《计算机文化基础》课程的开发

文章阐述了《计算机文化基础》课程的方案设计。方案是对传统学科体系的课程方案解构、重构的过程,它涵盖了专业培养目标的知识点,以学习情境为载体使学生掌握相关知识,激发学生的兴趣和思维,从而提高学生综合职业能力。     

基于工作过程的《计算机基础》教学改革

本课程针对高职高专院校非计算机专业的《计算机基础》课程,进行了基于典型工作过程的学习情境课程方案进行设计。新课程方案设计对传统学科体系的课程方案进行了重大的改进,同时包括了当今社会对各类工作岗位需求的基本信息技术的能力。课程以学习情境为载体易掌握,并激发非零起点学生的兴趣和思维,从而提高学生综合职业能力。     

“基于工作过程以行动为导向”的学习领域课程方案设计——建筑工程技术专业学习领域课程方案

学习领域课程指的是工作过程系统化的课程,工作过程导向是"学习领域"课程方案的基础。学习领域课程方案的设计,是对学科体系下课程方案的结构和按照工作过程为导向的行动体系下的重构。在课程方案实施过程中处理好教师的教学能力和实践场所两大教学资源,才能更好地实施学习领域课程,突出学生职业能力的培养,以应对现代企业对职业人才的需求。     

以4S店为视角构建《汽车营销理论与实务》课程学习情境

学习情境是高职院校课程开发过程中最基本的主题单元。学习情境的设计是当前课程开发的主要依托对象。然而,学习情境的设计是否符合企业工作实际,关系到基于工作过程的课程开发能否满足提高学生专业能力的要求,也决定了高职院校培养的技能型人才能否满足社会的需求。因此,以4S店为视角构建课程《汽车营销理论与实务》的学习情境,以期提高该课程的教学水平,并为其它高职院校专业的课程开发提供参考。     

基于工作过程的水产品检验课程开发

根据基于工作过程建立的食品营养与检测专业的课程体系,定位水产品检验课程,设计和构建学习情境,描述、组织实施学习情境及考核学习情境实施情况,并通过该课程改革前后知识体系对比及学生的毕业反馈证实了课程改革取得了显著成效。     

德国职业教育学习领域的课程方案研究

20世纪职业教育课程几经改革始终未能跳出学科体系的樊篱。为创立更能适应知识社会需求、真正体现职业教育职业属性的课程模式，1996年德国各州文教部长联席会议颁布职业学校使用的被称为“学习领域”的课程指南。所谓学习领域的课程指的是工作过程系统化的课程。1998年马格德堡大学巴德（Bader）教授及慕尼黑大学斯罗安讷（Sloane）教授通过两个典型试验，进一步细化了学习领域课程的开发方案，其目的在于对以要素形式、结构取向和认知复制构成的课程模式进行改革，强调高新技术条件下与工作过程有关的隐性知识——经验的重要地位，同时强调学科体系知识不应通过灌输而应由学生在学习过程的“行动”中自我建构而获得。这一课程方案由工作过程导出“行动领域”再经教学整合形成“学习领域”，并通过具体的“学习情境”来实施，具有整体性、合作性、个性化的特点。工作过程导向是“学习领域”课程方案的基础。     

高职项目课程开发的实践——以《过程控制工程设计》课程为例

项目课程按照工作任务的相关性将不同学科或不同类别的传统课程进行有机的整合、重组,尤其注重强调按行业、企业实际完成任务的行动过程设计课程内容体系。项目课程的重点是培养学生运用技术完成未来从事职业岗位任务的能力,课程实施过程要尽可能创设贴近真实的工作情境,可将课程设计的教学内容体系按子项目拆分成教学单元,然后制定每一教学单元的实施方案,课程实施方案包括每个教学单元的教学目标、教学方法、教学情境、教学活动组织形式、教学单元的时间进程等。     

基于工作过程的“三维动画制作技术”学习领域课程的学习情境设计

学习情境设计是基于工作过程学习领域课程开发的具体实施方案。阐述了学习情境的设计原则和方法,并详细介绍了"三维动画制作技术"课程5个学习情境的设计理念和实例内容。     

“机械制图”课程学习情境设计

针对传统"机械制图"课程教学存在的问题,以工作过程为导向进行教学改革,确定学习领域,并设计了学习情境。按照学习情境进行教学,极大地调动了学生的学习兴趣,提高了教学效果。     

基于工作过程的高职网页制作课程开发与设计

本文针对基于工作过程的课程开发,通过了解传统教学模式的弊端,分析了基于工作过程的课程开发的实施条件,并围绕着学习情境的设计、教学方法的设计、考核方案的完善等几个方面对网页制作这门课程的开发方案进行了详细的分析.     

Evaluation criteria for competency-based syllabi: a Chilean case study applying mixed methods

In recent decades, higher education institutions worldwide have been moving from knowledge-based to competence-based curricula. One of the greatest challenges in this transition is the difficulty in changing the knowledge-oriented practices of teachers. This study evaluates the consistency between syllabus design and the requirements imposed by a competence-based learning environment. To make this comparison, the study sets four criteria (C1: explicit relationship between syllabus and graduate profile; C2: precision of the learning outcomes and assessment criteria; C3: contents that mobilise the learning outcomes; and C4: learning and assessment activities) derived from the literature and a thematic analysis of competence-based learning in higher education. Afterwards, a sample of 150 syllabi from different disciplines of five Chilean public universities were analysed, all of which stated the use of learning outcomes and competences in their learning models. Using a three-point Likert scale derived from the aforementioned criteria and their indicators, a comparison was made between the actual practices reflected in the syllabus design and the previously established criteria. Results show a gap between the declaration of a competency-based curriculum and actual syllabus outlines. Moreover, there are important differences among disciplines. Although all disciplines present high levels of accomplishment for Criteria 1 and 3, only the discipline of health sciences presents an acceptable level for Criteria 2 and 4. It is recommended that further research be undertaken towards identifying effective competency-based syllabus design.     

论中学英语教师继续教育的课程开发

在语言学和英语教学理论不断更新的今天,如何对中学英语教师进行继续教育,是当前师资继续教育亟需解决的新课题。中学英语教师均已受过正规的8评议训练,具有独立的分析能力,喜欢课堂交际,对继续教育有明确的个人目标。根据中学英语教师的这些特点,在继续教育的课程开发中,过程模式,任务型教学大纲和内容型教学大纲更加适合中学教师的需求,因为学习者在解决问题和学习各种理论知识的同时锻炼了评议的实际运用能力,提高了教学和科研能力,在教学大纲的实施中,须贯彻八项原则:1.教学现场相结合;2.理论与教学实践相结合;3.解决中学教学中的难点;4.课堂交流与讲解并重,鼓励学员在课堂上进行讲座;5.内容学习和言语学习并重;6.与现代化教学手段接轨;7.注重能力的培养;8.鼓励创造性的学习。     

教学大纲契约作用的实证研究

教学大纲的正确设计和合理使用能够明显地提高教学质量,它不仅可以起到沟通教师和学生的媒介作用,还可以起到对学生和老师都有约束力的＂契约＂作用,促使他们各自完成自己的施教和学习任务。实验表明,这种由教学大纲的正确设计和合理使用而产生的＂契约＂作用是真实存在的,它对提升课堂教学质量具有重要意义。     

Study on the Comparison of New Concept English and Go for it

It is generally considered that students are real masters of learning,and teaching materials are the accompaniers of the students learning.The author makes a comparison of the two textbooks New Concept English and Go for it from their syllabus chosen,compiling architecture and discourse analysis and knowledge in the aspect of language.     

大学英语与高中英语教学衔接对策

本文以大学英语教学中角色转变、教学大纲差异以及教法差异等方面来探讨大学英语教学与中学英语教学的有效衔接对策,以期进一步解决好由中学英语学习向大学美语学习的转变,进一步提高学习效率,促进高中到大学英语的教学衔接.     

Understanding teachers’ ‘levels of use’ of learnscapes

All eight teachers and their principal, at an Australian regional primary school in New South Wales (NSW) accredited for its ongoing ‘learnscape’ developments, were interviewed. This was to ascertain their perceptions about the role of learnscapes and their self‐reported use of such outdoor areas to assist in the achievement of their State’s syllabus and environmental education learning outcomes. Teachers at the school (6) and their principal were (re)interviewed a year later to determine if changes in perceptions and practice had occurred and why. This paper interprets narratives derived from the combined interviews of these latter teachers and their principal from an educational change perspective in order to gain insight into their level of use of learnscapes. Teachers’ learnscape and environmental education content and pedagogical knowledge, their focus on the consequences of learnscape use for student learning, and awareness of multiple learning outcomes, including social learning, when using learnscapes, were among interdependent change factors identified which may assist in understanding why teachers embraced learnscapes to different degrees. Consequent avenues for increasing the future use of learnscapes for syllabus and environmental purposes are suggested.     

立足“人本位”精神 加强高校教学大纲的“契约”作用——以台州学院英语专业《国际市场营销》课程为例

教学大纲是课程评价的基础,是课程考核的依据,是约束“教”和“学”活动的合同。但中国高校在教学大纲的制定与使用方面普遍存在一些问题,如形式主义明显、实践性不强、应用性不足等。契约型教学大纲具有真实性、可操作性和互动性三个特征,发挥其契约作用可以有效地激发学生学习兴趣,从而提高教学效果。     

采用Syllabus概念建立课程教学计划制度

介绍了西方传统教育理论的课程教学计划（syllabus）概念。以实例为基础,把现行的课程教学大纲、课程进度计划和课程教学计划的功能进行了比较,指出前两者不能代替后者。对课程教学计划的内容和形式进行了说明,建议采用传统的syllabus概念,建立和完善我国的大学课程教学计划制度。     

Integration and the Humanities

Abstract

The purposes of a syllabus are almost as varied as the possible contents but can be grouped into several categories. The article proposes that syllabi serve three major roles: the syllabus as a contract, the syllabus as a permanent record, and the syllabus as a learning tool. Each function has implications for what a syllabus should contain. General observations about constructing syllabi conclude the article.     

大学与中学英语教学的衔接

新生进入大学后，许多学生对如何学好大学英语感到茫然，因此，从教学大纲、教材、教法、学法、心理素质等方面探讨大学与中学英语教学的衔接，有着重要的意义。