit by the Oregon's Attorney General's Task Force with funding from the US Department of Justice, creation of an “Elder Financial Exploitation Prevention Program” that educates seniors “at the scene of the crime,” and distribution of devices to assist elders in ending unwamted phone calls and direct mail solicitations.     

英语学习者话语自我修正策略的性别差异

以30名男生和30名女生（非英语专业）为研究对象，分析了大学生在完成英语口语练习的任务时，在自我修正使用上的特点和性别差异。以不同修正、恰当修正和错误修正三种修正类型为基础，对每一种修正方式进行了详细地分类考察。结果显示，女生较多地使用错误修正，占据整个自我修正的50％以上的比例。而男生在这三种大的修正策略的选择上较为平均。但是，二者对语法修正的使用比例都较低，比如对有关句法或形态上的错误的修正。虽然男生和女生在选择具体的修正策略时存在一定的差异，但是从总体上来说，二者在自我修正上并不存在统计意义上的显著差异。     

任务模块化和流程整合对离岸信息技术外包项目绩效的影响

基于离岸信息技术外包情景,分析了任务模块化、内部流程整合和外部流程整合对项目绩效的单独影响,同时探讨了任务模块化同两种流程整合的交互对项目绩效的影响.研究数据源于对西安、苏州、大连三地163个离岸信息技术外包项目的问卷调研.分层回归结果表明,任务模块化、内外部流程整合单独正向影响项目绩效.同时任务模块化削弱外部流程整合对项目绩效的影响,但不能削弱内部流程整合对项目绩效的影响.     

输出与理解任务对听力理解和词汇习得的作用

通过实证研究的方法,考察输出任务与理解任务在听力理解和产出性词汇习得效果上的差异,及哪种输出任务的听力理解与词汇习得效果最好。研究结果表明:(1)输出任务的听力理解效果均优于理解任务;且目标词合作输出的效果最好,目标词个人输出和无目标词个人输出之间无显著差异。(2)在产出性词汇的习得与保持上,含目标词的输出任务都明显好于理解任务,但无目标词输出任务与理解任务之间不存在显著差异;且目标词合作输出的效果最好,其次是目标词个人输出,再次是无目标词个人输出。     

提升高校网络文化软实力的若干思考

高校网络文化软实力是国家文化软实力体系中的重要环节，它需要在国家政策与制度的支持前提下，明确其“核心价值”、“和谐文化”与“中华文化”的基本任务，并以文化软实力为目标，以抵制文化殖民为重点，以网络化管理为路径，提升高校网络文化软实力。     

＂小组合作学习＂在英语教学中的运用

随着英语教育改革的不断深入,传统的"教师讲授,学生听记"的灌输式英语教学已不能适应新的教改要求。"小组合作学习"(Cooperative Learn ing)教学模式作为一种新型的教学组织形式,在近年的英语教学中运用越来越广泛。因为它能使班上更多的学生在同一时间内直接参与到活动中去,能提供一种互动的活动方式和营造良好的情感氛围,使学生有更多更好的机会自由地说出他们想说的话。并能发挥出更多的自主性。     

论高校工会在构建和谐校园中的作用

从当前我国构建和谐社会的需要出发，论述了新形势下高校工会在构建和谐校园中的任务和作用。构建和谐校园是贯彻落实“十七大”重要思想的内在要求，也是牢固树立科学发展观的重要内容。建设和谐校园是建设和谐社会的需要。学校作为社会的重要组成部分，在构建和谐社会中起着奠基和辐射作用，学校工会如何在构建和谐校园中准确定位，充分发挥自身的职能和作用，积极推进和谐校园的建设，显得尤为重要。     

Exploring dyadic teacher–child interactions,emotional security,and task engagement in preschool children displaying externalizing behaviors

Based on attachment theory, we tested whether the link between dyadic teacher–child interactions and task engagement operates through a child's security with the teacher. In a sample of preschoolers (N = 470) rated by their teachers as exhibiting elevated disruptive behaviors, the quality of dyadic teacher–child interactions and children's security were observed using a standardized task. Children's engagement with tasks was both observed in the preschool classroom and rated by the teacher. Results indicated that the quality of teacher–child dyadic interactions was associated directly with teacher‐reported task engagement, and indirectly associated, through a child's security, with observed task engagement. We discussed the contribution of these findings to our understanding of how the quality of dyadic teacher–child interactions may serve to regulate children's behavior in the classroom for children whose teachers perceive them as displaying early externalizing behaviors.     

Investigating Gender Differences in the Meaning of Household Chores and Child Care

This study examines factors related to the affective meanings (evaluation, potency, and activity) that spouses and cohabitors (N= 309) attach to child care, baby care, and 9 household chores. Gender is related to about a third of these task meanings. Consistent with the feminine care hypothesis, women consider baby care and laundry especially good, potent, and active and consider meal preparation particularly powerful, although contrary to this hypothesis women evaluate washing dishes less positively than men. Consistent with the masculine care hypothesis, men consider auto work and yard work especially good and powerful. When paid and unpaid work patterns are controlled, however, 9 of the 12 gender differences become nonsignificant and 4 new gender differences are identified, suggesting that work patterns both mediate and suppress some gender differences in task meanings. Gender also moderates the relationship between work and 12 task meanings. In several of these equations, women's proportion of nonmasculine work is negatively related to the goodness or the power they associate with a nonmasculine task.