高职院校工程测量技术专业人才培养模式研究

高职院校工程测量技术专业人才培养模式,应既能满足专业要求,又能服务行业需求,体现工程测量技术专业实践性强、操作能力要求高的特点。通过交通运输高等职业教育援疆工作,结合新疆交通职业技术学院道桥分院工程测量技术专业示范建设,探索了高职院校工程测量技术专业人才培养模式。     

工程测量技术专业人才培养模式的探究

注重人才培养模式的创新,为社会培养专业技能人才,是当前工程测量技术专业人才培养的重点所在。文章围绕工程测量技术专业人才培养发展现状进行阐述,详细分析其具体培养要求,并创新性地提出“两化四融合”的专业人才培养模式,其中“两化”指的是课程教学信息化和实践教学互联网化;“四融合”指的是人才培养与企业相融合、课程教学与岗位证书相融合、实践教学与技能大赛相融合以及专业实训与顶岗实习相融合。以期能为解决传统工程测量专业人才培养工作提出有效的解决对策,旨在促进工程测量专业的可持续发展。     

测绘行业转型背景下高职院校测量专业人才培养质量评价指标探究

随着我国经济发展,很多领域都需要专业的测量人员。但在实际情况中,许多测量专业的学生毕业后,并不能很好地适应社会工作。究其原因,主要与相关院校测量专业人才培养质量有关。在工程教育认证、新工科背景下,我国测绘行业正积极转型。测绘行业转型为高职院校测量专业人才培养质量评价指标带来了新的思考。本文围绕“测绘行业转型背景分析”“高职院校测量专业人才培养质量评价指标存在的问题”“测绘行业转型背景下高职院校测量专业人才培养质量评价指标探究”这几个方面展开论述,希望以“测绘行业转型”为助推力,更好地规范高职院校测量专业人才培养质量评价指标,培养出更多高质量的测量专业人才。     

中小学教育测量概要

教育测量是运用教育统计学原理和方法，根据教育教学需要，由测量者事前拟定有关内容，以此检测被试者，根据被试者的反应情况予以一定度量的检测、检验方法。教育测量的内容涉及教育活动的各个领域，可以是某一学科的知识，也可是某种技能技巧；可以是某个学生的态度，也可以是某位教师的教学效果；可以是某位校长的工作业绩，也可以是某所学校的办学水平。诸如我们所熟知的中考、高考、毕业会考以及学校自行组织的各种考试，均属于教育测量。教育测量在中小学教育教学和科研工作中应用范围很广，也很普遍。一、教育测量的几点作用教育测量…     

交通类高职院校工程测量技术专业人才培养模式研究

工程测量技术专业实践性强,操作能力要求高。作为交通类高职院校工程测量技术专业人才培养,应既能满足专业要求,又能体现交通行业需求和特色。作为安徽交通职业技术学院援疆教师,对口支援了新疆交通职业技术学院道桥分院工程测量技术专业示范建设工作,探索了基于交通特色的专业人才培养模式。     

具有高职工程测量专业特色的教师队伍构建

构建一支具有鲜明特色的“双师型”教师队伍,是高职工程测量专业人才培养的需要,也是高职院校建设的需要。对于高职测量专业,要根据专业培养目标和教师的特点,按照“双师型”教师队伍的建设目标,采取专业人才的引进、在职教师的培训和参加生产实践、外聘行业技术骨干做兼职教师、遴选和培养“双师型”骨干教师和专业带头人、严格教师聘用制度、鼓励教师积极参加科研活动和与外界交流等方法,加快“双师型”教师队伍的建设。     

新疆小学教育专业人才培养方案比较研究

专业人才培养方案是高等院校教育体系的关键要素,是组织并规范教育教学过程,实现人才培养目标的重要依据。通过对4所院校小学教育专业人才培养方案的文本研究,揭示现行小学教师专业标准在新疆小学教育专业建设中落实的基本情况,分析当前新疆小学教育专业人才培养模式在协同育人方面的问题及背后的原因,探寻进一步改进和发展的策略,为新疆小学教育专业建设提供一些参考。     

专业人才培养视野下测量工程专业课程体系建设

课程体系建设是中职学校专业设置的核心内容,专业课程体系建设是课程改革的重点和突破口。要对中职学校测量工程专业课程体系进行研究和思考,结合该专业的现状及学校作为国家示范校建设的要求,提出该专业课程体系的建设目标,以更好地培养专业人才。     

工程测量技术专业建设初探

随着信息技术的发展与应用,工程测量技术专业与地理信息系统结合发展,成为朝阳产业。作为学院第三批建设专业,从专业定位、岗位面向、专业培养目标、课程体系、重点课程建设五个方面进行专业人才培养方案改革,介绍了专业建设的创新点。     

《教育测量与评价》课程的实践环节设计研究

本文将<教育测量与评价>课程的实践教学环节分为校内实训、校外实践及统计软件的应用,并对课程的实践教学环节进行了设计,调查显示,这种课程的实践设计,能有效培养小学教育专业学生的教育和评价能力.     

A Snapshot of Industry and Academic Professional Activities,Compensation, and Engagement in Educational Measurement

This paper provides a snapshot of educational measurement professionals—their educational, professional and demographic backgrounds, as well as their workplace settings, job tasks, professional involvement, and compensation practices. Two previous studies have surveyed employers, but this is the first attempt to conduct a comprehensive survey of measurement professionals. Five hundred and forty-two (31.5% response rate) measurement professionals, the vast majority who held a doctorate degree, responded to the survey from January to April 2007. Overall, these individuals were primarily employed in academic settings, research and testing organizations, and educational or governmental agencies. Results were reported across and within work setting, degree, and other demographic and background factors that may influence work, behavior, and compensation in educational measurement and assessment.     

中国近代教育学会与教育家群体的教育学术研究

中国近代教育学会登上历史舞台,既顺应了近代中国教育改革的客观形势,又反映了教育学术发展的内在规律。它构筑了教育专业人员的"学术共同体",搭建了教育学术研讨与交流的主要平台,并藉此集教育家群体之力深入教育学术的研究,从而极大地加速了中国近代教育学术的专业化发展。     

论对数学教育测量的标准化控制

运用现代教育测量理论,对数学测验进行标准化控制,以提高考试的效度和信度,尽而实现数学教育测量的标准化、科学化.其一般原则也适合于其他学科测验,并给出与考试有关的几个问题.     

Preparing the Next Generation of Educational Measurement Specialists: A Call for Programs With an Integrated Scope and Sequence

The field of educational measurement has evolved considerably since the first doctoral programs were established. In response, programs have typically tacked on courses that address newly developed theories, methods, tools, and techniques. As our review of current programs evidences, this approach produces artificial distinctions among topics and techniques that are in fact a tightly coupled whole. This position paper advocates a redesign of the scope and sequence for doctoral programs focused on the preparation of the next generations of educational measurement specialists; a redesign that reflects the full life‐cycle of instrument development and use.     

A Quantum Measurement Paradigm for Educational Predicates: Implications for validity in educational measurement

Abstract

The outcomes of educational assessments undoubtedly have real implications for students, teachers, schools and education in the widest sense. Assessment results are, for example, used to award qualifications that determine future educational or vocational pathways of students. The results obtained by students in assessments are also used to gauge individual teacher quality, to hold schools to account for the standards achieved by their students, and to compare international education systems. Given the current high-stakes nature of educational assessment, it is imperative that the measurement practices involved have stable philosophical foundations. However, this article casts doubt on the theoretical underpinnings of contemporary educational measurement models. Aspects of Wittgenstein’s later philosophy and Bohr’s philosophy of quantum theory are used to argue that a quantum theoretical rather than a Newtonian model is appropriate for educational measurement, and the associated implications for the concept of validity are elucidated. Whilst it is acknowledged that the transition to a quantum theoretical framework would not lead to the demise of educational assessment, it is argued that, where practical, current high-stakes assessments should be reformed to become as ‘low-stakes’ as possible. This article also undermines some of the pro high-stakes testing rhetoric that has a tendency to afflict education.     

高职院校学业成就测量与评价的实现

从学业成就测量与评价的意义、教育测量在教育评价中的作用入手分析探讨了教育测量在高职学校中的应用。分析指出,学业成就的测量与评价作为一种必不可少的机制和手段,应用到高职院校日常教学和管理中将起到积极作用,通过测量与评价可以有效地提高教学质量,反馈教学信息,完善教育目标。     

教育测量和评估中多元概化理论的应用

介绍了在教育测量和评估中运用多元概化理论的优势,使用多元概化理轮的过程步骤,以及能够提供给研究者的各种结论和信息。认为可以帮助初学者了解多元概化理论,并为使用者提供了使用方法。     

Machine Learning Literacy for Measurement Professionals: A Practical Tutorial

The COVID-19 pandemic has accelerated the digitalization of assessment, creating new challenges for measurement professionals, including big data management, test security, and analyzing new validity evidence. In response to these challenges, Machine Learning (ML) emerges as an increasingly important skill in the toolbox of measurement professionals in this new era. However, most ML tutorials are technical and conceptual-focused. Therefore, this tutorial aims to provide a practical introduction to ML in the context of educational measurement. We also supplement our tutorial with several examples of supervised and unsupervised ML techniques applied to marking a short-answer question. Python codes are available on GitHub. In the end, common misconceptions about ML are discussed.     

论教育史研究者的五维素养

教育史研究者的素养是教育史学科建设与人才培养领域中的重要议题之一,其应兼备史学的厚实学理修为和教育学的实践性智慧。教育史研究者五维素养的内涵为:由兴趣触发之"才"以撰教育史之文;勤于习练之"学"以练教育史之事;富有创新性思维之"识"以见人所不见;责任担当之"德"以求教育史之公;理解与觉悟并存之"道"以适天下育人之用。五者相辅相成,有机结合,其次序为:才、学、识、德、道。探讨五维素养是为培养卓越的当代教育史研究者提供学理支持和实践进路。