加快发展现代高等职业教育,既有利于缓解当前就业压力,也是解决高技能人才短缺的战略之举。现代职场对有英语应用能力要求的岗位越来越多,一些专业技能强的学生由于无法满足用人单位在英语应用能力上的要求而与理想岗位失之交臂的情况...加快发展现代高等职业教育,既有利于缓解当前就业压力,也是解决高技能人才短缺的战略之举。现代职场对有英语应用能力要求的岗位越来越多,一些专业技能强的学生由于无法满足用人单位在英语应用能力上的要求而与理想岗位失之交臂的情况时有发生。为改变这样的现状、提高学生的英语实际应用能力,开展基于ADDIE Training Model的高职英语课程教学实践与应用研究,并将试验效果与02O教学活动和传统的"讲授型"教学活动效果进行对比分析。展开更多
This study aimed to develop real-life performance-based tasks in Business Mathematics (RLPBTs) following the ADDIE’s model of instructional development. Using the descriptive-developmental research design, the study ...This study aimed to develop real-life performance-based tasks in Business Mathematics (RLPBTs) following the ADDIE’s model of instructional development. Using the descriptive-developmental research design, the study developed RLPBTS with mathematics experts, mathematics department head, bank manager, mathematics teachers, and students as respondents. The RLPBTs consist of instructional plans. Each instructional plan has these components: Introduction, Learning Competency, Learning Outcome, Task Execution, Scoring Guide, and Generalization. The design and content of the instructional plans were assessed as very good. On the other hand, the design and execution of the Tasks were assessed as favorable. Grade 11 students also agreed that real-life performance-based tasks helped them understand better concepts in business mathematics. They claimed that they enjoyed the tasks because of the inclusion of real-life situations that they simulated. The use of the RLPBTs provides another innovation in the teaching and learning concepts in Business Mathematics.展开更多
文摘加快发展现代高等职业教育,既有利于缓解当前就业压力,也是解决高技能人才短缺的战略之举。现代职场对有英语应用能力要求的岗位越来越多,一些专业技能强的学生由于无法满足用人单位在英语应用能力上的要求而与理想岗位失之交臂的情况时有发生。为改变这样的现状、提高学生的英语实际应用能力,开展基于ADDIE Training Model的高职英语课程教学实践与应用研究,并将试验效果与02O教学活动和传统的"讲授型"教学活动效果进行对比分析。
文摘This study aimed to develop real-life performance-based tasks in Business Mathematics (RLPBTs) following the ADDIE’s model of instructional development. Using the descriptive-developmental research design, the study developed RLPBTS with mathematics experts, mathematics department head, bank manager, mathematics teachers, and students as respondents. The RLPBTs consist of instructional plans. Each instructional plan has these components: Introduction, Learning Competency, Learning Outcome, Task Execution, Scoring Guide, and Generalization. The design and content of the instructional plans were assessed as very good. On the other hand, the design and execution of the Tasks were assessed as favorable. Grade 11 students also agreed that real-life performance-based tasks helped them understand better concepts in business mathematics. They claimed that they enjoyed the tasks because of the inclusion of real-life situations that they simulated. The use of the RLPBTs provides another innovation in the teaching and learning concepts in Business Mathematics.
