国际职业教育研究手册（下）
主播：小草育儿 播放：2.5万次最近更新: 2024-06-21
节目列表
正序 | 倒序
- 1success,10-1
- 2layman and novice,9-30
- 3heterogeneous,9-29
- 4organisational structure,9-28
- 5up to KM,9-27
- 6capital of society,9-26
- 7knowledge evaluation,9-25
- 8functioning KM,9-24
- 9real world,9-23
- 10figure ground,9-22
- 11creates discomfort,9-21
- 12social life,9-20
- 13pieces of information,9-19
- 14reducing it,9-18
- 15knowledge basis,9-17
- 16innovation in education,9-16
- 17clear to them,9-15
- 18programme stakeholders,9-14
- 19development platform,9-13
- 20principles evaluator,9-12
- 21programme shaping effect,9-11
- 22feasility propriety accuracy,9-10
- 23paymaster,9-9
- 24optimisation function,9-8
- 25project level,9-7
- 26investigative effort,9-6
- 27potential risk,9-5
- 28influecing of concept,9-4
- 29output concepts,9-3
- 30factor of time,9-2
- 31effcient one,9-1
- 32performance and change,8-31
- 33active population,8-30
- 34levels in edu,8-29
- 35strategies for change,8-28
- 36preparatory activity,8-27
- 37markets and clienteles,8-26
- 38sense of the word,8-25
- 39investigated here,8-24
- 40education controlling,8-23
- 41blank space,8-22
- 42yield optimisation,8-21
- 43information and coordination,8-20
- 44control and regulation,8-19
- 45numeric model,8-18
- 46position of edu control,8-17
- 47homoe conomicus,8-16
- 48generated knowledge,8-15
- 49context of edu control,8-14
- 50causing low cost,8-13
- 51development perspective,8-12
- 52matter involved,8-11
- 53achieved,8-10
- 54history and status,8-9
- 55pupils' performance,8-8
- 56possible gauges,8-7
- 57system monitoring,8-6
- 58working process,8-5
- 59resource takes up,8-4
- 60self external evaluation,8-3
- 61external implemntation,8-2
- 62furthet education,8-1
- 63apprenticeship schemes,7-31
- 64quality assurance,7-30
- 65output orientation,7-29
- 66notions and concepts,7-28
- 67new dimension,7-27
- 68behaviour patterns,7-26
- 69output quality,7-25
- 70empirical level,7-24
- 71team development,7-23
- 72management task,7-22
- 73international assurance,7-21
- 74internal norms,7-20
- 75traditional quality,7-19
- 76parties concerned,7-18
- 77keywords,7-17
- 78user-oriented,7-16
- 79participative quality assurance,7-15
- 80thresholds,7-14
- 81transform new shape,7-13
- 82vocational schools,7-12
- 83called in question,7-11
- 84orientation towards standards,7-10
- 85criteria for comprison,7-9
- 86selected by chance,7-8
- 87social organisation,7-7
- 88problem situation,7-6
- 89standard for evaluation,7-5
- 90criteria of quality,7-4
- 91particularly productive,7-3
- 92occupational profile difined,7-2
- 93was formulated,7-1
- 94can be found,6-30
- 95effectiveness,6-29
- 96extremely difficult,6-28
- 97general education,6-27
- 98be investigated,6-26
- 99better practice,6-25
- 100individual lives,6-24
- 101variance within institution,6-23
- 102disadvantage of the individual,6-22
- 103areas of learning,6-21
- 104are integrated,6-20
- 105for employability,6-19
- 106for young people,6-18
- 107level of vocational education,6-17
- 108markets possible,6-16
- 109pedagogical practice,6-15
- 110problem solving,6-14
- 111focus of discussion,6-13
- 112Professional career,6-12
- 113research methods,6-11
- 114technology is addressed,6-10
- 115learning processes,6-9
- 116carried out,6-8
- 117economic profitability,6-7
- 118development potential,6-6
- 119designing vocational training,6-5
- 120still to come,6-4
- 121examination requirement,6-3
- 122economy as A whole,6-2
- 123social dialogue,6-1
- 124purpose-oriented,5-31
- 125paradigm,5-30
- 126independent,5-29
- 127participative development,5-28
- 128dealt with,5-27
- 129in general,5-26
- 130knowledge society,5-25
- 131co-operation skill,5-24
- 132reflect upon,5-23
- 133participative development,5-22
- 134vet research community,5-21
- 135new curriculum,5-20
- 136appreciative inquiry,5-19
- 137theoretically,5-18
- 138approaches of described,5-17
- 139adorno,5-16
- 140specific learning process,5-15
- 141forster learning,5-14
- 142fig1,5-13
- 143back into science,5-12
- 144two worlds,5-11
- 145goal of science,5-10
- 146conducted together,5-9
- 147differing interest,5-8
- 148theory and practice,5-7
- 149suuccess of experiments,5-6
- 150change in general,5-5
- 151impact of texts,5-4
- 152social field,5-3
- 153rational practice,5-2
- 154inner legitimation,5-1
- 155modern societies,4-30
- 156have defined,4-29
- 157qualitative experiments finished,4-28
- 158experimentation are required,4-27
- 159emperical social research,4-26
- 160identity of the object,4-25
- 161experimental arrangement,4-24
- 162prototype-based strategies,4-23
- 163variation of perspectives,4-22
- 164technical science,4-21
- 165qualitative heuristic,4-20
- 166qualitative experimental criteria,4-19
- 167interactional forms,4-18
- 168interconectedness,4-17
- 169field experiment,4-16
- 170vocation specific competence,4-15
- 171quasi experimental design,4-14
- 172vocational training,4-13
- 173investigator,4-12
- 174control them,4-11
- 175respectively,4-10
- 176special attention,4-9
- 177multiple treatment interference,4-8
- 178threaten disturbing factor,4-7
- 179controlled conditions,4-6
- 180experimental methoology,4-5
- 181humanities-oriented,4-4
- 182individual variables,4-3
- 183development process,4-2
- 184activity domains,4-1
- 185this law,3-31
- 186Skinner box,3-30
- 187Peter Sloane,3-29
- 188energy supply,3-28
- 189outside laboratories,3-27
- 190studies of work finished,3-26
- 191building social science,3-25
- 192two strategies,3-23
- 193becomes apparent,3-22
- 194eliminated,3-21
- 195past years,3-20
- 196optical pulsar,3-19
- 197isolated representation,3-18
- 198research field,3-17
- 199imformation technologies,3-16
- 200theoretical textbook,3-15
- 201venture ethnomethodology,3-14
- 202course of action,3-13
- 203practical tasks,3-12
- 204rule-abiding action,3-11
- 205its perspectives,3-10
- 206process of change,3-9
- 207interpretation,3-8
- 208organisational process,3-7
- 209classifying the situation,3-6
- 210four steps,3-5
- 211economic implications,3-4
- 212relevant knowhow,3-3
- 213be resolved,3-2
- 214smooth priduction,3-1
- 215plant A,2-28
- 216labour and technology,2-27
- 217creative space,2-26
- 218ethnology,2-25
- 219various interests,2-24
- 220are produced,2-23
- 221realistic work situation,2-22
- 222professional perspective,2-21
- 223mass production,2-20
- 224can be made,2-19
- 225six sides,2-18
- 226competence in particular,2-17
- 227solving strategies,2-16
- 228work samples,2-15
- 229hypothetically posed,2-14
- 230complex task,2-13
- 231vocational proficiency,2-12
- 232concept and programmes,2-11
- 233experience in com,2-10
- 234vocational education research,2-9
- 235also exist,2-8
- 236training process,2-7
- 237key competences,2-6
- 238solution oriented way,2-5
- 239procedural knowledge,2-4
- 240correction modification completions,2-3
- 241interrupted for interview,2-2
- 242actually used,2-1
- 243may be combined,1-31
- 244knowledge elicitation,1-30
- 245restrictive procedures,1-29
- 246differential calculus,1-28
- 247methodology of diagnosis,1-27
- 248diagnosis,1-26
- 249own effort,1-25
- 250kinds of knowledge,1-24
- 251knowing how,1-23
- 252educational objectives,1-22
- 253internally sorted,1-21
- 254logical principle,1-20
- 255context oriented,1-19
- 256biographical way,1-18
- 257competency development,1-17
- 258procedures emerged,1-16
- 259certain profession,1-15
- 260research strategy,1-14
- 261close question,1-13
- 262esww to find out,1-12
- 263links to vet,1-11
- 264development logic,1-10
- 265these areas,1-9
- 266action knowledge,1-8
- 267curricular work,1-7
- 268set goals,1-6
- 269known initially,1-5
- 270work order,1-4
- 271industrial education,1-3
- 272these skills,1-2
- 273give state,2019-1-1
- 274action-oriented specialised ,12-31
- 275future,12-30
- 276protocol from memory,12-29
- 277think aloud,12-28
- 278occupational problen,12-27
- 279survey,12-26
- 280practice community,12-25
- 281situation,12-24
- 282emotion experience,12-23
- 283specialised depth,12-22
- 284decontextualised,12-21
- 285repair service,12-20
- 286science,12-19
- 287assessed,12-18
- 288scheme of questiin,12-17
- 289conducted,12-16
- 290nagel,12-15
- 291technical interview,12-14
- 292further question,12-13
- 293necessary condition,12-12
- 294reflection,12-11
- 295apparatus,12-10
- 296articulation,12-9
- 297during,12-8
- 298falsified,12-7
- 299prestruturing,12-6
- 300work field,12-5
- 301competent expert,12-4
- 302reproducible,12-3
- 303mental model,12-2
- 304expert,12-1
- 305techniques,11-30
- 306necessary 11-29
- 307activity centred research,11-28
- 308final method,11-27
- 309complex world,11-26
- 310educational dimension,11-25
- 311emphatically recalled,11-24
- 312didactic modesty,11-23
- 313bureaucratisation,11-22
- 314application of knowledge,11-21
- 315prescrition exist,11-20
- 316proceduralisation,11-19
- 317tacit knowledge,11-18
- 318articulation,11-17
- 319diagnostic measures,11-16
- 320unusual difficulty,11-15
- 321true master,11-14
- 322application of knowledge,11-13
- 323judge or act,11-12
- 324shaping orientation,11-11
- 325critical thinking,11-10
- 326social group,11-9
- 327individual,11-8
- 328each other,11-7
- 329history origins,11-6
- 330more humane,11-5
- 331structure&process of decision,11-4
- 332rationality&wishes,11-3
- 333individual & society,11-2
- 334tacit knowledge,11-1
- 335humanities,10-31
- 336be intergrated,10-30
- 337interdisciplinary manner,10-29
- 338as well as possible,10-28
- 339distance & proximity,10-27
- 340their interrelation,10-26
- 341treating final,10-25
- 342culture was,10-24
- 343provide example,10-23
- 344research project,10-22
- 345is enough,10-21
- 346communicated 10-20
- 347work organisation,10-19
- 348xerox,10-18
- 349their time,10-17
- 350comprehension,10-16
- 351into experts,10-14
- 352resaerch objects,10-13
- 353first step,10-12
- 354formative fields in workplace,10-10
- 355flow together,10-9
- 356be revised,10-8
- 357conceptual terms,10-7
- 358tasks critical,10-6
- 359situated learning,10-5
- 360learning process,10-4
- 361actors involved,10-3
- 362social character,10-2
- 363dilemmaS,10-1
- 364curricula,9-30
- 365specific suggestions,9-29
- 366training curricula,9-28
- 367avionics,9-27
- 368theoretical knowledge,9-26
- 369qualification,9-25
- 370independent variable,9-24
- 371economic determinisn,9-23
- 372tutorial design,9-22
- 373contents and motheds,9-21
- 374relevance of results,9-20
- 375practice of worj,9-19
- 376not of distortion,9-18
- 377research topic,9-17
- 378transdisciplnarity,9-16
- 379out of scope,9-15
- 380explicit definitions,9-14
- 381essential not understood,9-13
- 382performance itself,9-12
- 383occupational work,9-11
- 384professionalisation research,9-10
- 385across europe,9-9
- 386research perspective,9-8
- 387Raffe,9-7
- 388pathways to disappear,9-6
- 389learning and working,9-5
- 390worksite,9-4
- 391various headings,9-3
- 392conclusion,9-2
- 393interpersonal & individual level,9-1
- 394community level analysis,8-31
- 395source of knowledge,8-30
- 396activity theory,8-29
- 397unite of analysis,8-28
- 398chives,8-27
- 399inspectors or assessor,8-26
- 400assessment process,8-25
- 401productive activity,8-24
- 402clearly specified,8-23
- 403vet policy,8-22
- 404uk employment,8-21
- 405synbolic analysts,8-20
- 406skills spectrum,8-19
- 407low level nvqs,8-18
- 408developing debate,8-17
- 409european countries,8-16
- 410three societies,8-15
- 411low skill equilibrium,8-14
- 412policy treatment,8-13
- 413underlying problem,8-12
- 414complex than this,8-11
- 415national training organisation,8-10
- 416gnvqs,8-9
- 417higher value-added economY,8-8
- 418indicator of development,8-7
- 419three stages,8-6
- 420four points,8-5
- 421were provided,8-4
- 422employment trajectory,8-3
- 423individual cases,8-2
- 424as balanced,8-1
- 425labour market,7-31
- 426their job,7-30
- 427strategies of coping,7-29
- 428not clear,7-28
- 429leisure and union,7-27
- 430concrete action,7-26
- 431confronted with,7-25
- 432optus conclusion,7-24
- 433resource strategy,7-23
- 434their team,7-22
- 435in the company,7-21
- 436rather unusual,7-20
- 437counterproductive,7-19
- 438go out of business,7-18
- 439externally arising logic,7-17
- 440relations research,7-16
- 441previously the case,7-15
- 442max planck institute,7-14
- 443organisational sociology,7-13
- 444mechatronic technician,7-12
- 445process analyses,7-11
- 446research result,7-10
- 447elements of the model,7-9
- 448mechatronics technician,7-8
- 449changing world,7-7
- 450amount of blood,7-6
- 451what had worked,7-5
- 452asking questions,7-4
- 453needed help,7-3
- 454clinical emergency,7-2
- 455novice,7-1
- 456foreground of attention,6-30
- 457particular cases,6-29
- 458over time,6-28
- 459pilot tests,6-27
- 460joint meeting,6-26
- 461development process,6-25
- 462did it so,6-24
- 463film experiments,6-23
- 464documented,6-22
- 465research project,6-21
- 466school and company,6-20
- 467for the future,6-19
- 468required of them,6-18
- 469international level,6-17
- 470achieving success,6-16
- 471have completed,6-15
- 472new possibility,6-14
- 473actually experienced,6-13
- 474training island,6-12
- 475attract attention,6-11
- 476disadvantaged support programme,6-10
- 477absent,6-9
- 478bylinski 2002,6-8
- 479BMBW,6-7
- 480group of adolescents,6-6
- 481employment market,6-5
- 482youth unemployment,6-4
- 48320 to 29,6-3
- 484learning and teaching research final,6-2
- 485general framework,6-1
- 486foreground,5-31
- 487school and work,5-30
- 488nonobservable behaviour,5-29
- 489learning and teaching,5-28
- 490the case that,5-27
- 491learning strategies,5-26
- 492following section,5-25
- 493assistance if necessary,5-24
- 494learning process,5-23
- 495executive part,5-22
- 496for their achieve,5-21
- 497particular relevance,5-20
- 498as a process,5-19
- 499sagency in question,5-19
- 500active learner,5-18
- 501transparency,5-17
- 502trainees,5-16
- 503training proceses,5-15
- 504practice as well,5-14
- 505vocational and training,5-13
- 506shaping learning environment,5-12
- 507specific criteria,5-11
- 508learning environment,5-10
- 509dimensions is important,5-9
- 510learning potential,5-8
- 511learning location,5-7
- 512implementation&dissemination ,5-6
- 513inductive conclusion,5-5
- 514assessable criteria,5-4
- 515aquisition are,5-3
- 516yet been exhausted,5-2
- 517including,5-1
- 518teaching personnel,4-30
- 519high ineffciency,4-29
- 520work organisatn,4-28
- 521responsibility,4-27
- 522employees,4-26
- 523generalization,4-25
- 524isolated aspect,4-24
- 525criterion of plasticity,4-23
- 526function,or plasticity,4-22
- 527defending the idea,4-21
- 528volitional aspects as well,4-20
- 529occupational context,4-19
- 530solving activities,4-18
- 531dominant concept,4-17
- 532teaching qualification,4-16
- 533learner,4-15
- 534abstraction,4-14
- 535inference component,4-13
- 536intergration,4-12
- 537medicine or law,4-11
- 538new middle class,4-10
- 539theorizing,4-9
- 540measures,4-8
- 541job centred type,4-7
- 542identity crisis,4-6
- 543life interrelate,4-5
- 544work context,4-4
- 545developmental processes,4-3
- 546equality,4-2
- 547monologue-oriented ability,4-1
- 548resources involved,3-31
- 549specific justification,3-30
- 550can be learned,3-29
- 551insights concerning,3-28
- 552methodological procedures,3-27
- 553compared strainers,3-26
- 554truthfulness,3-25
- 555ERD in vocational education,3-24
- 556employment biography,3-24
- 557German speaking societies,3-23
- 558orientations and identity,3-22
- 559personality development,3-21
- 560capacities of individuals,3-20
- 561occupational socialization,3-19
- 562self-responsibilty,3-18
- 563empirically,3-17
- 564decreasing,3-16
- 565diagnostic support system,3-15
- 566WIS,3-14
- 567ability for acting,3-13
- 568perspectives,3-12
- 569tutors,3-11
- 570work process knowledge,3-10
- 571encountering,3-9
- 572new doses,3-8
- 573paris viii，3-7
- 574incorporated,3-6
- 575long time ago,3-5
- 576others do not,3-4
- 577manoeuvre,3-3
- 578that activity,3-2
- 579maintenance,3-1
- 580professional education,2-28
- 581organisation concept,2-27
- 582in the other,2-26
- 583new routines,2-25
- 584embarrassment or threat,2-24
- 585analytically,2-23
- 586knowledge management,2-22
- 587anticipate direction,2-21
- 588health or performance,2-20
- 589their needs,2-19
- 590work group,2-18
- 591job enlargement,2-17
- 592heuristics,2-16
- 593job characteristic,2-15
- 594on the other,2-13
- 595competence development,2-14
- 596possible,2-12
- 597supplemented,2-11
- 598deliberately,2-10
- 599two direction,2-9
- 600theoretical knowledge,2-9
- 601adequate qualification,2-7
- 602self determination,2-6
- 603continuing training,2-5
- 604competence development,2-4
- 605these topics,2-3
- 606on this topic,2-2
- 607Europe Union,2-1
- 608this volume,1-31
- 609historical research,1-30
- 610scenes of learning,1-29
- 611exist,1-28
- 612unpaid housework,1-27
- 613nutritio area,1-26
- 614dimension,1-25
- 615development,1-24
- 616elementary pedagogy,1-23
- 617profession,1-22
- 618baesd meaning,1-21
- 619research,1-20
- 620jobholder,1-19
- 621their learning,1-18
- 622lasting inpression,1-17
- 623achievement,1-16
- 624nursing practice,1-15
- 625two subjects,1-14
- 626profession,1-13
- 627training,1-12
- 628this topic,1-11
- 629teach agriculture,1-10
- 630green education,1-9
- 631ACTE,1-8
- 632these field,1-7
- 633described,1-6
- 634starch product,1-5
- 635agriculture,1-4
- 636skilled worker,1-3
- 637migrant,1-2
- 638mass production,1-1
- 639varnisher,12-31
- 640learning materials,12-30
- 641small business,12-29
- 642occopational qualification,12-28
- 643employees alike,12-27
- 644learning concept,12-24
- 645procedure in 2003,12-26
- 646researched,12-25
- 647process knowledge,12-23
- 648research group,12-22
- 649pneumatic skill,12-21
- 650industrial production,12-20
- 651act of 1969,12-19
- 652carpentry joinery,12-18
- 653comercial sector,12-17
- 654educational levek,12-16
- 655institution&industry,12-15
- 656representation,12-14
- 657bank clerk,12-13
- 658enterprise level,12-12
- 659sicialisation,12-11
- 660ITB,12-10
- 661programme,12-9
- 662training programme,12-8
- 663practice,12-7
- 664profile,12-6
- 665profession,12-5
- 666less,12-4
- 667pressing significance,12-3
- 668occupational dl,12-2
- 669production work,12-1
- 670skilled worker,11-30
- 671productivity goals,11-29
- 672steel-maintenace,11-28
- 673RKW,11-27
- 674small organisation,11-26
- 675entrepreneurial planing,11-25
- 676early recognition,11-24
- 677technology assessment,11-23
- 678edding,11-22
- 679training reerch,11-21
- 680shaping,11-20
- 681vet policy,11-19
- 682same time,11-18
- 683curricula,11-17
- 684likewise important,11-16
- 685educational research,11-15
- 686examined,11-14
- 687assessed,11-13
- 688profile,11-12
- 689nace classification,11-11
- 690macro level,11-10
- 691need for structuration,11-9
- 692in society,11-8
- 693information gaps,11-7
- 694occupational allocation,11-6
- 695similar,11-5
- 696marginal changed,11-4
- 697status allocation,11-3
- 698visual element,11-2
- 699as well,11-1
- 700performance,10-31
- 701BIBB,10-30
- 702field,10-29
- 703clarified,10-28
- 704qualification,10-27
- 705work in question,3-24
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