A Comprehensive Model for Multidimensional Competencies in the Training of Secondary School Counselors

Counselor education programs throughout the country have employed competency-based objectives as part of their training programs. The utilization of behavioral objectives in defining specific counselor skills has produced numerous systems and models for the training of counselors. This article presents a multidimensional model for counselor education that uses a behavioral approach in conjunction with the more globally accepted services and functions of the secondary school counselor. The multidimensional model places the competencies in three distinct domains: (a) 10 identifiable services provided by the secondary counselor; (b) the three functions performed by the counselor; and (c) the three types of program training components commonly used in counselor education programs. The three dimensions of the model are presented in a Guilford-like cube for simplicity.     

教师校本培训转化促进机制研究——有调节的中介模型

培训转化是反映校本培训效果的重要指标,通过构建教师校本培训转化模型并运用结构方程模型对817位参加过校本培训的中小学教师样本数据进行验证,结果发现:培训转化设计对培训转化结果的影响是通过"学习效果→转化动机"这一链式中介实现的,而且学习效果对转化动机的影响受到教师自我效能感的正向调节和工作量带给教师压力的负向调节。因此,在设计校本培训项目时,需要重点关注教师的培训转化动机,以利于"转化式学习"的发生;同时提升教师自我效能感和降低工作量,并可作为增强转化动机的切入点;另外,在对校本培训的评估中有必要增加对"转化动机"的评估。     

网络语境下高校写作教学的立体化培养模式探索——以柳州师专中文系为例

互联网时代,高校写作教学受到前所未有的冲击。面对新的形势,柳州师专中文系对写作教学进行积极探索,经过多年改革与实践,从课程体系、能力训练模式、教学模式、课程评价模式等方面,摸索出一套立体化的写作能力培养模式。     

教师培训迁移支持服务评价模型的构建

教师信息技术应用能力培训是推动教师课堂教学改革和信息技术常态化有效应用的途径之一,培训后期的支持服务能够有效促进教师培训迁移。在借鉴远程教育中学习支持服务评价研究成果的基础上,文章构建了教师培训迁移支持服务评价模型;通过调查研究和SPSS的数据验证分析,表明评价指标具有较好信度,并采用层次分析法确定了各评价指标的权重。最后,文章运用该评价指标体系对辽宁省Y市教师培训机构的培训迁移支持服务进行了实证研究,结果表明该评价指标体系具有较好的有效性和准确性。     

楼宇自动化综合性实训平台建设

现代的教育教学中,对实践教学的重视程度越来越高,楼宇自动化综合性实训平台是将原有的楼宇自动化、现代控制技术以及组态技术等课程的实验内容进行综合,开发具有创新性、综合性的实训平台,优化教学资源的同时更进一步提高了学生综合实践动手能力。     

Learning Transfer Principles in a Comprehensive Integration Model

In this article, the authors propose a comprehensive integration model (CIM) based on learning transfer principles that promote integration by systematically and multidimensionally linking coursework with field education. This model improves the integration of classroom and field instruction by specifying how content in each course and in the field is shared, by coordinating the learning process in both settings, and by defining the contributions of faculty, students, field instructors, and field liaisons.     

Training for Transfer:

No abstract available for this article.     

综合实践活动的师资培养探析

我国从2004年正式开始,从小学三年级到高中三年级实施综合实践活动课程。师范院校应该抓紧培养合格的师资。应该使师范生具有正确的课程理念、广博的知识结构,掌握科学的教学方法,具有课程管理能力,以确保综合实践活动收到良好的效果。     

A Model for Training Group Counselors

A teaching model is presented which was used for increasing the skills and interests of practicing school counselors in group counseling. A significant aspect of the model is its inclusion of learnings designed to explore both affective and cognitive aspects of the group process. Although the model described was used in an in-service workshop for counselors, the format might also be useful in designing a university course in group counseling.     

A Model for Thinking About the Evaluation of Training

A model for thinking about training evaluation is proposed. The model consists of context and process factors on the one hand, and outcome factors on the other. Among context and process factors are basis of training, purpose of training, unit of productivity, data sources, kind of training, who is trained, and costs of training. Outcome factors include employee, customer, and corporate aspects. Assumptions of the model include a) that both corporatist and humanistic conceptions of training are to be viewed as valid, and b) that the term training is constrictive and probably should be replaced by the term education, which is more elastic. An impetus for the model is that work and workplaces are changing. How knowledge, skills, and orientations toward evaluation are utilized must be viewed somewhat more expansively than might have been appropriate under work conditions in “Tayloristic” times.     

培养综合工程素质创新工程训练模式

对国内外大学生工程实践能力培养现状进行了分析,阐述了上海工程技术大学现代工业实训中心的实践教学理念、实践教学模式的构建思路。现代工业实训中心围绕学校培养优秀工程师的育人目标,紧密结合上海先进制造业和现代服务业对高素质应用型创新人才的现实需要,积极搭建学科交叉融合的大平台,形成了以培养学生综合工程素质为主线,强化综合性实践和多样化、多层次的创新性实践的训练模式。     

A Comprehensive Approach to Human Relations Training for Teachers

This article develops a comprehensive approach to human relations training (HRT) for teachers based on knowledge of student diversity and application of communication skills. The author treats HRT as more than just training in communication skills and develops a model that integrates the two major components of HRT. He also develops specific goals, skills, and attitudes capable of being fitted into a teaching paradigm.     

中小学教师教育技术能力的培训迁移

提高中小学教师在教学实践中有效应用教育技术的能力和水平是我国中小学教师教育技术能力培训的根本目的。本文在分析中小学教师教育技术能力培训现状的基础上,分析了中小学教师教育技术能力培训中影响培训迁移的影响因素,并结合实际提出了相应的对策。     

Measuring the Transfer of Training

This study examined the use of self-report to measure training transfer by comparing three training transfer assessment methods. Applying a framework provided by instructional alignment theory, the study tested the hypothesis that if training transfer is measured by assessment methods that vary in their degree of alignment with the post-training learning assessment, the training transfer scores would be higher as the degree of alignment increased. Instructional alignment is the extent to which stimulus conditions match across instructional components: intended outcomes, instructional processes, and assessment. Three training transfer assessments were administered to 40 telecommunications technicians approximately 60 days after they completed a training course. The moan transfer score for the job performance assessment with high alignment was significantly higher than the two self-report assessments of moderate and low alignment with effect size differences of 0.96 (p < .01) and 0.87 (p < .01), respectively. The mean scores for the two self-report assessments did not significantly differ. This study has implications for the extensive use of self-report to assess training transfer in both research and training evaluation programs.     

Between Tradition and Progress: Oldenburg University's Model Plan for Comprehensive Teacher Training

Since early 1974, a pilot project for integrated teacher training has been in progress at Oldenburg University. This is currently the only extensive teacher training reform which exist in the German Federal Republic.

All plans for this integrated training program are designed to provide training normally encompassed by the traditional two‐stage programm.

The integrated training program includes:

- studies in the areas of education and social science;

- studies in two major subjects which are later to be taught at school;

- practical studies and activities.

The new model leads to the following degrees:

- nine semesters of study for a Certificate of Qualification for primary and lower‐level secondary school;

- eleven semesters for a Certificate of Qualification for higher‐level secon dary school and the education of exceptional children.

Theoretic training in major subject areas and related didactic training as well as education and social studies take place chiefly in the form of projects. A basic assumption is that interdisciplinary projects which are practice‐ and problemoriented permit a highly desirable integration of theory and practice on the whole.

In the project, contact teachers are an essential link between field practice at school and academic training at the university. Contact teachers are under contact to the university for an extended period of time (generally three years). In place of remunation, their teaching loads are reduced by ten hours per week.

In 1978/79 the project will be put to the test as the first generation of students prepares for State Board Examinations.     

A Conceptual Model for the Expansion of Behavioral Consultation Training

In this article, a general model and specific program that expand traditional behavioral consultation training are presented. The training program involves five interrelated components: (a) procedural and content skills, (b) role and relationship considerations, (c) entry/systems issues, (d) field-based experience, and (e) peer supervision. As a system, each component is necessary but not sufficient in the development of consulting expertise. Likewise, each component is subsumed by one or more components that encompass this broader framework. A theoretical rationale, model for implementation, and future training and research directions are also presented.     

A Molar Model for the Training of Student Personnel Workers

This article describes a molar model for the preparation of professional student personnel workers. Five propositions are presented as a theoretical model. Although full formalization is not claimed, it is hoped that this model will spur further thought and experimentation.     

高职院校多专业融合综合实训模式研究

综合实训是实践教学的关键环节,其效果如何直接关系到专业教学目标的实现、人才培养质量的保证、学生顶岗实习和就业能力的提高。多专业综合实训是以项目为载体、多专业融合、公司化运作、充分体现学生本位、能力本位、创新本位的新型综合实训模式,以培养学生的职业素养、职业能力,及自主创新能力、沟通协调能力、团结协作精神为目标。     

A Comprehensive Approach to Technology Training for Early Childhood Teachers

This study describes the development and implementation of a comprehensive approach to computer technology training for early childhood teachers. Departing from the singular goal of conveying skills and knowledge, a comprehensive program targets the development of teachers' attitudes and practices as well as knowledge and skills. All 3 areas are regarded as equally important for the development of teacher technology proficiency. Evaluation of the program documented its effectiveness. Compared to nonparticipants, teachers in the training program had significantly higher scores in all 3 goal areas: attitudes, knowledge and skills, and practices. Results of the study indicate that a comprehensive approach is an effective means of training teachers in computer technology. Implications of the study are discussed with regard to the strategy of developing the "whole teacher" and emergence of the domain of educational technology.