教学交互、网络扩张与职业能力建构——新生研讨课提升职业能力的探索性案例研究
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摘要
新生研讨课作为一种新兴课程,主要开设在研究型大学,目前还少有高职院校开设新生研讨课。基于浙江工商职业技术学院的实践,对新生研讨课如何提升学生职业能力这一问题展开了探索性案例研究。研究发现:高职院校也适合开设新生研讨课,新生研讨课可以扩张学生的知识网络,增强教学交互,提升高职学生职业能力。
引文
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[2]张立新.欧美学术界关于大学生职业能力的研究进展与展望[J].高教探索,2014(6):85-90.
[3]Hills. J.M, et, al. Bridging the Gap Between Degree Programme Curricula and Employability Through Implementation of Work-related Learning[J].Teaching in Higher Education. 2003,8(2):211-231.
[4]Viswanadhan. K.G. Employability of Graduates:A Search through the Educational Processes of Indian Engineering Institutions[J].International Education Studies. 2008.1(1):34-39.
[5]母庆楠.大学新生研讨课研究[D].无锡:江南大学,2017.
[6]周井娟.《走进工商管理》新生研讨课的教学改革与实践[J].中国科教创新导刊,2012(1):34-35.
[7]尼尔伯顿,戴维米德伍德.课程管理[M].吕良环,译.杭州:浙江教育出版社,2008:79.
[8]张文雪,刘俊霞.新生研讨课教学理念与实践[J].清华大学教育研究,2005(S1):139-143.
[9]陈荦,等.基于建构主义的新生研讨课教学探索[J].高等教育研究学报,2014,37(4):76-79.
[10]周开发,曾玉珍.用高影响教育实践促进本科生批判性思维的发展[J].工业和信息化教育,2017(5):73-81.
[11]陈祝明.新生研讨课对大学生创新能力培养的探索[J].实验科学与技术,2017,15(3):4-7.
[12]张红霞.美国大学的新生研讨课及其启示[J].中国大学教学,2009(11):93-96.
[13]林冬华.美国新生研讨课全国调查20年:背景、发展与启示[J].中国高教研究,2011(11):33-36.
[14]徐波.美国高校新生研讨课的现状、特点及启示——基于三次全美高校新生研讨课调查结果的分析[J].现代大学教育,2012(2):69-74.
[15]王永强,赵朝成,赵东风.新生研讨课的意义及其教学问题探析——以中国石油大学(华东)环境工程专业为例[J].高教论坛,2017(7):69-71.
[16]孙迎晖.《跨学科专业英语阅读》课程建构及效果研究——以北京师范大学的“新生研讨课”为例[J].山东外语教学,2017,38(6):31-38.
[17]Siemens, G.(2005b). Connectivism:A learning Theory for the Digital Age[J]. International Journal of Instructional Tech-nology and Distance Learning, 2(1):3-10.Siemens, G.(2005a). Connectivism:Learning as Net-workCreation[DB/OL].[2017-06-29].http://www.elearnspace.org/Articles/networks.htm.
[18]付晓春,王晖.联通主义学习理论述评[J].广东职业技术教育与研究,2017(4):58-61.
[19]Keegan.D. Theoretical principles of distance education[M].London:Routledge, 1993:113-134.
[20]Trentin.G. The quality-interactivity relationship in distance education[J].Educational Technology.2000(40):17-27.
[21]Garrison. D.R. E-learning in the 21st century:A Framework for Research and Practice(2nd Edition)[M].London:Routledge/Falmer, 2011:126.
[22]Anderson. T.&Dron. J. Groups,networks and collectives in social software for e-learning[C].Proceedings of European Conference on ELearning, 2007:15-24.
[23]王志军,等.远程学习中学习资源的交互性分析[J].中国远程教育,2017(2):45-52+80.
[24]张立新.欧美学术界关于大学生职业能力的研究进展与展望[J].高教探索,2014(6):85-90.
[25]匡瑛.究竟什么是职业能力——基于比较分析的角度[J].江苏高教,2010(1):131-133+136.
[26]Yorke. M. and Knight. P. Employability:Judging and Communicating Achievements(Learning and Employability series 1)[M].York:Higher Education Academy.2006:5.
[27]Harvey. L. Embedding and Integrating Employability[J]. New Directions for Institutional Research,2005.128(1):13-28.
[28][29]姜大源.基于全面发展的能力观[J].中国职业技术教育,2005(22):1-4.
[30][36]汪涛,等.讲故事塑品牌:建构和传播故事的品牌叙事理论——基于达芙妮品牌的案例研究[J].管理世界,2011(3):112-123.
[31]Eisenhardt, K.M. Building Theories from Case Study Research[J]. Academy of Management Review, 1989,14(4).
[32]艾森哈特,格瑞布纳.由案例建构理论的机会与挑战[J].管理世界,2010(4).
[33]Patton, M.Q. How To Use Qualitative Methods in Evaluation[M]. SAGE, CSE Program Evaluation Kit, 1987, Volume 4. Second Edition.
[34]Gioia, Dennis A.; Price, Kristin N.; Hamilton,Aimee L.; Thomas, James B. Forging an Identity:An Insider-outsider Study of Processes Involved in the Formation of Organizational Identity[J].Administrative Science Quarterly. 2010,Vol. 55Issue 1, p1-46.
[35]Strauss, A&Corbin, J. Basics of qualitative research:techniques and procedures for developing grounded theory[M]. SAGE, 2015,4th Edition.
[37]Yin R.K. Case study research:Design and methods[M]. Sage Publications, 2017, 6th Edition.