坚持分类指导 强化最后教学环节

依据农业资源与环境专业学生的毕业去向,以分类指导为原则,对毕业实习这一教学环节实施教学科研相结合和教学生产相结合两种模式互补的改革尝试。发现分类指导的毕业实习方式,拓宽了学校为社会服务的渠道,改善了学生毕业实习条件,提高了最后环节的教学质量,有利于提高学生的综合素质,增强学生的组织观念和劳动观念,增加学生就业机会。认为农业资源与环境专业毕业实习应进一步做好选题工作,早准备、分阶段的实施,要严格实验室管理制度,做好实习过程检查工作。     

做好毕业实习中学生的思想工作

煤田地质勘探工作长年在野外进行,条件艰苦。学生在毕业实习期间容易产生各种思想问题,特别是专业思想问题。如果教师不注意做好思想工作,毕业实习就往往达不到预期的目的,甚至给毕业分配带来不良影响。 我在指导毕业实习中,主要进行以下方面的工作:①以身作则,针对有的学生在钻探劳动实习时怕脏怕累、不愿动手、在一边     

试论实习对象在毕业教学实习中的作用及影响

本文对毕业实习生所在的实习学校415名初中学生的问卷调查结果进行了分析,得出如下结论：首先,重视实习对象（中学生）在毕业教学实习中的主体地位,让实习对象参与到对实习教师的评估过程中,从而使实习教师对实习工作中存在的问题与失误有更全面的认识,尽快适应毕业实习,更好地检测实习工作。其次,帮助修正实习校方指导教师和家指导教师的指导工作和实习鉴定,以便更全面更准确地评估实习成绩。     

毕业实习指导方法浅议

毕业实习对毕业生来说是一个非常重要的教学环节,而指导教师在毕业实习中采用的指导方法,对提高学生分析问题和解决问题的能力是至关重要的。有效的毕业实习指导方法是:现场指点法、顺向思维指导法、逆向思维提问法、学生之间相互提问法、学生群体向指导教师发“难”法等。在毕业实习中教师如果能有意识地应用这些方法,将会起到事半功倍的效果。     

机械类专业毕业实习教学模式创新与实践

针对机械类专业毕业实习教学面临的挑战,探索出了一种线上线下混合、校内校外联动、学生教师企业全参与的毕业实习新教学模式。构建了特色鲜明、内涵丰富、覆盖全面的线上实习教学资源;拓展优质实习资源为学生创造多元的毕业实习机会;聘请企业技术人员担任实习指导教师,从专业实际角度为学生全面发展提供导向性、指导性和咨询性服务。实践证明,该教学模式的教学效果良好,为学生进入毕业设计环节及以后的工作夯实了基础。     

关于高职旅游类专业学生的毕业实习

许多院校旅游类专业在学生毕业实习中盲目强调与就业接轨,没有进行集中管理和必要的指导,使旅游类专业学生毕业实习长期处于一种无组织状态.探讨了旅游类专业学生毕业实习当中存在的问题,提出了加强毕业实习管理、建立定期巡视和考核机制等若干对策.     

毕业实习分散管理的质量控制措施研究

在我国职业教育就业前的试用实习是学生与用人单位双选的最佳阶段,是确保学生毕业即能就业的必备过程。本文对学校普遍面临的毕业实习环节的毕业实习地点分散,指导困难。实习经费短缺。企业指导教师报酬问题。学校、学院、系、教研室监控问题以及安全等问题进行分析。探讨了解决教学质量的一系列控制措施。     

现代汽车设计、制造及运用人才本科毕业实习模式的探讨

毕业实习是实践教学环节中的重要组成部分,是学生从校园走向工作岗位的过渡性阶段,是培养学生的分析问题和解决问题能力的关键环节。近几年,笔者结合本校的实际情况在探索本科毕业实习新模式、加强校企合作、严格毕业实习管理和完善实习指导方法等方面做了一些开创性的工作,并总结了一定的经验与教训。现就现代汽车设计、制造及运用人才本科毕业实习模式展开一些探讨。     

中药学专业毕业专题实习科研教学的体会

毕业专题实习是培养中药学本科生理论联系实际、独立思考、独立工作、良好科研素质的实践性教学环节,也是适应社会工作的重要学习阶段,在指导专题实习过程中要提高学生的科研兴趣,注重培养学生的科研能力,重视对实习成果的提炼总结,让学生学有所得,使师生教学相长。     

浅议新时期下独立学院学生毕业实习的指导工作

本文对独立学院毕业实习指导情况现状进行了分析,认为主要是因为学校投入经费不足、实习指导制度不完善、指导教师年轻化、实习生数量大及实习单位自身等因素造成实习指导教师在实习中开展工作的不顺,并针对这些情况,提出了加强对毕业实习的重视,健全管理制度,构建实习指导网络平台及加强指导教师培训等策略。     

高校“网格化”社会工作实务教学模式初探

社会工作在我国属于新兴学科,自开始招生至今仅20余年。这期间,社会工作教育者们从未停止对社会工作实务教学的探索,但至今依然是教学难点,社会工作的教师身兼督导和教学双重任务往往会顾此失彼。基于此,找到一个适合于目前社会工作实务教学的场所和模式便十分重要。本文将高校作为社会工作实务教学的场所,社会工作专业学生的实务课程在教师的指导下展开,提供适当的社会工作服务以解决学生群体中存在的诸多问题,同时实现实务教学的要求。在高校实施社会工作实务教学,＂网格化＂是一种比较理想的模式。     

社会工作专业教学中的实践特质与本土化转向

现实中的社会工作实务是社会工作实践的重要舞台,但作为理论传授和实践指导的社会工作专业教学并没为其提供广阔的天地。很多情况下,社会工作实践特质并没有在教学中得到明显体现。社会工作专业教学过分强调理论说教、忽视实践应用不仅割裂了其理论与实践的统一性,还造成了教学效果的低下;迈向实践特质的社会工作专业教学已成为当务之急,而教学过程的本土化转向正是社会工作实践特质的必然结果。     

社会工作专业实践教学质量监控体系构建研究

实践教学旨在培养学生理论联系实际的专业实践能力、创新能力,完成培养创新人才综合素质全面提高的艰巨任务。社会工作专业实践教学质量监控是确保社会工作人才培养质量的重要手段,也是新形势下强化基层基础建设、推进社会管理专业人才就业的有效途径。寻求实践智慧,勇于探索,提高社会工作专业实践教学质量,通过社会工作专业创新实务中心的社会实践,是打开培养创新型社会工作人才之门的金钥匙。     

Graduate Social Work Students’ Experiences with Group Work in the Field and the Classroom

For decades, group work scholars have described a discrepancy between student preparation for group work practice and opportunities to work with groups in the field practicum and professional practice. Educators in related disciplines such as counseling and psychology have expressed similar concerns. This article reports findings of a study of MSW students in a program that includes a practice methods specialization in group work. The purpose was to determine the prevalence of group assignments among all students regardless of their method specialization. A majority of all respondents reported substantial opportunities to practice group work and receive appropriate supervision. Opportunities for majors in group work were significantly greater than for their non-group work counterparts. However, a majority of all students did not feel classes prepared them for group practice. Findings suggest social work must renew its commitment to preparing all students for this practice modality.     

A New Perspective: The Common Factors Model as a Foundation for Social Work Practice Education

Foundation social work practice education is critical to the preparation of BSW practitioners for professional practice and the establishment of a theoretical and skill base upon which graduate students may build competencies in the advanced curriculum. Issues in the foundation practice curriculum may hinder this development. The common factors model holds promise as an organizing framework for foundation social work practice education. This model may help to resolve some key issues in social work and social work education, and may provide a useful, coherent, and empirical base for the foundation practice curriculum.     

Teaching Organization Theory and Practice: An Experiential and Reflective Approach

The organization is often the overlooked level in social work's ecological perspective. However, organizational realities exert a profound influence on human development and well‐being as well as the nature and quality of social work practice. This article describes a model of teaching organization theory and practice which requires master's social work students to assess their school of social work as well as their field placement agencies. Teaching organization theory and practice experientially may help students understand how organizations influence practice and empower them to see organization practice as a legitimate and important aspect of their work.     

中国赴俄留学生毕业实习面临的问题与思考

赴俄罗斯高校学习的中国留学生毕业实习不同于普通高校,其与中俄合作办学的主要目标、为推动中俄经济贸易发展提供充足的俄语人才资源、全球化经济发展带来的对国际化人才的需求都有着紧密联系,应重视中俄合作办学中国留学生毕业实习面临的问题,积极引导其实习,为将来的就业做好充分的准备。     

“What Do I Do Now?”

ABSTRACT

Recent advances made by medicine and psychiatry in the development of practice guidelines and evidence-based interventions are spreading to social work and other helping professions. As the movement toward evidence-based practice grows, more demands for the use of tested interventions will be placed on practitioners. In this paper, we argue that social work practice education must change to respond to this demand. Specifically, evidence-based interventions must be incorporated into the teaching of the middle phase of social work practice more than it is now. Social work training has traditionally relied on untested interventions that have come from the tacit knowledge of accumulated practice wisdom. Although tacit knowledge has an important place in social work practice, instructing students about evidence-based, empirically derived interventions provides them with critical knowledge and skills they will need to enter the competitive world of social work practice. Moreover, this approach amplifies the importance of launching practitioners with skills of evidence-based thinking; that is, the identification, evaluation, and selection of interventions with demonstrated effectiveness.     

高职院校实践育人机制的探索与实践——以浙江水利水电专科学校为例

教育部、中宣部等多个部门联合发文,要求高校必须切实加强实践育人工作。作为培养面向生产、建设、管理、服务第一线需要的高素质技能型人才的高等职业院校,必须结合不同产业岗位对人才道德的共性内容和个性需求,构建实践机制,强化实践育人,提高育人实效。文章以浙江水利水电专科学校这几年开展的实践育人工作的探索、实践为例,很好诠释了高职院校开展实践育人工作的载体、机制等问题。     

Literature and the Human Condition in Teaching and Learning

The benefits of literature are countless. Social workers, however, are usually not inclined to count the teaching and practice of social work among its beneficiaries. We believe that literature is one of the ways to enrich vital components of social work knowledge, attitudes, and skills. In this article, we begin by calling attention to a historical precedent for the use of literature in social work education and practice. We then examine recent research on the impact of literature on human behavior, empathy, and critical thinking and consider its epistemological roots. Next, we review evidence from social work journals on the use of literature in teaching and practice. Having examined the relationships of literature to professional knowledge and practice, we devote most of the article to illustrating how, as social work educators, we are and can be using literature effectively in the teaching of social work.