高质量发展视野下高职院校的现实困境与未来转向

高职院校高质量发展是建设高质量教育体系的必然之举。高职院校高质量发展需坚持以专业建设为主线、以课程建设为载体、以师资队伍为主体、以教育研究为基础、以校企合作为途径的内在逻辑。当前,高职院校高质量发展面临着专业建设与区域产业发展“疏离”、课程建设管理与改革未成体系、师资队伍综合教育教学能力不高、教育研究缺少整体化布局与统筹设计、院校与行业企业合作不深等现实困境。高职院校要实现高质量发展,亟须转向“群的思维”,推动高质量专业建设;转向“三级联动”,开展高质量课程改革;转向“综合能力”,建设高质量师资队伍;转向“成果导向”,统筹高质量教育研究;转向“制度优化”,推动高质量校企合作。     

创新创业教育背景下通信原理课程改革与实践

结合高等学校创新创业教育理念,采用"课堂教学+线上教学"混合教学方式,将教学理论与教学实践相结合,提出通信原理课程改革与实践方法。从优化理论教学内容、改革考试方式、建立多维教学体系和实践改革体系、开展校企合作等方面开展研究和探索。通过对课程教学改革方案的实施,培养学生的应用和实践能力,为创新创业教育与课堂教学相结合提供了可行方案,对其他学科专业基础课程改革与建设也具有一定的借鉴意义。     

大学生创业教育课程体系的科学构建

实施创业教育是我国高等教育的内在要求,高等教育的改革必须通过高校课程体系建设来实现。基于此,首先分析了我国当前创业教育课程建设存在的问题,阐述了高校创业教育课程设置的目标,从创业教育系统化的综合课程、创业仿真实训课程、创业实践课程和创业实战四个方面构建了高校创业教育的课程体系,最后给出了构建高校创业教育课程体系的保障机制。     

新工科土木工程创新型人才培养体系构建——以中北大学为例

在新工科背景下,通过对学校土木工程专业现状分析,指出了目前人才培养存在的主要问题,明确了专业改革的方向,构建了土木工程专业创新型人才培养体系。该创新型人才培养体系主要包括:课程知识体系优化、课程教学改革、协同育人实践教学体系构建、创新创业教育体系构建、创新创业实践平台建设等5个方面的内容。该体系的实施有利于促进教师教学改革;有利于提高学生创新创业能力培养;有利于学科交叉融合、凝练专业特色。培养具有新工科特点的创新型土木工程专业人才。     

高职院校创新创业课程评价体系探析

本文就高职院校原有的创新创业课程评价体系暴露出来的问题,论述改革和完善创新创业课程评价体系的路径,提出应坚持科学性原则、全面性原则、人文性原则和社会性原则,改革现有创新创业课程评价体系,做到深刻理解习近平总书记关于教育的重要论述,把好评价改革的方向;注重评价的导向作用,让创新创业教育回归本质;遵循评价原则,完善创新创业课程评价体系;打通评价效果“断层”,促进创新创业教育良性循环发展等,提高创新创业教育的质量。     

通识教育背景下草业科学专业教学体系建设

贵州大学草业科学专业以学校实施通识教育改革为契机,对专业课程、个性课程、创新创业课程及实践等教学内容进行了不断改革与探索、调整与优化,增强了基本理论和基本技能的专业培养体系,同时具有较宽领域和较强适应能力的专门人才培养方式。     

课程改革发展要务:保障支撑体系优化

学校课程的改革发展是一个宏大的系统工程,其运作及成败直接关联于其保障支撑体系的诸多因素。它包括:由学校的教师发展体系、课堂教学变革体系所组成的学校课程改革发展的核心支撑体系;由学校发展战略体系、学校文化体系、学校管理体系等所组成的学校课程改革发展的内在保障体系;由教师教育变革体系、教育政策法规和制度保障、教育财力投入体系、社区文化及环境支持体系以及课程改革各参与主体责权利再分配机制等因素所构成的学校课程改革发展的外在保障体系。要推动学校课程改革发展的健康运行,则必须优先致力于整个课程改革发展保障支撑体系的建设及优化。     

创新意识与创业能力培育机制研究——基于江苏商贸职业学院"双创"教育的探索与实践

高职院校的创新创业教育应该改革管理模式,优化创新创业课程与师资,引进校外企业与资金,促进创业项目的商业转化.创新创业教育应从以理论教学为主转向以创业能力与素质的培育为主,引导学生从生存型创业转向机会型创业,锻炼学生的抗压能力,为学生打好非智力基础.建立创业随访制度,把创新创业教育从课堂延伸到社会,为学生创业持续提供智力支持,并用学生创业成功的经验反哺学校的创新创业教育.高职院校应创造性地开展创新创业教育,有效地应对时代挑战,为国家的发展和民族的复兴做出应有的贡献.     

立德树人导向下高职院校创业教育的转型——以江西旅游商贸职业学院“创学全息”培养模式为例

随着经济社会的持续发展,高职院校的创业教育开始寻求新一轮的转型升级。转型的现实依据是政策语境的嬗变和既有创业教育体系的滞后,而立德树人的国家教育根本任务为此提供了价值导向。结合江西旅游商贸职业学院"创学全息"教育模式论述了创业教育转型的实践探索,即高职院校创业教育转型的行动框架包括四个方面的相互关联:创业教育的对象由精英转向大众,创业教育目标由创业技能的训练转向企业家精神的培养,创业课程从随机设置转向系统化建构,创业教育师资由就地取材转向多元互补。     

“大思政”理念下高职院校创新创业教育生态体系构建研究

“大思政”理念下高职院校创新创业教育生态体系的构建,既是加快现代职业教育发展的战略需要,也是推进高职院校育人改革的基本需要,更是指导高职大学生就业的现实需要。通过厘清“大思政”与创新创业教育的内在耦合,剖析“大思政”与创新创业教育在教育目标、教育内容、教育对象的统一性,构建“大思政”理念下高职院校创新创业人才培养目标体系、课程内容体系和师资保障体系,以期实现高职院校创新创业课程的高质量创新发展,从而助推构建高职大学生创新创业教育发展的新格局。     

Online Course Evaluations: Faculty Perspective and Strategies for Improved Response Rates

This article provides an overview of issues involved with traditional paper versus online course evaluations. Data were gathered from university faculty, who transitioned from traditional paper to online course evaluations. Faculty preferred traditional course evaluations versus online course evaluations by a small margin. However, faculty overwhelmingly believed that traditional course evaluations result in higher response rates from students. Incentives were also believed by faculty to increase student response rates. Suggestions from faculty on how to improve student response rates are also provided in this article.     

高职“心理健康教育”课程现状及改革实践

根据教育部文件要求,高职院校与本科院校一道开设了"心理健康教育"公共必修课程。从现状看,各高职院校基本按照要求开展了课程的教学工作,课程建设取得了初步成效,但在课程开设机制、课程体系建设、师资力量、评价方式方面也存在诸多问题。我们必须理顺课程开设中的机制问题,打造具有高职特点的课程内容,建设高质量的师资队伍,建立具有心理健康教育自身特色的课程评价体系,真正提高《心理健康教育》课程的教学质量。     

A review of factors that influence the diffusion of innovation when structuring a faculty training program

The purpose of this paper is identify those characteristics of instructional technology that may influence a faculty member's willingness to integrate it in his/her teaching by drawing upon the diffusion of innovation literature. It then presents the results of a study, conducted at a small liberal arts college, on the effectiveness of a faculty training program that was designed to encourage faculty to adopt a course management system in their classroom-based, undergraduate courses. The training program was based on an approach that considers those factors that influence the adoption rate of technology, specifically the course management system, Blackboard.     

A case study of faculty perceptions of teaching support and teaching efficacy in China: characteristics and relationships

This study investigated the characteristics of faculty perceptions of teaching support and teaching efficacy and the relationships between them in Shandong, a province in East China. The results from a sample of 2758 faculty members from 25 public institutions of higher education showed high levels of reported teaching support and teaching efficacy. Faculty members from key institutions scored higher on teaching resources and efficacy for course design but lower on administrative and peer support. Male faculty members scored higher on efficacy for course design, technology usage and classroom management. Teaching assistants scored higher on administrative and peer support but lower on efficacy for course design, instructional strategy, technology usage and classroom management. In addition to the positive relationship between teaching resources, peer support and all teaching efficacy factors, administrative support was negatively related to course design, technology usage, classroom management and learning assessment among faculty of provincial institutions but positively related to course design and technology usage among faculty of vocational institutions. No significant relationship was found between administrative support and teaching efficacy factors among faculty members from key institutions.     

Comparing introductory course planning among full-time and part-time faculty

Using data from a nationally representative survey of faculty teaching introductory college courses, this exploratory study compares course planning procedures of full-time and part-time faculty teaching courses in eight academic fields. The choice of variables examined was guided by a general model of course design developed from earlier studies of course planning. To control for discipline-related differences in faculty planning assumptions, separate analyses were conducted for the eight fields. No key differences were found between full-time and part-time faculty on the primary factors under investigation: substantive content-related influences on courses, strength of influence within the instructional environment, and planning steps and content arrangements faculty preferred.     

《食品微生物检验》课程改革的体会

本文针对《食品微生物检验》课程教学,从教学内容与定位、教学方法与手段、师资建设、实验实训建设和考核体系等几个方面进行了探讨,为《食品微生物检验》的课程改革提供了新的思路。     

Personality correlates of faculty and course evaluations

This study explored the interactions of classroom experiences and selected student and faculty personality variables in faculty and course evaluations. University instructors from five disciplines and their students participated in the study. Students completed the Locus of Control Scale, Mehrabian Achievement Scale, Instructor Evaluation Form, and a semantic differential scale to assess course content and structure. Pearson and canonical correlations indicated that a student's need to achieve is significantly related to faculty evaluation. Similarly, evaluation of course content and structure was significantly related to student personality variables.     

高校思政课实践教学现状调查及分析

高校思想政治理论课的实践教学是高校学生思想政治教育的重要内容。但在实际的调查中,我们发现目前高校思想政治理论的实践教学存在着形式单一、经费不足、师资不强以及考核体系不健全等问题。因此,要提高高校思想政治理论课实践教学的质量,就必须从思想认识、组织建设、资金投入、教师配备以及形式创新等方面来努力。     

Quality of graduate department origin of faculty and its relationship to undergraduate course examination questions

Quality of graduate department origin for faculty and its relationship to the asking of undergraudate course examination questions requiring analysis or synthesis of course content was this study's focus. Findings indicated a tendency for faculty holding advanced degrees from higher quality graduate departments to ask more synthesis questions than their counterparts trained at lower quality departments. Implication for faculty selection are drawn from this study's findings.