Evidence‐Based Teaching in Higher Education: Application to Counselor Education

The authors examined best practices in university‐level teaching, as premised on the evidence‐based teaching (EBT) literature found in fields external to counselor education. Findings were reported in relation to 3 areas: developing an effective learning environment, structuring intentional learning experiences, and assessing teaching effectiveness. Implications regarding the training of doctoral‐level counselor educators using EBT practices are discussed.     

远程教育：服务全民学习、终身教育的平台——“中美远程教育培训·交流·研究”

2011年9月16日-18日,“中美远程教育培训·交流·研究”会议在南京举行。来自中关两国的专家、学者围绕“远程教育：服务全民学习、终身教育的平台”这一主题,就特殊人群的远程教育服务、远程教育的教与学、远程教育课程认证与共享机制、远程教育教师的专业能力与职业化、远程教育在学习型组织建设中的作用,新技术在远程教育中的应用等方面进行了交流和探讨。此次会议对于推动中羡双方在远程教育研究领域的互动合作有着积极的作用。     

美国会计教育改革及其对我国的启示

美国会计教育改革中把培养学生的"终身学习能力"作为重要的教育目标,把一般教育课程、企业管理教育课程、会计教育课程作为重要的教学内容,并在教学中注重学生的参与.借鉴上述经验,我国高职会计教育应加强与职业界的联系,各院校应进行校本教材开发,增加案例分析、课堂讨论等教学环节,着重培养学生的学习能力和会计技能.     

Contextual Teaching and Learning In Counselor Education

Contextual teaching and learning is an important pedagogical tool that can be applied to counselor education. It provides a theoretical rationale for many teaching and learning interventions. This article describes contextual teaching and learning and applies its five major components to counselor education.     

Field-based counselor training: A program built around distance education

After a decade of operating a traditional campus-based model for training counselors, recent changes have been made modifying it to a field-based offering. A feature of the resulting model is the utilization of distance education (correspondence study) for teaching the conceptual material. This mode of education has enabled trainees located throughout the country to be trained largely in their home-based contexts. While the distance education provisions are important, the crucial aspect of training is professional development work. This comprises fieldwork practice and supervision in home locations and brief and intensive skills workshops on campus. The field-based model has a number of distinct advantages and the disadvantages seem surmountable, provided attention is given to fundamental training principles.A field-based counselor training model is described whereby, through the use of distance education (correspondence study) training is largely centered on home locations.     

Counselor Education and Supervision: 2018 Annual Review

The authors reviewed 114 articles regarding counselor education and supervision published in professional counseling journals during 2018. The articles represented a range of methodologies, providing insight into current supervision, teaching and training, stakeholder experiences, and professional issues. Implications include a need for research regarding online teaching and learning as well as exploring supervision’s influence on counseling skill and effectiveness.     

Counselor Educators’ Perceptions of and Experiences with International Students

Thirty-six counselor educators’ perceptions and experiences with international student trainees were examined in this online survey research. Findings support the issues identified in the literature as confronting international students and also surface some issues specific to students in counselor training. International counselor education students tend to experience more difficulties in areas related to language, clinical training, adjustment, and cultural differences. Similarities and differences were also found within international student categories involving western and non-western countries and between international and domestic students. Counselor educators in general reported favorably on working with international students. Findings support attention being given to further examine the specific training and supervisory needs of international counseling students.Portions of this article were presented at the 2003 Southern Association of Counselor Education and Supervision Conference, Chattanooga, U.S.A. and at the 2004 American Counseling Association Convention, Kansas City, Missouri, U.S.A.     

远程环境下电信专业实践教学培养模式的研究

实践教学是远程教育教学过程中不可或缺的组成部分,它与理论教学相辅相成,在培养复合型人才的整个教学过程中具有贯彻始终的作用。现代远程教育作为一种全新的教育模式,打破了学生在学习时间、学习空间、学习方法上的限制,在教育对象、教学形式、教学手段等方面具有明显的优势。构建电信专业实践教学的培养模式,将现代远程教育手段应用于电信专业的实践教学中,对完善实践教学能够起到积极的作用。     

Systems Techniques Applied to Teaching Listening Skills

The application of systems techniques to counselor education is explored as one means of improving the efficiency and effectiveness of counselor education. The application of systems technology to counselor education is demonstrated by the use of the systems approach in the teaching of a basic counseling technique—the open-end lead. The “Open-end Lead Training Package” is presented to demonstrate the necessary developmental steps involved in the application of systems techniques to the teaching of a counseling skill. The developmental steps are (a) determine the training objective, (b) identify the tasks that will best meet the objective, (c) arrange the tasks in the most efficient and effective order, and (d) collect data that will verify or question the success of the training decisions that have been made. The strengths and weaknesses of systems techniques as applied to counselor education are discussed.     

The U.S.S.R. Financial and Economic Institute for Distance Education,and its role in the provision of higher economic and finance education in the USSR today

Founded in 1930 and awarding Candidate of Science and Doctor of Science degrees, the U.S.S.R. Financial and Economic Institute for Distance Education is one of 14 specialized distance teaching institutions at higher education level in the country. Its structure and contribution to the provision of higher education in the U.S.S.R. are analysed. Distance teaching methods, use of media and proposals for the future of distance education in the U.S.S.R. are presented.     

远程教育：目的、方式、机遇与威胁

远程教育的目的是什么？远程教育蕴含着引发教育革命的种子,在增加学习机会、提升教学质量以及降低教育成本的教育革命中发挥着关键作用。远程教育方式,已经从远程课堂教学模式发展到远程学习模式。开放教育资源提供了从全世界汲取教学资源的时机,为远程教育发展提供了发展机遇。如果不大规模借助远程教育,就不可能实现普及教育和完成师资培训的目标。资源匮乏、教育机会极其有限的国家和地区,其发展正受到教育质量、成本和低入学率的制约。     

构建远程教育教学质量评价和保证体系的思考

基于不同的培养目标、不同的教育对象以及远程教育的特点，远程教育教学质量评价指标体系应有别于普通高校的相关评价标准。评价的核心应针对影响教学质量的六大模块十一个基本要素，即培养目标与规格、教师与学生、课程资源(包括字教材、多媒体资源)、教学实施(包括教学过程和教学评价)、学习支持服务(包括设施服务、管理服务、学习服务)、反馈与控制及与此相应的影响因子进行，并以此构建教学质量评价体系的框架。     

美国网络高等教育的学习支持服务研究

目前,美国有近90%的传统高校开展网络教育,而且对学术质量的要求与在校生完全相同,其中网络教育中的学习支持服务为其质量保障做出了巨大的贡献.同时,学习支持服务也是远程教育中一个非常重要的研究方向.本文着重研究了美国网络高等教育的学习支持服务情况,将美国网络高等院校的学习支持服务分为学术支持服务、对网络学习者的管理服务和对学习者提供学习资源及技术支持服务三种类型.并分别加以论述.     

五年一贯制高职教育教学模式的探索

在远程教育环境下如何实施高等职业技术教育，是创建应用性人才培养模式的一项重要课题。通过五年一贯制高职教育的实践，从高职教育的培养目标、教育内容、教学模式、教学途径及教学质量评价等要素的特征分析出发，探索建立初中后教育和高等职业教育相互衔接的课程体系以及运用现代远程开放教育理念构建以学习为中心、以能力培养为本位的教学模式。     

20世纪90年代以来美国中小学外语课程改革的特点及其启示

20世纪90年代以来,各国都在竞相提高外语教育水平。作为超级大国的美国对中小学外语教育前所未有的重视,并进行了收效颇丰的外语课程改革,其改革具有如下特点:外语教育观念的转变颇大,对课程的重视度提高;开设的外语语种较以前更加丰富,并且随着形势而变化;课程内容综合化;教学方法生动活泼,重视培养学生交际能力;课程评价科学化;重视外语教师的培养和发展;广泛应用现代化教学手段。对比我国英语教育现状,可以从中得出以下启示:科学定位外语课程的价值;出台积极的外语教育政策;建立完整的外语课程指导框架;实施有效的外语教学和学习策略;营造良好的外语学习氛围;综合运用现代教育技术,拓宽学生学习外语的渠道;重视外语教师教育,提升外语教师的综合能力;完善外语课程评价体系。     

Information and Feedback Seeking in U.S. and British Human Resources Development and Training Settings

This survey‐based study investigated information and feedback‐seeking behavior in U.S. and British human resource development and training settings. It involved some 400 participants at two U.S. and three British universities and government agencies. Using self‐and other‐rating forms, the results indicated differences in perception of teaching styles and source, frequency, and usefulness of information regarding performance feedback and learning objectives. The study suggests that adult learners self‐regulate in learning situations to a greater degree than instructors anticipate. The study has implications for the education and training of HRD instructors and trainers and adds to the knowledge base of instructional theory.     

Integrating Social Justice Advocacy With National Standards of Practice: Implications for School Counselor Education

Social justice in the education of all K‐12 students begins with school counselors; preparing school counselors as advocates and leaders who can implement these principles in U.S. schools begins with counselor educators. Suggestions for intentional preparation of school counselors to be social justice advocates in schools by integrating the principles of the National Center for Transforming School Counseling with the American School Counselor Association National Model for School Counseling Programs (2005) and the Council for Accreditation of Counseling and Related Educational Programs 2009 Standards are described. Ideas for educating school counselors as effective advocates in the context of specific training experiences throughout counselor training programs are provided.     

Teaching Competencies in Counselor Education: A Delphi Study

The authors used the Delphi method to identify counselor education teaching competencies. There were 3 phases of data collection, resulting in 152 teaching competencies within 4 domains: knowledge, skills, professional behaviors, and dispositions. Counselor educators and counselor education doctoral students might use these competencies to promote counselor educator training and teaching effectiveness.     

基于现代远程教育的应用电子专业实践教学研究

实践教学是高职教育教学过程中的重要环节,它与理论教学相辅相成,在培养复合型人才的教学过程中具有贯彻始终的作用。基于现代远程教育的实践教学作为一种全新的教育模式,它打破了学生在学习时间、学习空间、学习方法上的限制,在教育对象、教学形式、教学手段等方面具有明显的优势。针对电大高职教育实践教学的现状,提出将现代远程教育手段应用于应用电子专业的实践教学中,这对培养高素质、技能型的创新人才具有积极的作用。     

农村远程高等职业教育人才培养模式的探索

构建科学的人才培养模式，加快农村远程高等职业教育的发展十分重要。人才培养模式是我国高等教育教学改革的产物。构建和改革农村高等职业教育人才培养模式，首先必须转变教育观念，树立现代远程开放教育的新理念；主动适应农村发展的实际需要设置专业、构建课程和教学内容体系；根据农村成人学习特点和远程教育规律构建教学模式和管理模式；检查评估，改革发展，不断提高人才培养质量。