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养成教育在高职院校学生教育与管理中具有必要性,高职院校在实施养成教育中,应创新高职教育理念,加强学生教育管理工作,创设校园文化环境,构建学校、家庭、社会三位一体的养成教育网络体系。 相似文献
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赵福娟 《天津职业院校联合学报》2013,15(3)
高职学生养成教育是一种人文关怀角度的教育模式从内涵中就可以探析其在高职院校教育中的重要作用,在分析高职学生不良行为习惯的基础上,进而提出以多种教育模式为载体的高职学生养成教育方法和途径. 相似文献
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同本科学生相比,高职学生有其独特的思想和心理特点,因此加强高职学生的养成教育尤为重要。高职学生的养成教育要在坚持一定原则的基础上,通过建立规则,落实养成教育的起点;通过设计活动,开辟养成教育的渠道;通过形成特色,强化培养具有过硬职业道德素质的新型劳动者。其中最重要的还是注重教育的实效,引导高职学生加强自我教育和自我管理。 相似文献
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不断追求幸福和良好习惯养成是高职学生在校学习阶段所面临的重大人生课题,是高职学生综合素质全面提高的保证。因此,高职院校在对学生追求幸福和良好习惯养成教育中,要合理设立教育目标,尊重学生的个体差异,科学设置教育内容,转换教育视角,创新评价机制,促进高职院校在对学生追求幸福和良好习惯养成教育的系统性、完善性、有效性的实现。 相似文献
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运用“最近发展区”理论优化高职学生养成教育 总被引：1，自引：0，他引：1
英宝有 《中国职业技术教育》2010,(8)
本文通过对高职学生养成教育内涵的分析,结合高职学生养成教育中存在的问题,对在高职学生养成教育中如何通过积极运用最近发展区理论,促进高职学生养成教育的系统性、完善性和有效性进行了探索。 相似文献
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当今社会,企事业等用人单位对人才的要求是复合立体的,而高职院校学生职业礼仪和职业道德教育现状与用人单位的要求有一定差距。课题组以社会、企业对人才的立体要求为背景,在广泛调研的基础上客观分析了当前高职院校学生职业礼仪和职业道德的教育现状,并对高职生良好职业礼仪和职业道德行为养成教育内容、途径、方法等进行了研究,力图在高职学生行为养成教育的深化和创新方面做一些有益的探索。 相似文献
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本文通过对健康生活方式养成教育的内涵、体育对健康生活方式养成教育的重要性分析,提出了从学校教育、家庭教育、社会教育和自我教育四个方面对高职学生进行健康生活方式养成教育的途径,以期为高职健康生活方式养成教育的实践提供有效的方法和措施。 相似文献
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《黑龙江教育学院学报》2016,(2):1-4
在阐述习惯养成对提高学生"知、情、意、行"的重要性的基础上,分析当前大学生养成教育的现实必要性,并进一步从养成教育原则的主体性与被动性的协调,养成教育计划实施的系统性、有序性,以及在操作上如何把握针对性和具象性等几个方面提出实施大学生养成教育的思路。结合高职院校学生的特点、学生养成教育的缺失表现对民办高职院校必须重塑、加强学生养成教育的现实必要性进行探究,并且对民办高职院校学生进行养成教育的现实意义作出阐释。 相似文献
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加强高职院校大学生养成教育研究与实践是不断加强和改进大学生思想政治教育的重要课题。湖南某职业技术学院针对当前存在于高职院校大学生养成教育中存在的一些问题,从实际出发,开展了一系列养成教育活动,取得了阶段性成果,具有一定的借鉴意义。 相似文献
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在论述高职学生养成教育的内涵、分析高职学生特点及存在问题的基础上,对高职学生实施养成教育的方法和途径进行了探讨。认为健全养成教育制度、引导学生正确认识及自觉践行养成教育、建立全面的辅导系统、加强对思政课及思政工作的资金投入、转变教师观念、加强与学生家庭的联系,是推进养成教育的有效举措, 相似文献
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蒙养教育作为中国传统教育的重要组成部分与科举制长期并存。科举考试使蒙学教育目的与其接轨,使蒙养教材渗透强烈的功名利禄思想。特别是一些科场的失意者,做蒙师便成了他们临时的选择和人生过渡,这不利于蒙学教育质量的提高。但在科举考试的推动下,古代蒙学的确有了长足发展,在识字、写字、读书和作文训练等方面积累了丰富的经验。可以说,科举考试推动、促进并保护了中国古代蒙养教育的发展与成就。 相似文献
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现代远程教育中形成性评价的现状及对策研究 总被引：3，自引：1，他引：2
课程评价是网络教育中学生评价的重要内容,也是网络教育教学质量的保证。目前我国现代远程教育的课程评价仍然侧重于终结性评价,对形成性评价的重视程度不足。在对16所试点高校网络教育学院的调研中,从各网院的形成性评价和终结性评价的比例、内容、形式的分析中证实,这些试点高校开始重视形成性评价。实践表明,形成性评价对学生学习起着重要作用,是保证学习质量的一个关键环节。针对调研中发现的问题,加强形成性评价的策略是：对形成性评价正确定位、从教学设计和技术角度加强学习参与度评价、建立健全形成性评价的反馈机制,不断推进和创新形成性评价工作。 相似文献
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《British Educational Research Journal》2003,29(4):471-488
Two increasingly important strands in current educational thinking are reflected in growing interest amongst researchers, policy‐makers and qualification designers in formative assessment strategies that motivate learners and enhance their educational attainment. In addition, a body of research suggests that learners develop ‘learning careers’ from primary education, through the National Curriculum into post‐compulsory education and beyond. This article engages with this work in order to highlight some key factors in ‘learning careers’, particularly in relation to the impact of formative assessment practices. It aims to relate findings from research on formative assessment in primary and further education, carried out by the authors, to studies which use Bourdieu's notions of ‘habitus’, ‘field’, ‘cultural capital’ and ‘social capital’ to explore learning careers and learning identities in different sectors of education. The article evaluates whether the concept of ‘assessment careers’ illuminates a specific strand within young people's ‘learning careers’. In particular, it asks whether the concept might offer more precise insights about how practices produced by different assessment systems, particularly those purporting to promote formative assessment, affect learners' identities and dispositions for learning. 相似文献
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Harry Torrance 《牛津教育评论》2013,39(3):323-342
The theory and practice of formative assessment seems to be at a crossroads, even an impasse. Different theoretical justifications for the development of formative assessment, and different empirical exemplifications, have been apparent for many years. Yet practice, while quite widespread, is often limited in terms of its scope and its utilisation of the full range of possible approaches associated with formative assessment. The paper reviews these issues and explores them in relation to the development of formative assessment in higher education. HE is taken as ‘test case’ of the paradoxical implementation of formative assessment, whereby the aim is, ostensibly, to develop independent and critical learners, while in practice highly conformative assessment procedures are being designed and developed. The paper argues that developers also need to attend to the divergent possibilities inherent in formative assessment, if their aspirations for a more transformative practice are to be realised. 相似文献
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Jenifer Davies 《Curriculum Journal》2013,24(2):71-86
In contrast to theoretical and empirical insights from research into formative assessment in compulsory schooling, understanding the relationship between formative assessment, motivation and learning in vocational education has been a topic neglected by researchers. The Improving Formative Assessment project (IFA) addresses this gap, using a sociocultural approach to explore the relationship between formative assessment practices and ‘learning cultures’ in vocational education. This article explores the influence of learning cultures in vocational education on the practice of formative assessment and evaluates critically two closely related questions. Why do some learning cultures foster formative assessment that leads to instrumental learning while others develop deeper forms of learning? When is formative assessment a springboard for sustainable learning, and when does it remain an instrumental straitjacket? 相似文献
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王晓珉 《广播电视大学学报》2005,(1):120-122,125
远程教育是一种打破传统教学和管理方法，在准分离状态下，主要通过媒体来进行教学和管理的一种教育方式，评价远程教育的教学质量以及通过考试来测评远程教育学员学习质量的标准，应该具有其独特性。围绕“改变过去单一的终结性(期末)考试为形成性考核和终结性考试相结合，发挥形成性考核对教学全过程质量控制的作用”这一论题，探讨了形成性考核的内容、目的及作用；评述了形成性考核实施的现状，并提出了完善和发展形成性考核制度的一些思考。 相似文献
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Mantz Yorke 《高等教育研究与发展》2001,20(2):115-126
Formative assessment is of critical importance to student learning. With learning and teaching, and also retention, high on the agenda of higher education, the professionalism of academics as educators is of increasing significance. A key component of educators' professionalism—formative assessment—is weakly conceptualised, and hence it is likely that the contribution of formative assessment to student learning and retention is not being optimised. The first, larger part of this article discusses formative assessment in the context of the current political and structural environment of higher education. The second part considers how formative assessment might better contribute to student development and retention, particularly in the critically important first year of a higher education program. 相似文献
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Over the years the debate on the aims, approaches, and impacts of formative assessment has never stopped to grow. Parallel to this growth is the awareness that it is crucial to understand what conceptions teachers have of assessment in order to guarantee more effective teacher education. This paper tries to connect these two fields of research: formative assessment and teacher education through an analysis of teachers’ conceptions: What do teachers think about assessment? What aims do they pursue through it? Do teachers really distinguish between formative and summative assessment? On the backdrop of the formative assessment literature, the article reports on an exploratory research study. Limitations and issues are analysed in order to shed light on teacher education implication and on future educational research paths in the educational assessment field. 相似文献