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说明: 以下教学计划若有变动,以教师课堂陈述为准，敬请各位谅解。
《项目管理》教学计划一、教学目的与教学要求在这个飞速变化的世界里，项目日益复杂，范围在增加，规模在扩大，你会发现很难赶上它的发展速度。
组织经常会遇到项目拖延，成本大大超出预算，资源浪费，各职能部门间相互推卸责任，客户的要求不断变化，你的员工象救火队员一样处理各种危机的情况。
在过去的15年中,项目管理的技巧被大量开发，并提供了一套系统的、以过程为主的方法,《项目管理》课程的学习可以向你和你的团队提供这方面的知识和技巧，使你们自始至终都能够按时实施项目，而且控制在预算和范围之内。
通过《项目管理》课程的学习可以使学员：∙将项目的目标与组织的需求紧密相连，关注客户的需求，留住你的重要员工∙组建高效能的项目小组，跨职能部门工作∙规划出工作细分的结构∙通过运用简单有效的技巧估算项目成本并制定进度表，按进度表按时完成项目∙估计风险，建立一套可靠的项目监控系统，提供更有效的方法来对任务进行排序、分配并监控各种资源，确保进度、成本和产品入库的预知性∙显示先进的管理技术，从而在职业发展上获得更多机会。
二、教学方法本课程采用教师讲授、案例分析、课堂讨论、个人演示和小组大作业的教学法，鼓励积极的课堂参与。
三、教材和参考书：教材:Project Management: A Managerial Approach, 4e Meredith and Mantel John Wiley & Son, Inc参考书：Successful Project Management, Jack Gido P & James P.Clementsand，成功的项目管理杰克.吉多等A Guide to the Project Management Body of Knowledge, PMI, 项目管理知识体系指南四、应用软件：Microsoft Projec t五、考试方式1. 上课出席10%2. 个人演示20%3. 小组项目和演示30%4. 经验总结和自我评估10%5. 期末考试30%预修课程 PREREQUISITES: MBA基础核心课程MBA basic core作业：本课程的作业主要是阅读相关资料，准备个人演示和小组项目。
英语作文对待作业的看法Title: Attitudes Towards Homework in English Composition。
Homework has long been a staple of the education system, serving as a means to reinforce learning, cultivate discipline, and prepare students for academic success. However, attitudes towards homework vary widely among students, educators, and parents. In this essay, I will explore different perspectives on homework and its role in education.To begin with, proponents of homework argue that it reinforces the lessons taught in class, allowing studentsto practice and solidify their understanding of concepts. Completing assignments outside of school hours provides students with an opportunity for independent learning and critical thinking. Additionally, homework cultivates important skills such as time management, responsibility, and self-discipline, which are essential for success bothacademically and in future endeavors.On the other hand, critics of homework raise valid concerns regarding its efficacy and potential drawbacks. One common argument is that excessive homework can lead to burnout and undue stress among students. The pressure to complete assignments on time, especially when coupled with extracurricular activities and other responsibilities, can take a toll on students' mental health and well-being. Moreover, some argue that homework may not always be meaningful or relevant to students' learning needs, leading to disengagement and frustration.It is important to acknowledge the diversity of experiences and perspectives regarding homework. While some students may thrive with a structured homework routine, others may struggle to balance their academic workload with other aspects of their lives. Similarly, educators must consider the individual needs and abilities of their students when assigning homework, ensuring that it is both appropriate and beneficial.Furthermore, the role of parents in supporting their children with homework cannot be overstated. While some parents may view homework as a valuable opportunity for involvement in their child's education, others may struggle to provide the necessary support or supervision. It is essential for educators to communicate effectively with parents regarding homework expectations and offer resources and assistance when needed.In recent years, there has been a growing emphasis on alternative approaches to homework, such as project-based learning, flipped classrooms, and experiential learning opportunities. These methods aim to promote deeper understanding and engagement with the material while reducing the reliance on traditional homework assignments. While such approaches may not entirely eliminate the need for homework, they offer a more holistic and student-centered approach to learning.In conclusion, attitudes towards homework are diverse and multifaceted, reflecting the complex nature of education itself. While homework can be a valuable tool forreinforcing learning and developing essential skills, it is essential to consider its potential impact on students' well-being and academic success. By adopting a balanced approach to homework and incorporating alternative teaching methods, educators can create a more inclusive andeffective learning environment for all students.。
ISSN 1306-3065 Copyright © 2006-2013 by ESER, Eurasian Society of Educational Research. All Rights Reserved.Student Approaches to Learning in Physics – Validityand Exploration Using Adapted SPQManjula Devi Sharma*1, Chris Stewart 1, Rachel Wilson 1, and MuhammedSait Gökalp 2Received 22 December 2012; Accepted 9 March 2013Doi: 10.12973/ijese.2013.203aAbstract: The aim of this study was to investigate an adaptation of the Study ProcessesQuestionnaire for the discipline of physics. A total of 2030 first year physics students at an Australian metropolitan university completed the questionnaire over three different year cohorts. The resultant data has been used to explore whether the adaptation of the questionnaire is justifiable and if meaningful interpretations can be drawn for teaching and learning in the discipline. In extracting scales for deep and surface approaches to learning, we have excised several items, retaining an adequate subset. Reflecting trends in literature, our deep scale is very reliable while the surface scale is not so reliable. Our results show that the behaviour of the mean scale scores for students in different streams in first year physics is in agreement with expectations. Furthermore, different year cohort performance on the scales reflects changes in senior high school syllabus. Our experiences in adaptation, validation and checking for reliability is of potential use for others engaged in contextualising the Study Processes Questionnaire, and adds value to the use of the questionnaire for improving student learning in specific discipline areasKeywords: Student approaches to learning, learning in disciplines, university physics education1University of Sydney, Australia* Corresponding author. Sydney University Physics Education Research group, School of Physics, University of Sydney, NSW 2006, Australia. Email: sharma@.au 2Dumlupınar University, TurkeyIntroductionSince the mid 1960’s a series of inventories exploring student learning in highereducation have been developed based on learning theories, educational psychology and study strategies. For reviews of the six major inventories see Entwistle and McCune (2004)International Journal of Environmental & Science EducationVol. 8, No. 2, April 2013, 241-253242C o p y r i g h t © 2006-2013 b y E S E Rand Biggs (1993a). As can be seen from the reviews, these inventories have two common components. One of these components is related to study strategies and the other one is about cognitive processes. Moreover, these inventories usually have similar conceptual structures and include re-arrangement of the items (Christensen et al., 1991; Wilson et al., 1996).In the current study, as one of these inventories, The Study Processes Questionnaire (SPQ) has been selected to be adapted for use in physics. The SPQ is integrated with the presage-process-product model (3P model) of teaching and learning (Biggs, 1987). Several studies have successfully used the SPQ across different culture s and years to compare students’ approaches in different disciplines (Gow et al., 1994; Kember & Gow, 1990; Skogsberg & Clump, 2003; Quinnell et al., 2005; Zeegers, 2001). Moreover, several other researchers used modified version of the SPQ at their studies (Crawford et al. 1998a,b; Fox, McManus & Winder, 2001; Tooth, Tonge, & McManus, 1989; Volet, Renshaw, & Tietzel, 1994). For example, Volet et al (2001) used a shortened SPQ included 21 items to assess cross cultural differences. Fox et al (2001) modified the SPQ and tested its structure with confirmatory factor analysis. In their study the modified version of the SPQ had 18 items, and this shortened version had same factor structure as the original SPQ. In another study, Crawford et al. (1998a, b) adapted the SPQ for the discipline of mathematics. That adapted questionnaire was named as Approaches to Learning Mathematics Questionnaire.Three different approaches of the students to learning are represented in the SPQ: surface, deep, and achieving approaches. Idea of approaches to learning was presented by Marton and Säljö (1976) and further discussed by several other researchers (eg. Biggs, 1987; Entwistle & Waterston, 1988). Basically, surface approach indicates that the students’ motivation to learn is only for external consequences such as getting the appreciation of the teacher. More specifically, it is enough to fulfill course requirements for the students with surface approach. On theother hand, a deep approach to learning indicates that the motivation is intrinsic. This approach involves higher quality of learning outcomes (Marton & Säljö, 1976; Biggs, 1987). Students with deep approach to learning try to connect what they learn with daily life and they examine the content of the instruction more carefully. On the other hand, achieving approach is about excelling in a course by doing necessary things to have a good mark. However, current study is not focused on this approach. Only the first two approaches were included in the adapted SPQ.Inventories like the SPQ are used in higher education because of several reasons. Such inventories can help educators to evaluate teaching environments (Biggs, 1993b; Biggs, Kember, & Leung, 2001). Moreover, with the use of these inventories, university students often relate their intentions and study strategies for a learning context in a coherent manner. On the other hand, the SPQ is not a discipline specific inventory. It can be used across different disciplines. However, in a research study, if the research questions are related with the common features of learning and teaching within 3P model framework, the SPQ can be used satisfactorily for all disciplines. But, a discipline specific version of the SPQ is required if resolution of details specific to a discipline area is necessary for the research questions. Moreover, in order to reduce systematic error and bias that can be resulted from students in different discipline areas; a discipline specific version may be required. As a community of educators, we are aware that thinking, knowing, and learning processes can differ across discipline areas. A direct consequence of this acknowledgement is the need to understand and model learning in specific discipline areas, such as by adapting the SPQ. However, for the theoretical framework to be valid the conceptual integrity of the inventory must be maintained.This paper reports on how the SPQ has been adapted for physics. The teaching context is first year physics at a research focused Australian university where students are grouped according to differing senior243Student approaches to learning in physicsC o p y r i g h t © 2006-2013 b y E S E Rhigh school experiences into Advanced, Regular, and Fundamentals streams.We report on the selection of items for the deep and surface scales and reliability and validity analyses. A comparison of the Advanced, Regular and Fundamentals streams is carried out to ensure that interpretations associated with the deep and surface scales are meaningful. This is a stage of a large-scale project. The project aims to understand and improve student learning based on the deep and surface approaches to learning inherent in the 3P model (Marton & Säljö, 1976; Biggs, 1987).The studyAs mentioned before, The SPQ has been designed for higher education; however, this questionnaire is not discipline specific. Therefore, in this study, we adapted the SPQ to physics for the following reasons: (1) The first year students have confusions about university studies when they come to university (White et al., 1995). This can lead to misinterpretation of the items. However, specific items related to physics can reduce these misinterpretations. For example students enrolled in a general science degree would view questions related to employment differently to those in professional degrees, and the students we have surveyed are from a range of degree programs. (2) In order to compare the students from the different discipline areas, we need discipline specific inventories. (3) We believe that there are contentious items in the original SPQ and aspects that are specific to physics. For example the use of “truth” in the following item was strongly challenged by a group of physicists validating the questionnaire. While I realize that truth is forever changing as knowledge is increasing, I feel compelled to discover what appears to me to be the truth at this time (Biggs, 1987, p. 132).The item was changed to the following, more in line with the post-positivist paradigm and agreeable to physicists.While I realize that ideas are always changing as knowledge is increasing, I feel a need to discover for myselfwhat is understood about the physical world at this time.One could argue that this is an issue of clarifying the item rather than being specific to physics. However, to our knowledge the clarity of this item has not been debated in literature.Just after we commenced this study in 2001, we became aware that Biggs et al (2001) had produced a revised Study Processes Questionnaire (R-SPQ- 2F). However, it was too late for our study and we did not switch midway. There are four main differences between the SPQ and the R-SPQ-2F; first, the removal of all items on employment after graduation; second, increased emphasis on examination; third, removal of words that imply specificity; and fourth exclusion of the contentious achieving factor identified by Christensen et al., 1991. We focus on the deep and surface approaches and not on the strategy and motive sub-scales as these are not pertinent to our larger study. The SPQ deep and surface scales, in particular, have been shown to be robust (see for example Burnett & Dart, 2000).The participant of the current study was from a university in New South Wales, Australia. Students are provided three basic physics units in the School during their first semester of university: Fundamentals, Regular or Advanced. Students are divided into these three groups of physics units based on their senior high school physics backgrounds. The students from the Fundamentals unit have done no physics in senior high school or have done poorly. On the other hand, in the Regular unit, there were the students had scored high grades in senior high school physics. The last unit, the Advanced unit, is suitable for those who have done extremely well overall in physics during all their years in senior high school.The three physics units that students can register in are for the degree programs in Engineering, Medical Science and Arts. Students who intend to major in physics as well as postgraduate physics students are selected from those enrolled in all three basic physics course in their first semester at university. The largest proportion of students of physics major is from the Advanced244C o p y r i g h t © 2006-2013 b y E S E Rstream, followed by those in the Regular stream, and finally the Fundamentals stream. The data was collected from these streams from 2001 to 2004. From 2001 to 2004, the high school physics syllabi and assessment system was changed in the state of New South Wales in Australia. The details of the changes can be seen in Binnie (2004). Due to these changes, the 2004 cohort of students in this study were instructed using a different curriculum.Within the above context, we have adapted the SPQ to generate a Study Processes Questionnaire for Physics (SPQP). The research questions addressed in this paper are as follows.(a) How do the factor solutions for the SPQP compare with those of the SPQ? (b) Is the SPQP reliable and valid?(c) Are the scales robust enough to reflect detail in senior high school syllabus change? The answers to the research questions will determine if the SPQP is a reliable and valid measure of student approaches to learning physics in our context.MethodRevising the items for the SPQPWe have adapted the SPQ by simply inserting the word “physics” in some items and making substantial changes to others. The adaptations are based on our experiences of student responses to open-ended questions and discipline knowledge, and have been extensively discussed amongst a group of physics educators. The adaptations are of the types listed below. (See appendix A for all items and the types of adaptations.) Type 0: No changeType 1: A simple insertion of terms such as “physics”, “studying physics”.I find that at times studying gives me afeeling of deep personal satisfaction. I find that at times studying physics gives me a feeling of deep personal satisfaction.Type 2: A substantial change in wording that can change the meaning, without intending to.I usually become increasingly absorbed in my work the more I do. When studying physics, I become increasingly absorbed in my work the more I do.Type 3: An intentional change in meaning.My studies have changed my views about such things as politics, my religion, and my philosophy of life. My studies in physics have challenged my views about the way the world works.The number of items corresponding to each Type of change is displayed in Table 1, as are the number of items selected from each Type for inclusion in the SPQP. Type 1 items were more useful in generating the items used in the SPQP.Administering the SPQPThe SPQP was administered at the beginning of the first semester to students in the Advanced, Regular and Fundamentals streams in 2001, 2002 and 2004, respectively. On the questionnaire, the students were requested to indicate their level of agreement with each item on a Likert scale with the options of Strongly Disagree, Disagree, Neutral, Agree, and Strongly Agree . Response rates of 2001, 2002, and 2004 cohorts was 95%, 65%, and 85%, respectively. Except 2002 cohort, the response rates were satisfactory. The main reasons of the lower response rate of 2002 cohort were the changes in class organization and questionnaire administration. Over these245Student approaches to learning in physicsC o p y r i g h t © 2006-2013 b y E S E Rthree years, a total of 2030 first year physics student were responded the SPQP: 63 percent of students in the Fundamentals stream was female, and about 30 percent of them was females in the Regular and Advanced streams. Nevertheless, the three streams are similar in other respects. The sample size of 2030 is large enough to access the natural variance within the diverse population. However, due to missing answers some of the cases were excluded from the analysis. These exclusions were only about 3% of the whole sample. Therefore, we can say that this missing data did not affect the overall results. Data Analysis MethodsFollowing analyses were carried out to answer research questions.(a) Both exploratory and confirmatory factor analyses were performed to validate the two-factor solution: the deep and surface scales. (b) Cronbach’s alpha coefficients were calculated to determine the reliability for the deep and surface scales for the complete data set and for each stream.(c) ANOVA and boxplots were used to determine if the SPQP is able to differentiate between the three streams and changes in syllabus.ResultsFactor analysisIn order to gain construct related evidence for the validity of the SPQP, exploratory and confirmatory factor analysis were conducted. Exploratory factor analysis (EFA) was carried out by using principal components as factor extraction method with quartimax, an orthogonal rotation. The complete data set was included in this analysis. Before proceeding to interpret the results, each item was checked for normality and sphericity. In order to check multicollinearity, the correlation matrix was examined. In terms of multicollinearity, we expect the items to be intercorrelated; however, these correlations should not be so high (0.90 or higher), whichcauses to multicollinearity and singularity. The intercorrelation was checked by Bartlett’s test of sphericity. This test showed that the correlation matrix is not an identity matrix. Moreover, multicollinearity was checked with the determinant of the correlation matrix. The determinant was more than 0. This showed that there is no multicollinearity (Field, 2000). Extraction of factors was based on two criteria: Scree test and Kaiser criterion (eigen values). Based on eigen values and the Scree test, two factors, which accounts for 48% of the variance, were extracted. The items with factor loadings of less than .4 were excluded from the further analyses (Field, 2000). Appendix A shows the two-factor solution for all items including loadings. Those that were retained for the SPQP are starred – 10 items form the deep scale and 6 items the surface scale.According to the results of the EFA, we note that the deep scale is in better agreement with Biggs ’s deep scale than the surface scale - there are more “usable” items on the deep scale than on the surface scale.After having results of the EFA, confirmatory factor analysis (CFA) was performed. This second step of the factor analysis helped us to ensure the factor structure of the SPQP (see Figure 1). Maximum likelihood (ML) was used as the method of estimation at the CFA. The results of the study showed that relative chi-square, which is the “chi square/degree of freedom” ratio is 3.1. Moreover, RMSEA and CFI were found to be 0.07 and 0.69 respectively. According to Browne and Cudeck (1992), RMSEA values less than 0.05 indicate close fit and models with values greater than 0.10 should not be employed. Here, RMSEA indicates moderate fit of the model whereas relative chi-square indicates good fit. However, the CFI should be over 0.90 to have good fit. Nonetheless, we can say that the first two indices support this two-factor model of the SPQP and indicate moderate fit.246C o p y r i g h t © 2006-2013 b y E S E RFigure 1. Validated two-factor structure of the SPQP.Reliability of the SPQPCronbach alpha coefficients of each scale were calculated for each stream and whole data. The results are shown in Table 2. It is apparent that the surface scale has the lowest Cronbach alpha coefficients at each stream. Similar findings were also reported at other studies (Biggs, 1987; Biggs et al, 2001; Wilson and Fowler, 2005). The foundational efficacy of these scales, given such low reliability, is questionable. However, in ourstudy higher levels of internal consistency were apparent (lowest α =.61).Comparing reliabilities across streams, students who have less experience with physics report surface approaches more reliably than students with more experience. On the other hand, students who have more experience with physics report deep approaches more reliably than those who have less experience. Considering reliabilities within streams, the Fundamentals students report deep approaches as reliably as surface247Student approaches to learning in physicsC o p y r i g h t © 2006-2013 b y E S E Rapproaches with values greater than 0.80, while the Advanced students report very different reliabilities for the two scales. The trends are not surprising since Advanced students would tend to be more confident in content and study strategies.The above trends also raise the question: Are the persistently low reliabilities noted for the su rface scale due to student ‘behaviours’ or poor items on the inventory? An adequate reliability measure for the surface scale for the Fundamentals stream α > .80, one that is similar in magnitude to that of the deep scale, implies that there is internal consistency amongst the items for each scale for this group of students. We note that the Fundamentals students have experienced junior high school physics, and are doing concurrent science and mathematics subjects at university. University students tend to have high internal coherence among learning components, intentions and study strategies and are able to adapt their ideas of knowledge and study methods to their expectations of studying in a particular context. The internal coherence is demonstrated in the reliability scores. So why are the reliabilities for the surface scale as low as 0.61 for the Advanced stream? Is it because the nature of the surface approach is different for the Advanced and Fundamentals streams, requiring possibly different items? Or is it because the Advanced students adapt their surface approaches in diverse ways, hence report this scale less reliably? Answers to such questions will indeed add to our understanding of student learning.ANOVA and BoxplotsTo determine if the SPQP is able to differentiate between the three streams, item and scale means were compared using one-way ANOVA.When comparing the means of the three streams for each item on the SPQP, the assumption of homogeneity of variances underpinning ANOVA was tested using Mulachy’s test of Sphericity. Items A5, A13 and A25 were excluded from ANOVA because they violated the assumption of sphericity. This does not affect their use on the SPQP scales. The results of ANOVA showed that there is a significant differenceamong the SPQP scores of the students from Fundamentals, Regular, and Advanced streams for both surface and deep scales (p < .05).There is a debate among the researchers to use ANOVA with the ordinal data mainly because of the normality concern. As stated in Glass, Peckham, and Sanders (1972), violation of normality is not fatal to the ANOVA. Moreover, performing ANOVA with the ordinal data, likert type items in this case, is a controversial issue among the researchers. Here, we have a big sample and this surely increases the power of the test. Therefore, failure to meet normality assumption will not affect the results of the ANOVA. Moreover, we performed Kruskal Wallis test as non-parametric alternative of the ANOVA. The results of that test supported the results of the ANOVA given above.Moreover, in order to investigate if SPQP is robust enough to be able to differentiate changes in syllabus even when sum of the items is used instead of factor scores, boxplots were checked (see Figure 2). The boxplots show a sequence for each scale with the first panel representing the factor scores, the second panel the simple sums of the items scores for the SPQP and the third panel the simple sums of all 16 item scores that should have loaded on each scale. We note two important features. First, the three panels representing the deep scale are sufficiently similar implying that if an adaptation such as that in this study is made, the sums of the 10 SPQP item scores, and indeed all 16 items scores provide a reasonable measure of deep approaches to learning. However, this is not so for the surface scale, while the sum of the 6 SPQP item scores provides a reasonable measure of surface approaches to learning, the sum of all 16 items does not do so. This raises concerns regarding the surface scale and is a reflection of the low reliabilities for the scale.DiscussionAs we are particularly interested in issues to do with learning physics, the rationale and manner in which items were modified and the SPQ adapted are discussed in detail. The advantages of adapting an established, well248C o p y r i g h t © 2006-2013 b y E S E RFigure 2. A comparison by stream and year of the deep and surface scales. The boxplots show a vertical sequence for each scale with panel (a) representing the factor scores for the SPQP deep scale and panel (d) those for the SPQP surface scale. Panel (b) represents the simple sum of item scores for the SPQP deep scale and panel (e) those for the SPQP surface scale. Panel (c) represents the simple sum of all 14 item scores that were intended to load on the deep scale and panel (f) those for the surface scale.implemented inventory with a sound theoretical framework, both for itsdevelopment and for its practical use in a teaching environment, are evident in the249Student approaches to learning in physicsC o p y r i g h t © 2006-2013 b y E S E Rmeaningful interpretations of our results summarized below.1. The SPQ items were modified for our context based on our experiences and any changes were extensively discussed amongst a group of physics educators. Ten items were retained for the deep scale and six for the surface. The rejection of items that had anomalous factor loadings could be conceptually justified. This two-factor solution of the SPQP confirmed with the EFA and CFA and supported the factor structure of the original SPQ (Biggs, 1987).2. The trends in reliabilities according to streams are as expected, with students with less experience in physics reporting less reliably on the deep scale and more reliably on the surface scale and vice versa. The issue of low reliabilities of the surface scale for the Advanced stream raises the question of whether Advanced students have more diverse forms of exhibiting surface approaches to learning. Moreover, the issue with the surface scale coincides with the previous studies (Biggs, 1987; Biggs et al, 2001; Wilson and Fowler, 2005).3. Comparisons of deep factor scores, simple sums of the 10 SPQP items and all 16 items suggest that the deep scale is reliable and particularly robust, see Figure 2. The surface factor scores compare well with the simple sums of the 6 SPQP items, but not with all 16 items, suggesting that reliability and validity checks are particularly important for the surface scale. The implication is twofold: first the SPQ is robust when contextualised as shown by reliability scores; and second, the contextualisation did not alter the overall coherency of the inventory as shown by the meaningful interpretations across streams and years. This, together with the conceptual meanings associated with the items, provides confidence that the SPQP is consistent with the theoretical framework of the SPQ.4. Changes in senior high school physics syllabus have impacted on approaches to study in the cohorts sampled in this study. The SPQP can illustrate differences between streams and years. From our study we are confident that the SPQP is a reliable andvalid measure of approaches to learning physics in our context.5. The adaptation of the SPQ into physics adds value to our project findings as it allows us to illustrate physics’ specific detail between the streams. We are confident that features that could have systematically biased the findings have been minimized. Lastly the ways of thinking, learning and knowing in physics are embedded in the larger context of intentions and study methods in higher education.ConclusionWe have adapted the Study Processes Questionnaire into physics and confirmed that a two-factor solution provides two subsets of selected items representing deep and surface approaches to learning. The resulting inventory is called the Study Processes Questionnaire for Physics, or SPQP. Further reliability and validation checks demonstrate that the two-scale SPQP is a useable inventory for our context. Reliabilities for the Advanced, Regular and Fundamentals streams are adequate and the behaviour of the mean scale scores for the three streams is not contradictory to expected student behaviours.The process of adapting the SPQ has provided useful insights into the way physicists interpret the items, and how deep and surface approaches can be conceptualised in physics. The sound theoretical framework and research underpinning the SPQ has added value to the use of questionnaires for understanding student learning in our project. Such contextualised inventories have the potential to provide context-specific understandings of teaching and learning issues and for improving student learning.AcknowledgementsThe authors acknowledge Science Faculty Education Research (SciFER) grants, University of Sydney, and support from staff and students. The authors are grateful to Professor David Boud for his constructive feedback on this paper.。
毕业设计作品英文Graduation ProjectThe completion of a graduation project is a significant milestone in the academic journey of a student. It represents the culmination of years of hard work, dedication, and the acquisition of knowledge and skills. The graduation project serves as a platform for students to demonstrate their mastery of a particular subject or field, and to showcase their ability to conduct independent research, analyze data, and present their findings in a coherent and compelling manner.The process of undertaking a graduation project is often a challenging and rewarding experience. It requires students to delve deeply into a topic of their choice, to critically analyze existing research and theories, and to develop their own unique perspectives and solutions. Throughout this process, students are expected to work closely with faculty advisors, who provide guidance, support, and feedback to ensure the success of the project.One of the key aspects of a graduation project is the ability toconduct thorough and rigorous research. This involves reviewing relevant literature, identifying gaps in existing knowledge, and formulating a research question or hypothesis that can be explored through empirical investigation. Students must then design and implement a research methodology that is appropriate for their topic, and collect and analyze data using a variety of qualitative and quantitative techniques.In addition to research skills, the graduation project also requires strong writing and communication abilities. Students must be able to articulate their ideas clearly and concisely, and to present their findings in a well-organized and coherent manner. This often involves the creation of a written thesis or dissertation, as well as the development of visual aids and presentations that can be used to effectively communicate their work to a wider audience.Throughout the graduation project process, students are also expected to demonstrate their ability to think critically and to solve complex problems. This may involve the development of innovative solutions to real-world challenges, or the application of theoretical concepts to practical scenarios. By engaging in this process, students gain valuable experience in problem-solving, decision-making, and critical thinking, all of which are essential skills for success in their future careers.One of the most rewarding aspects of the graduation project is the opportunity for students to make a meaningful contribution to their field of study. Through their research and analysis, students may uncover new insights or develop novel approaches that can be applied to address pressing social, economic, or environmental issues. This sense of making a difference can be a powerful motivator for students, and can inspire them to continue pursuing their passions and interests long after the completion of their graduation project.Despite the challenges and demands of the graduation project, many students find the experience to be deeply fulfilling and transformative. The process of conducting independent research, developing new skills, and presenting their work to a wider audience can be a source of immense pride and accomplishment. Moreover, the skills and knowledge gained through the graduation project can serve as a foundation for future academic and professional pursuits, and can open up a world of new opportunities for students as they embark on the next chapter of their lives.In conclusion, the graduation project is a crucial component of the academic experience, one that challenges students to push the boundaries of their knowledge and capabilities. Through this process, students develop a deeper understanding of their chosen field, hone their critical thinking and problem-solving skills, and make ameaningful contribution to the broader academic and professional community. For those who embrace the challenges and opportunities of the graduation project, the rewards can be truly transformative, shaping their future trajectories and opening up new avenues for personal and professional growth.。
Teacher-centered and Student-centered Approaches toEducationJean Jacques Rousseau was a French philosopher and educationalist. The ideal education described in his novel, Emile have influenced generations of educational thinkers and modern educational practice. He thought the main purpose of education wasn’t to im part information but to bring out what was in each person. The idea influenced a modern approach to education called “child-centered learning”, which focuses on the needs of children rather than on those of teachers and administrators. The importance of his idea was highlighted in John Darling’s book, Child Centered Education and Its Critics.Another of Rousseau’s ideas was that things rather than people should be used to train a child. This idea is at the heart of the Montessori method of teaching children, of which the essence is that children learn by experience rather than being told.It’s undeniable that Rousseau has been influential in promoting a child-centered approach to learning rather than a teacher-centered approach.Some teachers rather a teacher-centered approach, whilst others feel that a student-centered method is effective. Though many people have a specific idea of which type of education is best, there are both advantages and disadvantages to each approach. In most cases, it is best for teachers to use a combination of approaches to ensure that all student needs are met.In recent years, more teachers have moved toward a student-centered approach. The instructor assists but does not dictate. The main advantages of student centered learning is that the pupil has more of an active role to play in their learning. Teachers encourage students to learn through activities such as classroom discussions, peer tutoring, educational trips and participating in both self and peer reviews. Students learn important communicative and collaborative skills through group work. What’s more, by directing their ownlearning, asking questions and completing tasks independently, students learn skills that are transferable to other activities and to support lifelong learning.In contrast, the teacher centered style is more associated with a more formal and direct way of teaching. Though the teacher telling them what to do and think, by using this method there can be more control over the class and the amount of social distractions would decrease, leading to lower noise levels and possibly a higher level of academic achievement. Because the teacher directs all classroom activities, they don’t have to worry that students will miss an important topic. In this method, instructors have traditionally lectured to impart knowledge, assuming that students were taking notes and absorbing concepts. For example, one teacher may just spent a whole lesson talking, this may not suit some students whereas it may suit others. However, he will never know how well his students are learning until he grades the essays and exams.In conclusion, while these approaches to teaching are very diverse, they share the same common goal of educating students. A teacher does not have to choose a one solitary approach or another. They can combine aspects of both methods together to produce their lesson plans of work. When both approaches are used together, students can enjoy the positives of both types of education.。
大学生团队精神培养英语作文全文共3篇示例，供读者参考篇1Developing College Students' Team SpiritTeam spirit is essential for success in any field, including academics, sports, and professional work. In college, students have numerous opportunities to work in teams, whether on group projects, extracurricular activities, or internships. Developing a strong team spirit not only improves the quality of work produced but also fosters personal growth and interpersonal skills. In this essay, we will explore the importance of team spirit for college students and discuss strategies for cultivating this vital characteristic.First and foremost, team spirit involves cooperation, collaboration, and mutual support among team members. It requires individuals to set aside personal ambitions and work towards a common goal. In a college setting, team spirit can be seen in group projects where students need to communicate effectively, delegate tasks, and compromise to achieve success. By learning to work well with others, students can enhance theirproblem-solving skills, creativity, and ability to adapt to different working styles.Moreover, being part of a team can expose college students to diverse perspectives, ideas, and backgrounds. This diversity can enrich the learning experience and broaden students' horizons. By collaborating with peers from different disciplines or cultural backgrounds, students can gain new insights, challenge their assumptions, and develop a more inclusive worldview. This exposure to diversity is crucial for cultivating empathy, open-mindedness, and cultural competence, which are all essential skills for success in today's globalized world.Furthermore, team spirit can help college students build strong relationships, networks, and friendships. Working closely with others on a common project can create bonds of trust, camaraderie, and mutual respect. These relationships can extend beyond the college years and become valuable connections in students' personal and professional lives. By developing strong interpersonal skills, students can improve their communication, conflict resolution, and teamwork abilities, which are highly sought after by employers in the workforce.To cultivate team spirit among college students, educators and institutions can implement various strategies and initiatives.For example, organizing team-building activities, workshops, and seminars can help students develop trust, communication, and collaboration skills. Encouraging students to participate in extracurricular activities, clubs, and organizations can provide opportunities for students to work in teams outside of the classroom. Additionally, incorporating group projects, case studies, and simulations into the curriculum can give students hands-on experience in teamwork and problem-solving.In conclusion, developing team spirit is essential for college students to succeed academically, socially, and professionally. By working collaboratively with others, students can enhance their communication, problem-solving, and interpersonal skills. Team spirit also promotes diversity, empathy, and inclusivity, which are critical for students to thrive in a globalized world. By implementing strategies to cultivate team spirit, educators and institutions can help students become effective team players and future leaders in their respective fields.篇2Nurturing the Team Spirit among College StudentsIntroductionTeamwork is an essential skill that college students need to develop in order to succeed in their academic and professional life. In today's world, collaboration and teamwork are highly valued, and college students who can work effectively in a team are more likely to achieve their goals and make a positive impact in society. Therefore, it is important for colleges and universities to foster a culture of teamwork and collaboration among their students. In this essay, we will explore the importance of team spirit among college students and discuss strategies for nurturing it.Importance of Team SpiritTeam spirit is the sense of camaraderie, cooperation, and mutual support that exists among members of a team. It is the willingness to work together towards a common goal, to support and encourage one another, and to share the successes and failures of the team. Team spirit is important for several reasons:1. Improved learning outcomes: Working in teams allows students to learn from each other, exchange ideas, and push each other to think critically and creatively. This collaborative learning environment enhances student engagement and retention of information.2. Development of interpersonal skills: Teamwork helps students to develop important interpersonal skills, such as communication, conflict resolution, and leadership. These skills are essential for success in the workplace and in building strong relationships with others.3. Increased creativity and innovation: Teamwork often leads to the generation of new ideas and innovative solutions to problems. When students come together from diverse backgrounds and perspectives, they can bring fresh insights and approaches to a project or task.4. Preparation for the workforce: Most jobs require employees to work effectively in teams, and college students who have experience working in teams are better prepared for the demands of the workforce. Employers seek candidates who can collaborate with others, communicate effectively, and contribute to a team's success.Strategies for Nurturing Team SpiritThere are several strategies that colleges and universities can implement to nurture team spirit among their students:1. Group projects: Assigning group projects to students is an effective way to promote teamwork and collaboration. Byworking together on a project, students learn to communicate effectively, divide tasks, and hold each other accountable. Group projects can be integrated into various courses and disciplines to provide students with opportunities to practice their teamwork skills.2. Team-building activities: Colleges can organizeteam-building activities, such as retreats, workshops, or challenges, to help students bond, build trust, and develop a sense of unity. These activities can be fun and engaging, while also teaching students important teamwork principles and skills.3. Peer mentoring programs: Pairing upperclassmen with freshmen or assigning mentors to new students can facilitate the exchange of knowledge and support among students. Peer mentoring programs create a sense of community and connectedness on campus, while also fostering leadership and teamwork skills among participants.4. Service-learning projects: Incorporating service-learning projects into the curriculum allows students to work together towards a common goal while making a positive impact in the community. By engaging in service activities, students develop empathy, teamwork, and a sense of social responsibility.5. Team competitions: Colleges can organize team competitions, such as hackathons, debates, or sports tournaments, to encourage students to collaborate, compete, and showcase their skills. Team competitions provide a platform for students to apply their knowledge and talents in a supportive and challenging environment.ConclusionIn conclusion, team spirit is a valuable skill that college students need to develop in order to succeed academically and professionally. Colleges and universities play a crucial role in nurturing team spirit among their students by providing opportunities for collaboration, teamwork, and leadership development. By implementing strategies such as group projects, team-building activities, peer mentoring programs,service-learning projects, and team competitions, colleges can foster a culture of teamwork and collaboration that will benefit their students in the long run. Through the cultivation of team spirit, college students can learn to work effectively in teams, communicate with others, and achieve their goals together.篇3Title: Cultivating Team Spirit among College StudentsIn today's fast-paced and competitive world, the ability to work effectively in a team has become increasingly important. College students, who will soon enter the workforce, must possess the necessary skills to collaborate with others in order to achieve common goals. One of the key traits that they must develop is team spirit, which is the willingness to work together with others towards a shared vision. In this essay, we will explore the importance of team spirit and discuss ways in which college students can cultivate this essential quality.First and foremost, team spirit is vital for the success of any group project or endeavor. When individuals are able to put aside their differences and work together towards a common objective, they are more likely to achieve their goals in a timely and efficient manner. Team spirit also fosters a sense of unity and camaraderie among team members, creating a positive and supportive environment in which everyone can thrive.There are several ways in which college students can cultivate team spirit. One effective method is throughteam-building activities, such as group projects, workshops, and retreats. These activities provide students with opportunities to collaborate with their peers, solve problems together, and build trust and rapport with one another. By working together towardsa shared goal, students learn the value of cooperation and communication, which are essential skills for effective teamwork.Another way to foster team spirit is through leadership development programs. By taking on leadership roles within their teams, students can learn how to motivate and inspire others, delegate tasks effectively, and resolve conflicts in a constructive manner. Through these experiences, students gain a deeper understanding of the importance of teamwork and develop the skills necessary to work collaboratively with others.In addition, colleges and universities can play a role in cultivating team spirit among students by providing opportunities for them to participate in extracurricular activities, such as sports teams, clubs, and community service projects. These activities allow students to work towards a common goal outside of the classroom, building relationships and camaraderie with their peers in the process. By engaging in these activities, students can develop a sense of belonging and teamwork that will benefit them both academically and professionally.In conclusion, team spirit is a crucial quality that college students must cultivate in order to succeed in today's interconnected world. By working together with their peers towards common goals, students can develop the essential skillsof cooperation, communication, and leadership that will serve them well in their future careers. Through team-building activities, leadership development programs, and extracurricular opportunities, colleges and universities can help students develop the skills and mindset necessary to excel as part of a team. Ultimately, by fostering a culture of teamwork and collaboration, colleges can prepare students to become successful and effective leaders in their chosen fields.。
英语作文-创新教学方法提升学习效果：中等教育行业的关键探索Innovative Teaching Methods to Enhance Learning Effectiveness in Secondary Education。
Introduction。
Effective teaching in secondary education is crucial for nurturing the intellectual growth and development of students. Traditional teaching methods often struggle to engage students fully and facilitate deep learning. In recent years, educators have increasingly turned to innovative teaching approaches to address these challenges and enhance learning outcomes. This document explores several key innovative methods that have shown promise in the secondary education sector.Active Learning Techniques。
One of the most effective strategies in modern education is active learning. Unlike passive listening in traditional lectures, active learning encourages students to engage directly with the learning material through activities such as group discussions, problem-solving exercises, and hands-on experiments. By actively participating in their own learning process, students not only retain information better but also develop critical thinking and collaboration skills essential for the 21st-century workforce.Technology Integration。
高二英语教学设计：《Project》复杂的事情要简单做，简单的事情要认真做，认真的事情要重复做，重复的事情要创造性地做。
一、教学目标Teaching aims and demands:1. Enable students to understand the passage better.2. Develop students #39; listening， reading，writing and thinking ability.3. Enable the students to prepare and present an oral report on a Chinese medicine.Teaching Approaches:Task-based approachesForm of Activities:Individual， pair or group work and topic discussions.Teaching Aids:The multimedia and the blackboardTeaching Procedures:Step 1 RevisionTranslation:1.麻疹 7.流感2.疟疾 8.病房3.水痘 9.糖尿病4.中风 10.霍乱5.伤寒 11.急诊室6.诊室 12.重症监护室二、教学过程Step 2Lead-in1. Show a picture of acupuncture treatment on the screen and ask the students a question:Have you ever experienced an acupuncture treatment2. Show another two pictures about different tools used for acupuncture treatment in the past and now.Step 3 Fast Reading1.Scan the text and find which of the topics isnot mentioned: history， past uses， current uses，disadvantages in the West， benefits and disadvantages （The disadvantages of Chinese disadvantages are not mentioned.）2. What medical problems can acupuncture treatBad pains， headaches， injuries， stomach problems， blood pressure problems， addiction to cigarettes， drugs， alcohol and food.3. How does acupuncture reduce or relieve painIt is unclear now. One theory suggests that acupuncture blocks pain signals from reaching the spinal cord or brain. Another theory suggests acupuncture promotes the production of chemicals in the body which reduces pain.Step 4 Further Reading1. Listening for further informationPara 11. Ask the students the main idea of the paragraph.（The history of Chinese acupuncture）.2. Ask the students to retell the history of Chinese acupuncture （magic needles）.began-the Stone Agebe practised-4，000 yearsbe developed-2，000 years agoParas 2 -31. Ask the students the main idea of the paragraph.（The development of Chinese acupuncture）.2. Ask the students to retell the development of Chinese acupuncture.In the pastNowadaysstone or pottery needlesmetal needlesmake holes on swollen areasput needles into the skin at certain points365 acupuncture pointsabout 2，000 acupuncture pointsPara 5Ask some questions in detail:1. How does an acupuncturist examine a patient（First ask the patient #39;s medical history and lifestyle. And then look at the color of the patient #39;s skin and tongue， listen to his breathing and check his pulses.）2. How many pulses are there and what are they connected with（There #39;re twelve different pulses， six on each wrist. Every one is connected with a major body organ or function of an organ.）3. Why will an acupuncturist check pulses（This will help him/her find out which energy channel doesn #39;t have enough energy.）Step 6 More informationShow some pictures on the screen to introduce more information about Chinese acupuncture.1. Different tools for acupuncture2. Now it is popular that acupuncture is used to help people lose weight .3. The traditional Chinese acupuncture is being more and more popular with foreigners. For exle，Oscar king Adrien Brody was keen to try acupuncture treatment. William #39;s hair is being less and less. He is eager to try Chinese acupuncture treatment.4. Dae jang Deum in the TV play series once used acupuncture to treat patients. But some experts said the plot was not true.5. Pets also follow the fashion.Step 7 Discussion1. What are your thoughts on acupuncture2. What are the possible benefits or disadvantages of acupuncture over other treatmentsStep 6 Homework1. Write an article about traditional Chinese medicine （one herb or treatment）.2. Finish the exercises of this unit.。
英语上课的过程与方法作文Title: The Process and Methods of Teaching English Class。
Teaching English class is a dynamic process that involves various methods aimed at engaging students and enhancing their language skills. In this essay, we will explore the diverse approaches and techniques used in English language instruction, drawing insights from popular online resources.Introduction。
English is a global language, and proficiency in it opens doors to numerous opportunities. Therefore, effective teaching methods are crucial for students to develop their language skills. In this essay, we will delve into the process and methods employed in teaching English class, drawing inspiration from widely downloaded resources available online.The Process of Teaching English。
The process of teaching English encompasses several stages, each designed to cater to the diverse needs of students. These stages typically include:1. Preparation: Before the class begins, teachers plan their lessons meticulously, considering the proficiency level of their students and the learning objectives they aim to achieve. They gather relevant materials, such as textbooks, audiovisual aids, and supplementary resources, to support their teaching.2. Presentation: During this stage, teachers introduce new language concepts or skills to students. They may use various techniques such as lectures, demonstrations, multimedia presentations, and interactive activities to convey the lesson content effectively.3. Practice: Once the new concepts are introduced, students engage in activities and exercises to practice andreinforce their understanding. These activities may include individual work, pair or group work, role-plays, games, and worksheets tailored to the specific language skills being taught.4. Assessment: Assessing students' progress is integral to the teaching process. Teachers use formative and summative assessments to evaluate students' comprehension, language proficiency, and skill mastery. Feedback provided during assessments helps students identify areas for improvement and encourages ongoing learning.5. Review: Periodic review sessions are conducted to consolidate students' learning and address any lingering questions or misunderstandings. Reviewing previously taught material helps reinforce retention and prepares studentsfor subsequent lessons.Methods of Teaching English。
Introduction:As the new semester approaches, it is crucial for us to formulate a comprehensive teaching work plan to ensure the effective implementation of teaching activities. This plan aims to outline the teaching objectives, methods, and assessment strategies for the upcoming semester.I. Teaching Objectives:1. To enhance students' knowledge and understanding of the subject matter.2. To cultivate students' critical thinking, problem-solving, and practical application skills.3. To promote students' teamwork and communication abilities.4. To foster students' interest and enthusiasm for learning.II. Teaching Methods:1. Lectures: Conduct regular lectures to deliver the fundamental knowledge and theories of the subject. Emphasize key concepts and highlight the significance of the subject matter.2. Discussion: Encourage students to actively participate in class discussions, share their opinions, and express their thoughts on various issues related to the subject.3. Case studies: Analyze real-life cases to help students understand the practical application of the subject matter.4. Group projects: Assign group projects to promote teamwork and enhance students' practical skills.5. Online resources: Utilize online platforms and resources to provide additional learning materials and facilitate self-study.III. Teaching Schedule:1. Week 1-4: Introduce the basic concepts and theories of the subject.2. Week 5-8: Discuss key topics and concepts in detail, incorporating case studies and group projects.3. Week 9-12: Conduct comprehensive reviews and assessments of the subject matter.4. Week 13-16: Prepare for the final examination and conduct review sessions.IV. Assessment Strategies:1. Quizzes: Conduct regular quizzes to assess students' understanding of the subject matter.2. Assignments: Assign written assignments to evaluate students' ability to apply the knowledge and theories learned in class.3. Group projects: Assess students' teamwork and practical skills through group projects.4. Final examination: Conduct a comprehensive final examination to evaluate students' overall understanding of the subject.V. Teaching Resources:1. Textbooks: Utilize well-structured textbooks that cover the subject matter comprehensively.2. Online resources: Access online resources, such as academic journals, research papers, and multimedia materials, to enhance students' learning experience.3. Teaching aids: Utilize teaching aids, such as slides, videos, and models, to facilitate understanding and engagement.4. Guest speakers: Invite experts in the field to share their insights and experiences with students.VI. Time Management:1. Plan and allocate sufficient time for each topic to ensure thorough coverage.2. Allocate time for class discussions, group projects, and practical activities.3. Schedule review sessions and practice tests to help students prepare for assessments.Conclusion:The above teaching work plan aims to provide a structured and comprehensive approach to teaching during the upcoming semester. By implementing these strategies and continuously evaluating the effectiveness of the teaching methods, we can strive to create a conducive learning environment that fosters students' academic growth and development.。
