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文化产业管理专业特色建设的依据、内容与路径 总被引:3,自引:0,他引:3
文化产业管理专业特色建设的理论依据是科学发展观、高等教育规律和文化产业的行业特性,实践依据则是文化产业的快速发展、目前文化产业管理专业特色不突出和高校特色建设的大势。文化产业管理专业特色建设的主要内容是人才培养模式的建构、师资队伍的建设和实验室、校外实习基地的建设。而产学结合、学政结合和教研结合则是文化产业管理专业特色建设的主要途径。 相似文献
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文化产业管理专业特色建设的依据、内容与路径 总被引:1,自引:0,他引:1
文化产业管理专业特色建设的理论依据是科学发展观、高等教育规律和文化产业的行业特性,实践依据则是文化产业的快速发展、目前文化产业管理专业特色不突出和高校特色建设的大势.文化产业管理专业特色建设的主要内容是人才培养模式的建构、师资队伍的建设和实验室、校外实习基地的建设.而产学结合、学政结合和教研结合则是文化产业管理专业特色建设的主要途径. 相似文献
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文化产业管理专业的特质及培养目标厘析 总被引:1,自引:0,他引:1
文化产业的目标受众主要是具有购买力和购买意愿的较高收入群体。文化产业管理专业是培养文化产品的策划、运作与管理能力的专业。文化产业管理专业应把文化产品经营管理人才作为主要培养目标。 相似文献
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胡郑丽 《读与写:教育教学刊》2012,(6):74-76
近年来,文化产业管理专业在全国很多高校开设,主要分布在综合类大学、财经类大学和艺术类大学,集中在我国华东、华北和华中地区。其课程设置特色不明显,表现在基础课程"近亲繁殖"现象严重、专业课程理论性过强和实践课程较少三个方面。艺术类文化产业管理专业课程设置可采取"任务模块"形式,其由公共基础模块、专业基础模块、技能模块和产学研模块四部分组成,以培养适合社会需要的应用型人才。 相似文献
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《南宁职业技术学院学报》2020,(2):59-64
高职院校研究新媒体背景下,培养高技能应用型的新闻传播类人才,服务区域文化产业发展,是建设文化强国、文化广西战略的内在要求。新媒体的发展给文化产业发展带来了挑战和机遇,也对高职新闻传播类专业如何培养能够服务广西文化产业发展的高技能应用型人才提出了新的课题。广西高职新闻传播类专业服务文化产业发展要实现创新,应构建新闻传播类人才联合培养平台,借助校园文化产业开展专业教学实践,同时突出中国—东盟文化产业交流合作特色。这一过程需要政府、企业、高校三方的共同努力。 相似文献
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崔家田 《蒙自师范高等专科学校学报》2015,(3):118-121
课程体系是培养文化产业管理人才的一个主要抓手和实现培养目标的重要途径。因而,如何制定科学完备的专业课程体系,仍是今后文化产业管理专业建设的一个重要内容。依据近年来专业建设的实践,知识体系完整可控、课程指向明确可寻、方向课程细化可行、能力要素科学可达、课程设置动态可调,应该成为培养应用型专业人才为主的地方高校文化产业管理课程体系设置的基本与可行原则。 相似文献
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文化产业管理专业是教育部为适应经济社会发展的需求,于2004年设置的本科专业,但在十多年来的办学实践中,仍然存在着学科归属不清的问题。基于促进文化产业相关专业发展的考虑,应将文化产业管理专业设置成一级学科,归属于管理学学科门类。高校应积极调动各种资源,结合本校传统优势资源,合理设置文化产业管理专业(方向),构建以文化艺术课程为基础的课程体系,加强院系、校企间的办学合作,努力提高文化产业管理专业建设水平。 相似文献
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文化产业在诸多地方已经成为支柱性产业,地方高校有责任为区域内文化产业发展培养高素质的人才。在这一过程中,高校要完善相关专业建设对区域文化产业需求的应对和随动机制,提高人才培养目标的针对性和个性化,科学设计文化产业专业群框架,强化文化产业相关专业的整合和相关课程的技能化,增强骨干教师对区域文化产业的体验,创新毕业生就业促进机制。 相似文献
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我国教育技术已经走过了几十年的历程,期间也经历一些波折。尤其是在八十年代之后学科发展进入了崭新的时期,出现了几次争论,主要是围绕学科定义展开的。从媒体技术和相关理论两个角度看教育技术定义的发展,对其在发展过程中的一些相关问题进行探讨。 相似文献
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Jan Parker 《Teaching in Higher Education》2013,18(4):373-386
The welcome new attention paid to subject teaching should have bridged the old divide between pedagogical and disciplinary research. But this paper argues that the focus on subject, rather than disciplinary communities is part of the commodification of higher education; that what is needed to re-energise both teachers and students is an inclusive new model of disciplinary education based on an engaged community's processes and practices. Each discipline, it is proposed, will model differently its practices, knowledge creation and dissemination, its writing, its community. The model may change received ideas about the focus and central concerns of the discipline, and in modelling disciplinary learning will change teaching and assessment. The model will be discipline specific and, as such, will resist generic and imposed 'skills and outcomes' frameworks. Evolving out of practice, rather than an external agenda, it should link disciplinary and pedagogical research so that they are mutually informing and transforming. 相似文献
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The case for integrating generic skills in university accounting programmes is well documented in the literature, but the implementation of strategies designed to teach generic skills in the context of accounting courses has posed ongoing challenges for academics and course administrators. The imperative for generic skills in accounting programmes derives from an economic view of the role of universities, reflecting the views of government and employers who perceive graduates as economic assets to business and the economy. It is argued that the role of universities extends beyond the economic imperative to encompass a greater social and cultural role. This paper traces the historical evolution of the generic skills discourse with an emphasis on accounting and places it in the broader context of the social and economic roles of universities in an era of transformation in the sector. The generic skills discourse, however, transcends disciplinary boundaries and international borders. The new knowledge economy, emerging as a result of technological advancement, needs graduates across disciplines with flexible mindsets and transferable skill sets, capable of innovating and adapting to a dynamic work environment. Consequently, universities must develop the transferable, generic skills required by graduates to advance their careers and contribute to economic innovation and social development. The generic skills debate must, therefore, be addressed from a systemic perspective, reaching beyond national and disciplinary borders. The lessons learned from the generic skills debate in accounting have wider interdisciplinary application for university policy-makers and educators facing the challenges of a new era in higher education. 相似文献
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Although previous research has examined how generic skills and disciplinary contexts are related, such investigation has not been conducted from students’ perspectives. Implications of disciplinary differences for the design of a generic skills curriculum have also remained unexplored. In this study, a questionnaire was administered to 502 first-year engineering and business students from a Hong Kong university which explored their perceived importance and competence level of their generic skills, as well as their motivation towards developing these skills. The results of engineering and business students were compared which revealed some disciplinary differences. Substantial differences were found in the importance and competency ratings on IT skills and business students gave significantly higher importance ratings on most generic skills than engineering students. This study will help guide curriculum design that leverages the benefits of interdisciplinary programmes and incorporates generic skills as part of learning outcomes within disciplinary contexts. 相似文献
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Sherran Clarence 《Teaching in Higher Education》2013,18(2):127-137
This paper discusses the role of a writing centre in creating spaces for talk about and change in disciplinary writing pedagogy. It asks how collaborative partnerships between disciplinary academics and Writing Centre practitioners might be established and nurtured sustainably. Drawing on insights from two collaborations with academics in political studies and law, the article asserts that writing centre practitioners play a valuable role in talking about and changing the way academic writing and literacy is taught in the disciplines. This is shown by working consistently with the understanding that critical reading, thinking and writing are literacy acts rather than generic skills and must therefore be learned and practiced in the disciplines. By supporting disciplinary academics in re-examining course outcomes, materials and assessments, and moving away from a ‘skills approach’ to writing, it is shown that building discipline-specific spaces for writing and literacy development is possible through these collaborative partnerships. 相似文献
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在梳理并分析新世纪文学批评价值体系建构状态的基础上,对当下文学批评价值体系建构中存在的分歧与不足做了盘点,重点论述新世纪文学批评价值体系建构在继续坚持多元取向的同时,应该重视综合性建构、学科性建构、民族性建构和对大众传媒批评的发展与利用。 相似文献
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刘百军 《商丘职业技术学院学报》2013,(4):114-116
CBI核心教学理念是将语言学习和学科内容有机地融合在一起,通过学习学科知识自然地获得语言发展能力。CBI主题模式为我国陷入困境的大学英语课堂教学模式改革提供了一条新的思路。通过分析CBI教学模式的理论基础和英语教学的实践优势提出了CBI教学法运用于我国高校英语教学中的紧迫性,并且对实际运用存在的困难进行分析并提出解决方法,为下一步大学英语教学改革提供参考。 相似文献
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Using web-based collaborative forecasting to enhance information literacy and disciplinary knowledge
Patrick Buckley 《Interactive Learning Environments》2016,24(7):1574-1589
This paper outlines how an existing collaborative forecasting tool called a prediction market (PM) can be integrated into an educational context to enhance information literacy skills and cognitive disciplinary knowledge. The paper makes a number of original contributions. First, it describes how this tool can be packaged as a pedagogical intervention which can be used in a range of contexts across multiple disciplines. This is illustrated by a case study, which describes the addition of a PM assignment to an undergraduate module. Second, using both quantitative and qualitative data, the paper empirically investigates the impact of PM participation on engagement in information search and cognitive disciplinary knowledge. Our results show that participant's behaviors are altered by the intervention, and that students actively search for information related to the forecasting problems presented. We also demonstrate that students' disciplinary knowledge is enhanced by the intervention. 相似文献
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There is increasing enthusiasm for teaching approaches that combine mathematics and biology. The call for integrating more quantitative work in biology education has led to new teaching tools that improve quantitative skills. Little is known, however, about whether increasing interdisciplinary work can lead to adverse effects, such as the development of broader but shallower skills or the possibility that math anxiety causes some students to disengage in the classroom, or, paradoxically, to focus so much on the mathematics that they lose sight of its application for the biological concepts in the center of the unit at hand. We have developed and assessed an integrative learning module and found disciplinary learning gains to be equally strong in first-year students who actively engaged in embedded quantitative calculations as in those students who were merely presented with quantitative data in the context of interpreting biological and biostatistical results. When presented to advanced biology students, our quantitative learning tool increased test performance significantly. We conclude from our study that the addition of mathematical calculations to the first year and advanced biology curricula did not hinder overall student learning, and may increase disciplinary learning and data interpretation skills in advanced students. 相似文献