基于数字读写项目的学术英语模块化课程构建与实践

如何促进大学生结合专业学习与国际学术交流的需要,发展数字时代的英语读写技能,是当前中国大学英语教育改革 的一个重要课题。本文通过北京大学学术英语通选课Doing English Digital 的课程构建与实践,提供了一个融教学与评价为一体的、基于数字读写项目的大学学术英语模块化课程的设计实例。     

A method for assessing required course-related skills and prerequisite structure

Engineering curricula should be dynamic with a goal of constant improvement and refinement. Unfortunately, this is often not the case; courses are developed, altered, and expanded in a piecemeal manner. Namely, as time progresses many programmes end up with courses that are developed and not a developed curriculum. To remedy this shortcoming product, development tools are proposed for the refinement and assessment of an existing curriculum; how these methods could be used for the development of a curriculum is also highlighted. The voice of the customer (VOC) process is used to identify and prioritise desired student skills. The design structure matrix (DSM) is used to assess course prerequisite structure. There is broad agreement between faculty and industry related to which professional skills are the most important. The DSM is shown to be a useful tool in ordering courses and assessing prerequisite structures. The DSM is also shown to be useful in identifying which courses in a curriculum are critical and should be the focus of educational and administrative resources.     

Food Safety Practices Assessment Tool: An Innovative Way to Test Food Safety Skills among Individuals with Special Needs

Abstract: This article describes an innovative assessment tool designed to evaluate the effectiveness of a food safety skills curriculum for learners receiving special education services. As schools respond to the increased demand for training students with special needs about food safety, the need for effective curricula and tools is also increasing. A Food Safety Education for High School and Transition Special Needs Students curriculum served as the basis upon which our assessment tool was developed. The project was a collaborative effort by food safety and education professionals in Connecticut, Rhode Island and Massachusetts. This USDA‐funded initiative emerged from teacher‐generated data that identified critical gaps in food safety knowledge and skills among students with disabilities (SWD) receiving special education services. As an adjunct to this curriculum, a Food Safety Practices Assessment Tool was developed to: 1) conduct observations of students as they demonstrate food safety practices, and 2) use this information to design classroom‐based learning activities that are aligned with students’ Individual Education Plans (IEP). Pilot data suggest that the tool is valid and reliable for use in a kitchen‐based setting. This is the first known tool of its kind to test food safety skills of individuals with special needs in a real‐world environment. Further testing is needed to determine the usefulness of the tool for broader audiences.     

Teaching thinking — A focus for science teaching?

Conclusion The studies briefly reported in this paper reveal the enormous potential in the direct teaching of thinking for improving the thinking skills of students. Science education could be a powerful vehicle for such an approach. In the short term this could be achieved by incorporating an existing program such as CoRT as a core science curriculum element. The detailed study and reporting of such implementation efforts is important in suggesting ways forward. In the longer term, the design of new science curricula which have as a major focus the direct development of thinking skills should be a priority.     

谈高等职业教育职业化特色课程建设

高等职业教育须始终突出其职业性。在课程设计上,要使课程内容来源于工作实践;在课程实施过程中,要使核心技能和关键能力的培养贯穿于全过程;在师资队伍建设方面,要着重加强双师队伍建设,提高教师“双师”能力;在实训场地建设方面,要使软硬件环境尽量与实际工作环境贴近。围绕职业需求深化课程改革,构建具有职业化特色的高职课程体系,对推动专业建设的快速发展,提高教学质量和人才培养质量具有深远意义。     

二年制高职通信技术专业课程设置初探

本文探讨了二年制高职通信技术专业的培养方案,对职业岗位进行了分析,设定了学习目标,制定了高职通信专业计划,并对培养方案的特色进行了分析。     

Student Strategies for Learning Computer Programming: Implications for Pedagogy in Informatics

In the context of the debate about the extent to which secondary school Informatics curricula should include specifically vocational content, this paper explores the possibility that in Informatics teaching, there is value in adopting pedagogical approaches, rather than curriculum content, based on practice in industry and business settings. This paper reports research findings that raise questions about the widely held assumption that students will gain their programming knowledge and skills predominantly from classroom activities undertaken at the instigation of the Informatics teacher. Investigation of sources of students' information about programming skills and knowledge indicates that such an assumption is not well founded, and leads to the suggestion that innovative approaches to pedagogy in this area should be explored.Two studies, each a part of a larger project, are reported here. The first showed that a group of Grade 5 students, skilled programmers in the MicroWorlds multimedia programming environment, sought and acquired programming skills and techniques from a wide variety of sources, many of which were not classroom based. The second reports a formalisation of this model of student initiated seeking among a range of resource people for immediately needed expert advice. This was observed in a deliberately constructionist learning environment in an after-school Computer Clubhouse where students are supported by mentors with different specialist areas of expertise as well as by a teacher.The importance of these issues for Informatics teaching, assessment, course design and evaluation, and for the preparation of Informatics teachers is considered, and the need for further research in this area is outlined.     

以工作岗位为导向的计算机网络技术专业课程体系建设研究

计算机网络技术专业课程设置应以毕业生的工作岗位群为依据,形成工作岗位群对应工作岗位,工作岗位对应职业技能,职业技能对应专业课程的"四对应"课程设置形式。从计算机网络技术专业培养目标、课程体系设置、教学方法、考核等方面对计算机网络技术专业课程体系建设进行了积极的探索与研究。     

英语本科与翻译硕士专业学位(MTI)的课程衔接研究

当前在跨学历阶段的课程设置上存在着课程重复开设、课程体系衔接不紧密等问题和不足,其原因主要有:MTI院校不重视其课程与英语本科课程的衔接;培养复合型人才需要增加专业知识课程的比例,本科与MTI两个层次的英语专业知识课程重复的几率也相应地增加。针对这些问题,应该采取一定的应对措施协调英语本科和MTI课程设置:本科开设的课程,MTI可以允许学生考核及格后申请免修;规定专业方向限选课;将专业知识课程变成"专业知识+专业技能"课程;进行课程设置的前期调查等。     

Promoting Vocational Development: Methods of Intervention and Techniques Used in the Italian Context

This article describes a Master Educator Series designed to help educators in Italy design and implement comprehensive vocational guidance curriculum. In this “Master Educator” training, a variety of vocational development models and theories are presented. The goal is to provide a broad range of skills in assessment and intervention strategies to prepare educators for developing the curriculum that best fits their unique context. Five curriculum examples are described. Each of these interventions is built around a vocational development topic, including: providing individualized feedback, improving social relationships and connections, using written exercises, and providing mastery and vicarious experiences.     

中职学校3D打印技术校本课程开发研究

中职学校开设3D打印技术课程,不仅能增强学生的专业技能,而且能提高学生的综合素质。文章分析3D打印技术的含义及其与中职教育的关系,探讨中职学校3D打印技术校本课程的设计方案,指出教师要科学、合理地开发校本课程,创设和谐的教学氛围和环境,以促进3D打印技术校本课程的开发。     

Staff involvement in the design of a key skills curriculum model: a case-study

This case-study follows a school as it struggles to prepare for the changes brought about by Curriculum 2000 and the new key skills qualification. It describes the curriculum debate within the senior management team as it balanced the conflicting needs of subject popularity and necessity. It relates how inherent structural flaws were uncovered in the proposed curriculum strategy, how this very failure was used as an opportunity to initiate staff involvement in the design of curriculum structures and how success was subsequently fashioned from the process. It is a story of failure, consideration, reflection and improvement, and offers some insight into the lessons learned by management and teaching staff as they reflect on the process of change and their own participation in it.     

基于就业能力提升的层级递进式实践教学体系研究——以经贸专业为例

加强实践教学、培养学生实践技能是提升学生就业能力的重要环节。经贸专业传统的实践教学体系缺乏连贯性、系统性、完整性和协调性,难以提升学生就业的综合技能。因此应有效设计实践性课程体系和实践教学层次,在大学学程内针对不同学生开展不同层级的实践教学内容,逐层递进,逐层深化,实现“层级式授课对象、递进式授课体系”的实践教学体系。     

The Trump Candidacy: Implications for Curriculum

The popular attraction of Donald Trump has been a conundrum for many educators who have tried to understand the rationale behind his support. This article presents a philosophical argument for what this implies for curriculum design and the intellectual temperament of the populace. There has been much written about the purpose of education to prepare students to be knowledgeable participants in the democratic process to further the best interests of the country. The foundational skills of critical thinking are an integral component of that process, and should be reevaluated for how they fit into the current curriculum model. Suggestions for how to integrate critical thinking within the traditional school day are presented, along with the rationale for doing so.     

Art,Design and Environment: A Programme for Teacher Education

This account of a programme for PGCE Art/Design students at University College Bretton Hall, Wakefield (UK) describes an attempt in initial teacher training to develop a course of study which links art, design, environment and education. It seeks to develop a range of perceptions of the built environment, including those of the artist, the critic and the designer. The ideas and methods of working developed on this programme support students’ work in schools. The paper explains the rationale and describes the intensive workshop programme, which includes streetwork, studio sessions and critique. It reports on students’ research and their work in schools. Issues include the place of built environment studies in the Art/Design curriculum, the use of the environment as an educational resource and learning methods and teaching strategies. It comments on the satisfactions and frustrations of developing such a programme in initial teacher education. It presents the work at Bretton Hall as a case study in a wider range of work currently being developed by students, tutors and teachers involved in other courses. They have come together through the ‘Site Specific Project’ to create a research network to support curriculum innovation and teachers’ professional development.     

《白象似的群山》：英语专业英美文学课程的设置实例

英语专业的英关文学课,不能因侧重语言文字训练而忽视其“文学”传达。课程设置是这一传达的重要环节。就海明威短篇名著而言,它的人物对话能带出文学形态问题,它的叙述角度能带来叙事视角问题。文学的一般性知识和规律如何在教学中体现,应是该课程设置的主要关注点。     

The Aims and Practice of Ethics Education in an Undergraduate Curriculum: Reasons for choosing a skills approach

In 1998 the author, working in the University of Glasgow Institute of Biomedical and Life Sciences with European Commission funding, set out to design an integrated ethics approach in the undergraduate curriculum. This paper describes the choices made in relation to the aims and methods of teaching ethics in an undergraduate bioscience curriculum. The acceptable and reasonable aims for a ethics teaching are skills based: ethical sensitivity and moral reasoning. Behaviour/value and virtue/character approaches are rejected. An ideal ethics intervention would last 4-12 weeks and be based on studentcentred teaching methods involving student participation in ethical dilemmas.     

A Mastery Rubric: guiding curriculum design,admissions and development of course objectives

This article describes a ‘Mastery Rubric’ (MR) used to design both the curriculum and the assessments in a new two‐year certificate programme intended to train physicians in clinical research skills. The MR for clinical research skills is built around a set of core research skills: critical review of literature; articulation of research objective; development of research design; development of analysis plan; implementation of the study; implementation of the analysis plan and presentation of results. Four distinct levels of performance are described for each skill: beginning, novice, competent and proficient. This rubric outlines and provides a path to mastery of the clinical research skills the certificate programme was designed and funded to target. Using the rubric to design the curriculum ensures that courses will provide instruction in key domains, promotes assessment that demonstrates development in the target skills and knowledge, and encourages reflection and cognitive self‐monitoring in the students. It is a flexible, criterion‐referenced definition of ‘success’ for students as well as the programme itself. The criteria are characterised in terms of the skills, habits of mind and organisational principles that can foster excellence in clinical research, but the approach can be generalised.     

Curriculum development for quantitative skills in degree programs: a cross-institutional study situated in the life sciences

Higher education policies are increasingly focused on graduate learning outcomes, which infer an emphasis on, and deep understanding of, curriculum development across degree programs. As disciplinary influences are known to shape teaching and learning activities, research situated in disciplinary contexts is useful to further an understanding of curriculum development. In the life sciences, several graduate learning outcomes are underpinned by quantitative skills or an ability to apply mathematical and statistical thinking and reasoning. Drawing on data from a national teaching project in Australia that explored quantitative skills in the implemented curricula of 13 life sciences degree programs, this article presents four program-level curricular models that emerged from the analysis. The findings are interpreted through the lens of discipline-specific research and general curriculum design theories to further our understanding of curriculum development for graduate learning outcomes. Implications for future research and to guide curriculum development practices in higher education are discussed.     

Pursuing Fluency: A Curricular Intervention in Tanakh Education

ABSTRACT

This study set out to design and implement an approach to Tanakh education that would help students become expert decoders of the Biblical Hebrew text as they became expert interpreters of it. The goal, following existing, research-based best instructional practices from literacy, was to create a curriculum in which language skills and meaning making were intimately connected. This paper describes the curriculum and its implementation.