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分析台湾地区产业硕士研究生培养特色,台湾地区产业硕士研究生以培养企业发展急需的高科技人才为目标,依托政府、高校、企业等多方共赢紧密结合的培养机制,通过深度产学合作培养研究生的学术能力、研发能力与实践能力,培养成效显著。这给大陆专业学位研究生教育带来以下几点启示：面向区域经济社会发展需求,找准专业学位研究生教育的定位;改革招生制度,增强专业学位研究生教育的吸引力;开展联合培养,创新专业学位研究生培养模式;建立理论与实践兼顾的课程体系,培养学生的实践能力。 相似文献
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培养经济社会发展急需的专业学位硕士研究生,以促进高层次人才培养与经济社会发展需求相协调,是当前高等教育的重要任务和目标。然而,我国传统的硕士研究生培养模式主要定位于培养研究生独立从事科研或教学工作的能力,难以适应专业学位硕士研究生培养的要求。为此,文章分析了经济类专业学位硕士研究生的培养目标,阐述了突出应用能力培养的内涵,以及建立相应的培养模式的构想,并探讨了实现这一培养模式的重要途径——政产学研合作培养的基本思路。 相似文献
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全日制教育硕士专业学位培养中的问题及对策——以西南大学教育硕士专业学位培养为研究案例 总被引：1，自引：0，他引：1
赵琳 《四川职业技术学院学报》2011,21(6):43-45
为更好地适应国家经济建设和社会发展对高层次应用型人才的迫切需要,积极发展具有中国特色的专业学位教育,2009年3月19日,中华人民共和国教育部发布《关于做好全日制硕士专业学位研究生培养工作的若干意见》的通知：从2009年开始,除六个目前不适宜应届毕业生就读的专业外,其余13个专业学位将面向应届毕业生招收研究生,实行全日制培养。其中包括了教育硕士专业学位（教育管理方向除外）。由于全日制硕士专业学位研究生的培养刚刚起步,在我国没有前车之鉴,因此在培养过程中存在着许多的问题。本研究以西南大学教育硕士专业学位培养为研究案例,发现全日制教育硕士专业学位培养中存在的问题,分析问题存在的原因,并提出相应的解决策略。 相似文献
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为更好地促进全日制专业学位硕士研究生的培养,应积极探索和构建符合专业学位研究生教育的特点、具有鲜明特色的专业学位硕士研究生的培养模式。本文分析了全日制专业学位硕士研究生培养模式构建的价值取向,提出"三位一体"的全日制专业学位硕士研究生培养模式。 相似文献
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关于军队工程硕士军事运筹学教学的若干问题探讨 总被引：2，自引：1，他引：1
以军事运筹学为背景,对军队工程硕士的课程教学问题进行了探讨,分析了军队工程硕士的基本特点,指出在军事运筹学的教学工作中,必须更新观念,牢固树立面向21世纪的军事教育观念,建立以学员为本的教育模式,将现代军事高技术的新理论、新知识、新成果充实进来,实现教学内容的高层次、高起点和高技术化。 相似文献
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Creating a bridge to simulate simultaneous engineering experiences for senior undergraduate students
Andrew Otieno Abul Azad Radha Balamuralikrishna 《European Journal of Engineering Education》2006,31(2):181-189
Launching new or improved products to the market typically involves extensive collaboration within and beyond the enterprise. Succeeding in a customer-driven market economy demands the practice of simultaneous engineering. The standard engineering or engineering technology curricula continue to make efforts in providing students with opportunities to engage in real-life projects that simulate simultaneous engineering. However, the educational community as a whole has much to implement in this area. This paper presents an approach used to nurture simultaneous engineering through a unique collaboration between instructors in different disciplines. Student teams, formed from three different classes, conceived problems and worked through a problem-solving model to design and develop solutions. An assessment of these interdisciplinary projects revealed significant learning outcomes and their relationships to the diversity of team members. The experiences of both students and instructors are described and some recommendations made for instructor teams that envisage interdisciplinary student projects. 相似文献
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Nikolaos M. Matzakos Michail Kalogiannakis 《Education and Information Technologies》2018,23(2):869-891
An online support distance-learning program in Mathematics was developed to aid first year engineering students for their transition from the secondary to the tertiary education in order to reinforce deficiencies they may have in mathematical knowledge. The aim of the present study is to examine, firstly, to what extent the attendance of such a program helped students to familiarize themselves with distance learning programs. In addition, the students’ satisfaction with the material of the program was examined as well as their attitudes towards a conventional support learning program in Mathematics. The structure and part of the material developed is presented in detail. The basic methodological tool was an appropriately structured questionnaire. The results indicate that students responded positively to the program, which was a basic way of acquainting themselves with distance learning, and were satisfied with the material. The students’ attitudes towards a conventional program was found to be related to their prior experience in distance learning programs. Statistical analysis of the research data yielded 4 basic factors related to the students’ beliefs regarding the support online learning program in Mathematics. These factors were student’s development and progress, satisfaction with the parts of the online support program, their attitudes towards a conventional program while being in the online support program and their familiarization with online distance education. These factors as well as the targeted identification of the students’ needs should be taken under consideration while designing and implementing support online distance learning programs in Mathematics. 相似文献
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在新工科产教融合的背景下,为培育社会需求的新工科人才,全面夯实人才培养实效,应充分发挥产教融合教学模式的应用优势.在产教融合推进过程中,注重把握好时代的发展潮流,让学生切身感受技术进步;借助产业界的优势资源,发挥工程实践的关键效能.为了持续深入保障高校育人工作,需积极结合新工科的现实要求和产教融合的教学理念,全面优化课... 相似文献
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鲁庆 《柳州职业技术学院学报》2014,(6):71-72
微课是目前我国教育信息化资源建设中的研究热点。高校计算机专业开设的程序设计课程知识点多,学生不容易掌握其应用,而企业缺乏的正是实操强的高技能型人才。本文以"java程序设计"课程为例,介绍了微课教学法在程序设计课程中的一次实施过程,以此探讨一下教师教学过程中如何利用微课教学,以提高学生学习的兴趣和效果。 相似文献
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Frank Cornelissen Jacqueline van Swet Douwe Beijaard Theo Bergen 《Journal of Educational Change》2013,14(2):139-176
School–university research networks aim at closer integration of research and practice by means of teacher research. Such practice-oriented research can benefit both schools and universities. This paper reports on a multiple-case study of five participants in a school–university research network in a Dutch master’s program. The research question was: In what way is knowledge based on practice-oriented research by master’s students developed, shared, and used in school–university research networks in which education is primarily offered within a university setting? Twenty interviews were conducted, on the basis of logs, over a period of 10 months. Results show that (1) for master’s students, the most significant motive for developing, sharing or using knowledge was that the content knowledge about their research topic could be useful to school practice and colleagues; (2) research supervisors reported more than master’s students about the procedural knowledge that they had developed and shared. This knowledge focused on the collaborative process of supporting research and knowledge processes in school and university; (3) activities of knowledge sharing and use appeared to depend to a significant extent on individual purposes and leadership initiatives of master’s students and their supervisors; and (4) in the school–university research network, master’s students and research supervisors continued—to a limited extent—knowledge processes based on master’s students research after their graduation. Outcomes indicate that use of existing network structures in master’s programs is complex, but could be a promising avenue for creating successful school–university research networks. 相似文献
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Peter Gorm Larsen Erik Lasse Kristiansen Jens Bennedsen Kim Bjerge 《European Journal of Engineering Education》2017,42(6):1076-1096
In general engineering studies focus on the technical skills in their own discipline. However, in their subsequent industrial careers, a significant portion of their time needs to be devoted to non-technical skills. In addition, in an increasingly globalised world collaboration in teams across cultures and disciplines is paramount to the creation of new and innovative products. In order to enhance the non-technical skills for groups of engineering students a series of innovation courses has been arranged and delivered in close collaboration with an industrial company (Bang & Olufsen). These courses have been organised as summer schools called ‘Conceptual Design and Development of Innovative Products’ (CD-DIP) and delivered outside the usual educational environment. In order to explore the impact of this single course, we have conducted a study among the students participating from 2007 to 2013. This has been carried out both qualitatively using interviews with selected students as well as quantitatively using a survey. The results are outstanding in demonstrating that the non-technical skills obtained in this single course have been of high value for a large portion of the students' subsequent professional life. 相似文献
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Located in Lafayette, Indiana, Purdue University has a well‐established history as a land‐grant university with strong science, technology, engineering, and math (STEM) programs. Purdue’s learning design and technology (LDT) program resides in the Department of Curriculum and Instruction within the College of Education. Residential PhD and master’s programs as well as fully available online master’s programs are provided. The LDT program has specialized offerings in a corporate or education track for their master’s students, embracing various needs and interest in corporate, government, and non‐profit settings as well as K‐12 and higher education settings, respectively. The LDT program has 10 full‐time well‐established faculty members, and they are actively involved in research and development activities, often involving students. The program is working on developing the knowledge and skills of the program’s graduates by incorporating innovative approaches such as competency‐based programs, badging, and portfolios. –Yeol Huh, PhD, and Sung “Pil” Kang, PhD, column editors 相似文献