基于土地科学学科内涵的土地资源管理专业培养目标研究

以土地科学学科内涵研究为基础,分析建立土地资源管理专业人才一般培养目标。培养目标的确定应以土地科学的学科内涵为基础,依据专业技术应用型人才和土地科学学科研究后备人才的需求进行系统的梳理和总结。培养目标包括本专业一般培养目标和基于需求的具体培养目标体系。土地科学的基本概念与内涵为土地资源管理专业人才一般培养目标确定提供基本依据,并为不同院校制定符合自身发展特点的特色人才培养目标提供了指导。     

农业经济管理专业人才培养模式创新研究与实践

随着黑龙江省农村城镇化、农业产业化进程的不断加快,涉农企业、农村合作经济组织等迫切需要大批高端技能型人才。我院本专业是教育部与财政部重点支持示范专业。根据黑龙江省农村社会与农业经济发展特点,通过人才需求调研,分析专业人才培养规格,确定了专业人才培养目标,创新和实施了行校结合、校企合作的三阶能力递进的“411”专业人才培养模式。通过试点实践,本专业人才培养质量显著提升。     

对地方商科院校本科保险专业人才培养目标及课程设计的思考

本文对国内外保险专业人才培养目标的三种定位进行了阐述,提出了地方商科院校本科保险专业人才培养目标的定位.并结合保险专业人才培养目标定位,构建了保险专业课程体系,对其科学合理性进行了论证.     

对地方商科院校本科保险专业人才培养目标及课程设计的思考

本文对国内外保险专业人才培养目标的三种定位进行了阐述。提出了地方商科院校本科保险专业人才培养目标的定位,并结合保险专业人才培养目标定位,构建了保险专业课程体系,对其科学合理性进行了论证。     

对独立学院社会体育专业人才培养目标的优化研究

随着我国体育高等教育改革的不断深入,加强对社会体育专业人才培养目标的研究,成为提高人才培养质量的重要措施。本文借助问卷调查法,对湖北农业大学东方科技学院社会体育专业人才培养目标等现状进行调查分析。研究的结果表明,东方科技学院社会体育专业学生,对当前的培养目标、课程设置等满意度较高,学生的就业信心需要进一步的提升等。通过本研究,旨在为提升东方科技学院社会体育专业的人才培养质量提供理论参考。     

高职院校数控技术人才培养如何面向地方企业

笔者结合本院数控专业人才培养目标,明确指出了数控专业教学改革具体措施,阐述了适合地方企业发展的数控人才培养新理念:能力为本,技能优先.     

高职院校数控技术人才培养如何面向地方企业

笔者结合本院数控专业人才培养目标,明确指出了数控专业教学改革具体措施,阐述了适合地方企业发展的数控人才培养新理念:能力为本,技能优先。     

理论力学教学内容的改革与实践

课程结构、教学体系和内容方法的改革，是实现专业人才培养目标的关键。针对建筑专业人才培养的要求，本首必需够用的原则，整合力学课程，选择与重组理论力学课程的教学内容，为专业教学服务。     

论校企合作模式下本科职业型机械专业教学体系的构建

针对长沙学院机械设计制造及其自动化专业人才培养目标和办学特色,确定了校企合作模式下本科职业型机械专业教学体系的构建措施,介绍了本专业在理论教学体系、实践教学体系和素质教学体系构建等方面所取得的成果以及机械类专业人才具备的工程能力情况。通过所构建教学体系的实践,使得本专业人才培养更接近于市场的需求,进一步提高了学生的工程意识,拓展了学生的就业领域。     

《思想道德修养与法律基础》课为专业人才培养目标服务的思考

本文探索了高职院校《思想道德修养与法律基础》课为专业人才培养目标服务的必要性、指导思想、应解决的问题、具体内容,旨在有的放矢地提高本课程的教学质量。     

A QUALITY INITIATIVE FOR POSTSECONDARY TECHNICAL INSTRUCTORS

The quality of instruction provided through the post‐secondary technical institutes reflects the capabilities of the instructors. It would be ideal ifinstructors were trained through traditional teacher education programs. However, instructors inpost‐secon‐dary technical education generally have few collegiate programs in teacher preparation available to them.

The Georgia Instructor Academy is responsible for delivering in‐service training to both new and experienced instructors. The academy is divided into three specific divisions: the Technical Training Division, the Instructor Training Institute (ITI), and the Professional Development Division.

Technical Training provides instructors with opportunities to advance their occupational expertise. Training is delivered through classes, workshops, seminars, and industry‐based practicums and internships.

The ITI delivers pedagogical development. It provides new instructors with the basic pedagogical skills needed to become effective teachers. The ITI is broken into three hierarchical phases.

Professional Development provides experienced instructors with activities that enhance their professional lives. Classes, seminars, and workshops offer instructors opportunities to serve themselves, their home institutes, and professional organizations.

Educationally, the Georgia Instructor Academy provides various opportunities to develop and enhance the quality of Georgia's postsecondary technical teachers. By addressing these three important areas of teacher education this comprehensive program will benefit both students and, ultimately, the State of Georgia.     

“Because uni is totally different than what you do at TAFE”: protective strategies and provisions for diploma students traversing their first professional experience placement at university

Students who enrol in a Bachelor of Education (Early Childhood Education) at the Institute of Early Childhood, Macquarie University, with a Diploma in Children’s Services attained from a Technical and Further Education (TAFE) institution or a Registered Training Organisation (RTO) often experience challenges in their first professional experience unit. Utilising a phenomenological approach to understand the students’ previous knowledge and experiences as they navigated through their first professional experience unit, this qualitative study identified factors including institutional structures and course content as challenging to the diploma student. To ensure diploma students can successfully transition to and participate in their first professional experience unit at university, all stakeholders including the university, the academics teaching the students, and the students themselves need to commit to a multilevel support programme. Key findings from this study support the previous research on this student cohort.     

在高职院校开展"校本培训"的思考

高职院校本培训是高职院校蓬勃发展的结果,它是一种新的继续教育模式,与传统的教师培训形式相比,校本培训有自己的鲜明特性。高职院校要建立相应的运作机制,选择适合高职教师专业发展和满足教学实践需要的方式、内容开展校本培训。     

青岛技术博物馆陈列展览初探

青岛技术博物馆是青岛职业技术学院在实训技术馆的基础上建设的,属于高校博物馆类。这种定位决定了青岛技术博物馆的宣传、陈列展览等活动应以学院特色专业及相关技术为依托。青岛技术博物馆应在这一定位的指引下,规避容易出现的问题,做好陈列展览工作,这样才能更好地发挥其学校教育和社会教育的作用,为社会主义文化建设作出贡献。     

Toward a Dialogic Theory of Fundraising

ABSTRACT

In this case study research, the effectiveness of psychological support services rendered to students at a Technical and Vocational Education and Training (TVET) college in South Africa is explored. Using the systems theory of psychology, the article postulates that students at TVET colleges encounter a myriad of psychological challenges, which can adversely affect their academic success. From an interpretivist paradigmatic standpoint, a sample of 30 students was purposively selected to participate in focus group interviews. It was found out that psychological support services improved students’ academic performances, attendance, retention, and also enhanced college certification rate. It is recommended that institution need to establish linkages with key stakeholders such as the Departments of Higher Education and Training and Health, psychological professional bodies, and other TVET colleges in order to create a platform for sharing vital information on psychological support to students.     

谈如何在专业课教学中渗透职业素质教育——以高职机械制造专业为例

对高职学生进行职业素质教育是高职教育的要求,是学生就业和创业的需要。在专业课教学过程中渗透职业素质教育,以行业模范引路,向学生渗透爱岗敬业精神;抓住细节,精心设计,运用任务驱动法培养学生社会责任感;实行小组合作教学,培养学生团队合作能力;通过课内引导和课外拓展,培养学生创新能力,这样才能有实效。     

教师专业发展:从“技术兴趣”到“解放兴趣”

教师专业发展中的“技术兴趣”有利于知识的传授和教育的普及,但它同时也形成了对人的精神的严重压抑,使教师成为“操作工人”,使学生成为“加工原料”,是对人的本质力量的异化。而“解放兴趣”能够最大限度地使人获得自由和解放,使师生都回归其主体地位,从而使教师的生命力量得以激发,主动创造的专业本质得以体现。从“技术兴趣”提升到“解放兴趣”,是教师专业发展的必然走向。     

高职院校园艺示范实验实训中心建设的探讨

学院园艺实训中心立足园艺产业发展,依托行业企业,科学开展专业人才需求调研;紧扣园艺、园林行业、企业生产过程需要;构建基于工作过程的课程体系,全面提高学生综合职业素质创新人才培养模式。通过园艺实训中心建设,结合园艺、园林专业实践教学需要,开发配套的实训、实习指导书,进一步完善实验、实训、实习"三位一体"的实践教学体系;注重园艺实训中心的师资队伍建设,推动园艺实训中心的全面发展;完善运行机制和管理制度,保障园艺实训中心的可持续发展;依托园艺实训中心,全方位开展技术培训,充分发挥园艺实训中心的示范作用。     

高职学生知识结构与能力结构优化研究

高等职业教育迅速发展的同时,呈现出一些不良倾向。由于忽视对学生进行职业理想、职业素养、创新能力的教育,在就业领域也呈现出一系列的问题。因此,必须深化高职生知识结构和能力结构分析,加强职业指导教育、优化高职生的知识储备和能力结构,把职业素养、创新能力培养作为高等职业院校课程设置改革的目标,使高职生具备相对持久的岗位任职能力。     

基于区域经济发展的高职“模具设计与制造”专业教学体系构建

以柳州职业技术学院“模具设计与制造”专业为研究对象,阐述专业培养目标必须与区域社会经济结构及发展水平相适应,以就业需求为导向的观点,揭示了高职“模具设计与制造”专业教学体系构建和人才培养的一般规律。