《大学生职业发展》课程培训探索

《大学生职业发展》课程培训遵循个人心理行为发展规律,包括探索模块、决策模块和行动模块,形成一个螺旋式循环上升的系统。在引导大学生探索自我需求和职业需求之间平衡点的培训中,我们尝试角色训练,加强学生换位思考职业素养的提升。在培训实践中还引入管理学原理,"规划—实施—监督"贯穿职业生涯发展管理全过程。     

中技学生职业指导系统模型

如何加强学生职业指导是技工教育的一个重要课题。“中技学生职业指导系统模型”根据中技学生的特点和中技学制的特点,把对学生的职业指导分成身份转变指导篇、职业素养培养篇、就业技能培训篇和创业指导篇四个阶段,并且在不同阶段实施不同的指导内容,在组织与实施过程中要体现全员参与的思想,统一思想、多渠道、多形式地开展职业指导活动。     

职业院校学生职业素养的培养路径

职业素养作为一个职业人必备的核心素养,如何提升学生的职业素养可以说是每个职业院校面临的一个重要问题。论文分析了职业素养教育过程中存在重知识重技能轻素养、职业素养课程体系不完善、缺乏相应的师资力量、职业素养培养方式单一且形式化、学生自身不重视职业素养的养成等不足,从"完善教育理念,从根本上重视职业素养教育;构建完善的职业素养教育课程体系;整合师资资源,全员全方位育人;借助第二课堂,开展丰富多样的教育活动;积极引导,培养学生的职业素养意识"等方面提出了职业院校学生职业素养培养的路径。     

高职生基本职业素养课程体系构建

由于基本职业素养培养的长期性、艰巨性、全面性,本文指出在高职院校构建基本职业素养课程体系的必要性。为此,高职教师应树立"大职业素养课程观",在课程教学中关注基本职业素养共核。基本职业素养课程体系包括思想基础模块、身心健康模块、职场基础模块、职场拓展模块、职业素养实践模块、自选助推模块。其课程开发思想应借鉴"全人教育"理念;突出层递性和互助性;打造尖端课程。相应的课程开发原则有"意识先导"原则、"活动"原则、"与时俱进"原则、"垂范"原则。     

基于博世力士乐MSS系统的“工学结合”课程开发研究

本文介绍了德国博世力士乐公司标准的机电一体化教学培训装置MSS的构成及特点,着重阐述了基于该系统的高职"工学结合"课程开发研究,该系统对培养学生的团队协作能力、职业能力、自主学习能力和职业素养有积极的作用,对其它"工学结合"课程的设计和实施具有一定的借鉴和参考价值。     

书院式通识培训:打造区域中小学干部文化软实力

北京市顺义区基于区域干训工作中文化素养内容不足的短板,探索实施书院式通识培训。一方面基于"三通"(共通、旁通、贯通)视角,系统规划设计六大内容模块;另一方面融汇讲坛面授、主题工作坊、游学体验等多种学习方式,保障培训真实落地。书院式通识培训的实施提升了区域内中小学干部的文化综合素养,也助力区域培训课程体系日臻完善。     

中职学校加工制造类专业模块化课程体系改革

在多年实践探索的基础上,推出模块化课程体系教学框架及实施职业素养模块、文化基础模块、专业基础和基本技能模块、综合技能模块教学方案,学生的综合职业能力得到了加强,并提出了相关的政策和建议。     

浅谈中职语文教学如何培养学生职业素养

中职学校使用的课本是基础模块、拓展模块和职业模块版本。所选课文都是“符合学生身心发展特点”“体现时代精神和职业精神”的文章,有益于提升学生的人文素养,奠基学生正确的价值观和职业素养。作为文化基础课,如何利用语文教学引导学生对职业素养进行深层次提升,从而达到“受教育者牢固树立敬业守信、精益求精等职业精神”的目标。笔者从三个方面谈谈自己的看法。一、挖掘语文课蕴含的职业素养资源中职学生从初中进入职业学校,人生发生了重要     

高职基本职业素养课程体系下的心理健康课程建设

高职教育的培养目标是以就业为导向,为生产、建设、管理、服务一线培养数以千万计的高素质劳动者和应用型专门人才.职业素养课程体系的建立能够更系统,更有针对性地提高高职生的基本职业素养.心理健康教育是基本职业素养体系中的一个基石模块,现阶段心理健康课程的建设应该具备科学性和灵活性.     

高校辅导员职业素养的应然、实然分析与提高策略

高校辅导员职业素养的应然分析阐明,高校辅导员的职业素养结构是一个由价值维度、能力维度和知识维度构成的"三维"结构。高校辅导员职业素养的提升策略是提高待遇、进修培训、学历提升、和实践反思。     

从“2＋1”顶岗实习看学生的职业素养教育

职业素养是一个人在职业过程中表现出来的综合品质,将直接影响一个人在未来的职业生涯中职业技能的充分发挥和事业的发展。＂2＋1＂顶岗实习的学生在企业实践中暴露出来的一些职业素养缺失的问题,需要学校和企业携手合作,共同帮助学生养成良好的职业习惯,为社会培养更多有用的人才。文章分析了＂2＋1＂顶岗实习的学生职业素养问题,同时提出了解决的方法。     

顶岗实习学生思想政治教育目标管理机制探析

高职院校学生在顶岗实习过程中陷入了思政教育目标缺失的困境,高职院校应该以职业素养为导向,构建顶岗实习学生思想政治教育目标管理机制,依据社会和企业对高技能人才职业素养的要求,对职业素养进行分解,将职业内在的规范和要求细化并落实到学生顶岗实习过程中,提升高职学生的就业竞争力。     

Comparative efficacy of group and individual feedback in gross anatomy for promoting medical student professionalism

Professionalism is a core competency of medical training that requires students to develop the skills of providing and receiving feedback. Our study evaluated the effectiveness of delivering feedback in a group setting compared with an individual setting. The first‐year class of Mayo medical students (n = 49) enrolled in gross anatomy (in dissection teams), completed weekly anonymous evaluations of themselves and their teammates regarding seven aspects of professionalism (altruism, compassion, respect, honesty/integrity, responsibility, commitment to excellence, and self‐reflection). Professionalism scores from these surveys were calculated using a six‐point Likert scale. Students were also asked to comment on strengths and possible areas for improvement on each peer. At the midpoint of the course, peer comments and professionalism scores were shared with students in debriefing sessions either individually or with their team. Analysis of preintervention and postintervention professionalism scores indicated that the students receiving feedback in a one‐on‐one setting (student and instructor) were more likely to demonstrate higher scores on subsequent evaluations as compared with those students receiving feedback in a group setting (all team members and one instructor). Our findings suggest that providing feedback to first‐year medical students on an individual basis is the best way to improve professional attitudes and behaviors. Anat Sci Educ 3: 64–72, 2010. © 2010 American Association of Anatomists.     

Understanding students’ experiences of professionalism learning: a ‘threshold’ approach

Professionalism is a core element of curricula in many disciplines but can be difficult to teach and learn. This study used audio-diary methodology to identify professionalism threshold concepts in a small group learning setting in undergraduate medicine and to understand factors that might facilitate students to ‘get’ such concepts. Fifteen students and seven tutors kept audio-diaries over two terms. Data were analysed qualitatively for content. The key themes were then cross referenced to threshold concept criteria (e.g. where language indicated that learning was troublesome, integrative or transformative). Seven potential threshold concepts were identified which centred on students’ developing professional identities including working with uncertainty, considering the bigger picture, not needing to know everything and professional culture. Reflection on workplace experiences within a small group helped students ‘get’ these concepts. The study concludes that threshold concepts and audio-diaries are useful tools for understanding lived experiences of professionalism learning.     

提升中小学语文教师专业素养策略探析

中小学语文教师的专业素养是语文教育发展的关键,它与中小学生语文综合素养的提升和精神成长密切相关。尽管语文教育界名家辈出,但从目前的语文教育和语文教师队伍的发展现状看,语文教师专业素养的发展仍是基础教育研究中的重要课题。提升中小学语文教师专业素养应结合语文教育实践,从提升教师的专业知识、专业能力和专业发展意识人手。     

Achieving a World-Wide Software Engineering Profession: A Report on the CSEET 2001 Workshop

The prime aim of the workshop was to provide a forum to consider the global dimensions of a Software Engineering profession and determine the relevance and usefulness of an initiative concerning the harmonization of professional standards which had been produced under the auspices of the International Federation of Information Processing. In particular the workshop addressed: the current situation with regard to certification and/or licensing in different countries, the drivers and constraints regarding Software Engineering Professionalism, the extent to which world-wide Software Engineering Professionalism is achievable (particularly in the light of IFIP's proposals regarding harmonization), and possible strategy(ies) that would assist in achieving such world-wide Software Engineering Professionalism. A pre workshop survey was carried out at the conference and the results of this are reported. The two staged operation and results of the workshop are then detailed. Initial position statements are summarised and the conclusions from the four separate subgroups that operated within each of the two stages are reported. Finally the major points from a general discussion on what the future goals and strategies for achieving a recognised profession should be are presented followed by the overall conclusion of the workshop participants.     

Editorial

In a series of policy documents over the past decade, the idea of a ‘New Professionalism’ for teachers has been constructed. It encompasses three core components: a national framework of professional standards; performance management; and continuing professional development (CPD). The planned interplay of these components into a coherent whole has been at the heart of a reframing of the teacher's role. While much has been said about the vision in both positive and negative terms, few studies have provided empirical insight into the implementation and experience of this policy. Drawing upon the findings of a TDA-funded nationwide (England) research project, the extent to which these ideas and policies have been adopted in practice, and what implications these actual behaviours carry for the debate about ‘New Professionalism’, are assessed.

A key finding was that while the framework of professional standards and the structures of performance management processes were essentially in place, the third plinth of the New Professionalism, CPD, remains mainly as a bolt-on, pragmatically allocated and inconsistently accessed in schools. As such, it is unable to bear the weight of what is required of it, and claimed for it. The widespread failure to tackle the strategic dimension that links performance management to CPD, to engage in criterion-based evaluation of training or to identify appropriate development opportunities in schools, have all tended to obstruct the road to ‘New Professionalism’.     

"工业4.0"时代德国职业教育与高等教育融通研究

在"工业4.0"背景下,工作变得更加复杂,需要更多知识.这一变化极大地冲击了德国教育体系.由此,双元制职业教育出现了学术化的发展趋势,而高等教育日益职业化.作为统领职业教育和高等教育的共同原则,"广义的现代职业性"成为德国教育改革的关键词.引入"广义的现代职业性",旨在促进职业教育和高等教育之间的融通,满足"工业4.0"对于高级应用型人才的需求.     

Professionalism in early care and education

Summary Professionalism refers to the utilization of specialized knowledge that its members need to accomplish specific outcomes. It involves a shared set of skills that are used to improve the quality of caregiving practices and interactions between professional caregivers and the children and families that they work with in their respective programs. Professionalism is not an end in itself—a state of being—but an ongoing effort—a process of becoming. New knowledge of children's development needs to be incorporated into professional caregivers' existing repertoire. Their words and actions do matter greatly. As Neil Postman wrote in his book,The Disappearance of Childhood, “Children are the living messages we send to a time we will not see”.     

A preliminary survey of professionalism teaching practices in anatomy education among Indian Medical Colleges

Professionalism and ethics have gained widespread recognition as competencies to be fulfilled, taught, and assessed within medical education. The role of the anatomy course in developed nations has evolved over time and now encompasses multiple domains, including knowledge, skills, and the inculcation of professionalism and ethics. The Medical Council of India recently recommended the integration of professionalism teaching in undergraduate medical curricula. The authors investigated whether the initial orientation lectures and instructions given by faculty at the outset of undergraduate medical anatomy courses throughout India served a “hidden curriculum” regarding professionalism practices, and whether these orientation messages could serve as an early exposure to medical professionalism and ethics for medical students. An online survey was carried out among 102 anatomy faculty members across India requesting details about specific professionalism protocols and instructions regarding behavior in the dissection hall that are routinely given to preclinical students, as well as the importance that they placed on professional behavior. It was found that most faculty members regularly instruct students regarding expected behavior during the anatomy course, including dissection practices. These instructions stress attributes of professionalism like humanism, accountability, and honesty. However, there needs to be a more concentrated effort by educators to prohibit such unprofessional practices like dissection hall photography, and better information is required regarding biomedical waste disposal. Despite the absence of clear guidelines for professionalism teaching in medical education in India, the existing framework of anatomy education provides an opportunity to introduce the concept of professionalism to the first‐year medical student. This opportunity may provide an early foundation for designing a professionalism‐integrated curriculum. Anat Sci Educ 10: 433–443. © 2017 American Association of Anatomists.