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1.
以人为本内升外引建设高职院校"双师型"师资队伍 总被引：2，自引：0，他引：2
高职院校“双师型”师资队伍的建设是人才培养的关键．建设一支高素质的“双师型”师资队伍是高职院校办学的第一要务。湖南冶金职业技术学院以教学改革为基础,借鉴与参考兄弟高职院校及国外职业教育师资建设的成功经验。提出了以人为本．内升外引,建设“双师型”师资队伍的策略。 相似文献
2.
李卓娅 《陕西广播电视大学学报》2013,(2):86-88
高职教育强调职业技能培养,以应用技能型人才为培养目标,而高职院校人才培养及专业建设的核心是师资教学团队的建设。我国高职院校师资总体呈现数量不足、师资构成不能满足教学需求、“职业素质”标准普遍不高等问题。本文在分析高职教育的特征、高职师资团队建设必要性的基础上,对目前我国高职院校师资队伍现状进行分析,并就如何建设“双元双优”师资队伍提出建议。 相似文献
3.
职业教育改革通过“产学研”合作,校企共同完成人才培养任务,实现职业教育与就业岗位“零距离”接触,师资队伍建设在其中举足轻重;转变观念,进一步明确以教师为中心地位的职业教育思想;制定师资建设规划,健全稳定师资队伍的政策与措施;加强“双师型”教师队伍的建设;完善学校各项制度,促成师资队伍建设规划的实施是加强职业教育师资队伍建设的主要对策。 相似文献
4.
论高职护理专业“双师型”师资队伍的建设 总被引：1，自引：0，他引：1
查道德 《淮北职业技术学院学报》2010,9(1):96-97
护理“双师型”师资队伍建设是保证高等技术应用型护理人才培养质量的关键。但目前“双师型”师资队伍建设仍存在资源相对匮乏、结构不尽合理、培训基地尚未建立及考核指标体系不健全等问题,因此,应加大护理“双师型”师资人才的引进力度,加强护理“双师型”师资的培养与培训,建立一批稳定的护理“双师型”师资培训基地,制定科学的高职护理“双师型”师资考核指标体系。 相似文献
5.
韩银环 《番禺职业技术学院学报》2010,9(6):41-44,54
师资队伍是制约学校人才培养和质量保证的关键所在,十几年来“双师型”师资模式在我国高职师资队伍建设中占领重要地位,同时近些年各种新模式也逐渐崭露头角。在这种背景下,立足高职“双师型”师资的建设现状,审视双师模式并反思师资建设存在的弊端。提出高职只有认清自身优势,在加强“双师”建设的基础上努力建设有自身特色的“超越双师”新模式,才能更好的为我国经济发展培养多而优的应用型技术人才。 相似文献
6.
地方高校转型后关键是实现应用型人才的培养,应用型人才培养取决于应用型师资队伍建设。目前,在应用型师资队伍建设中存在转型动力不足、转型能力不够、制度和组织保障不到位、实践平台缺乏等诸多问题。阳光学院进一步加强校企深度合作,以“大出口”“双流动”应用型师资培养模式,构建师资转型制度体系,开拓应用型教师培养途径,提升应用型教师教育教学水平。 相似文献
7.
高职院校"双师型"师资培养与培训实施方案探索 总被引：2，自引：0，他引：2
建立健全“双师型”师资队伍培养与培训机制是解决“双师型”师资队伍建设的根本措施和长远策略,学校是师资培养与培训方案的设计者和执行者。针对高职院校“双师型”师资队伍存在的问题,学校可通过统筹规划培养方案、建立培训基地、“以老带新”制度化、完善评价和激励制度和加强专兼职教师队伍建设等完善“双师型”师资培养与培训实施方案,提高实施方案的可行性和操作性。 相似文献
8.
高职院校“双师型”师资队伍的建设是人才培养的关键．建设一支高素质的“双师型”师资队伍是高职院校办学的第一要务。湖南冶金职业技术学院以教学改革为基础,借鉴与参考兄弟高职院校及国外职业教育师资建设的成功经验。提出了以人为本．内升外引,建设“双师型”师资队伍的策略。 相似文献
9.
职业教育开展来华留学生人才培养是新时代职业教育参与教育对外开放、服务“一带一路”建设和国际产能合作的重要方式,有利于国家对外开放战略的深化、职业教育国际化的发展以及企业“走出去”战略的落实。当前职业教育来华留学生人才培养的问题集中表征为人才培养目标不清晰、产教融合不够深入、人才跨文化适应力不强、师资队伍不完备,因此建议从需求对接、产教共育、文化融合、师资养成四个方面进行优化,明确来华留学生人才培养规格,提升人才培养的产教融合度;搭建校企协同育人平台,提升人才就业的匹配度;开展中国国情与文化教育,提升人才就业的适应度;加强师资队伍建设,提升人才培养的完成度。 相似文献
10.
雷华 《鞍山师范学院学报》2018,(1):93-96
"双一流"建设支持和鼓励不同类型的大学和学科差别化发展,这为地方高校建设实现"弯道超车"和"拐点突破"提供了可能.师资队伍建设与地方高校参与"双一流"建设之间存在紧密的内在关系.当前,地方高校存在师资管理模式单一落后、师资队伍结构不尽合理、特色人才培养后劲不足等现实困境.加强地方高校师资队伍建设,进而推进地方高校"双一流"建设,前提是以师为本,转变师资管理模式;基础是优化结构,加强师资梯队建设;关键是找准定位,打造高校特色师资. 相似文献
11.
Megan Kuhfeld 《Educational Assessment》2017,22(4):253-274
This article develops a validity argument for the use of the Tripod student survey of instructional practices to assess teacher effectiveness in summative teacher evaluations and professional development decisions. This paper expands upon previous research in three ways: (a) it draws from current validity thinking to examine the evidence for separate summative and formative purposes of the Tripod survey, (b) it takes advantage of a large, multiple measure data set collected by the Measures of Effective Teaching Project, and (c) it accounts for both the multilevel nature of school data and contextual classroom features. Preliminary evidence was found for a two-dimensional structure, representing classroom management (Control) and academic support (Support). The Control and Support Tripod scores are fairly reliable and correlated with classroom observation ratings and teacher value-added scores. However, caution is suggested in interpreting these results as an endorsement for use in high-stakes teacher evaluations. 相似文献
12.
Lisa D. Murley S. Kay Gandy Jeanine M. Huss 《The Journal of environmental education》2017,48(2):121-129
Teacher candidates conducted field hours in the nation's first net zero school, which uses the same amount of energy, measured annually, as it produces. These teacher candidates saw firsthand integration of the net zero advantages by completing a Collaborative Research Project and a Net Zero Lesson, which incorporated the use of the net zero building features as part of the lesson plan criteria. As a result, teacher candidates experienced how students can learn from their constructed environment and how that learning could contribute to a more sustainable world. 相似文献
13.
Amanda Berry John Loughran Kathy Smith Simon Lindsay 《Research in Science Education》2009,39(4):575-594
This paper reports research from a three-year Australian science teacher professional learning project, the Science Teaching
and Learning (STaL) Project, in which groups of science teacher participants (across years K – 12) worked with academics over
a one-year period as teacher researchers. Through reflecting on their experiences within the STaL Project and collecting data
from their classrooms related to specific science teaching concerns, teacher participants constructed cases around particular
aspects of their professional learning. The cases that these participants developed elicited rich insights into their teaching
and their students’ learning of science. This paper discusses how the cases were developed by the teacher researcher participants
and uses exemplars as a way of illustrating the nature of the professional knowledge developed. 相似文献
14.
Jean Bleach (a secondary English teacher) and Sylvia Riley (a specialist ESL teacher with in-school experience) together make up the ILEA project team, Second Language Learners in the Mainstream Project (10–14). The Project has an action-research orientation exploring and promoting conditions necessary for bilingual learners to develop English in the whole school context. 相似文献
15.
Rebecca Woodard 《Literacy》2019,53(4):236-244
This qualitative case study documents a secondary English teacher's making, writing and teaching. The focal teacher engaged in diverse making practices – including composing, crafting and digital fabrication. She also participated in a National Writing Project (NWP) Summer Institute that focused on both teacher writing and digital composing. Data include observations at this NWP Project Summer Institute and in the focal teacher's English classroom, as well as interviews and artefact collection related to her making practices. The findings describe how this teacher's making mattered for her understandings of writing and for her teaching (or not). The case offers insights into why it may be important to cultivate educator making, as well as potential tensions between experiencing making and incorporating it into writing pedagogy. Ultimately, it contributes to writing research interested in examining how various forms of production and making are enmeshed. 相似文献
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17.
Conclusion The AECT Project builds on ISTE’s groundbreaking work in the development of technology standards for teachers. The Project
adds specificity and has developed a comprehensive set of tools for pre-service teacher education. Teacher educators can use
these tools to ensure that their graduates leave with the technology skills needed for their selected teaching specialty.
The commitment and leadership demonstrated by the U.S. Department of Education in offering the Preparing Tomorrow’s Teachers
for Technology program has earned their leaders our respect. Through this program the AECT Project has been able to develop
tools and can now offer them at no cost to institutions of higher education. The PT3 Program has galvanized educators across
America, has helped to create important, ongoing collaborations, and has helped to instill an unprecedented mass consciousness
valuing educational change. The partners in the AECT Project are proud to have this opportunity to contribute, in important
ways, to technology integration in teacher education. We are honored to join with all of the other PT3 Projects from across
the Nation in creating teaching and learning opportunities that will shape our educational systems in the 21st century. We
welcome other teacher education institutions and professional associations as partners as we move ahead. For more information,
please contact us through our Website athttp://aect.org/pt3, or send email to us ataect@psu.edu 相似文献
18.
Innovative doctrines create dilemmas for teachers. These dilemmas arise because, when teachers decide to adopt new practices, they face new uncertainties about their role in the classroom, the effectiveness of their methods and the purposes of their instruction. The way teachers used the materials of a particular innovation, the Schools Council Integrated Science Project, is described and explained in terms of teacher control over the uncertainties of classroom life. The Project proposals, initially seen by teachers as increasing the diffuseness of their work, were modified by them so that it was clearer to them what was to be accomplished and how it was to be done. At the same time, a functional alignment of goals, techniques and social relationships was maintained through teacher influence in the classroom. The translation of the materials into more specific terms meant that important elements of the doctrine of the Project were either ignored or redefined in more traditional terms. Such redefinition of innovation in specific terms raises questions about the effectiveness, as instruments of change, of centralized curriculum projects remote from the practical problems of schools. Implications for curriculum policy and research into the dilemmas teachers face in teaching are discussed.An earlier version of this paper was presented at the Annual Meeting of the American Education Research Association, Boston, Mass., April 1980. 相似文献
19.
Paul Parkison 《Teachers and Teaching》2013,19(1):51-60
In this study, we argue that a teacher has a crucial role in leading students into collaborative inquiry‐learning practices. While many studies have given the impression that students are able to engage in inquiry processes on their own, the role of social practices and teacher guidance often remains unexplained. However, even when the pedagogical setting is organized toward collaboration and student‐driven inquiry, it does not mean that students will, as a matter of course, collaborate and take collective responsibility for their own learning. This research has been conducted by a teacher and researchers, and reports on the teacher’s impressions about organizing and promoting a computer‐supported collaborative inquiry process in her classroom of the fourth and fifth grade levels of a Finnish elementary school. The ‘Artifact Project’ was collaboratively designed together by the class teacher and researchers, but the teacher was responsible for implementing and adapting plans in practice. The aim of the ‘Artifact Project – the Past, the Present, and the Future’ – was to support students’ (n = 32) understanding of the diversity of artifacts. Students were asked to analyze artifacts within the cultural context, to study physical phenomena related to them, and to design future artifacts. A collaborative learning environment, Knowledge Forum, facilitated the activities. During the process, the teacher wrote weekly in a reflective project diary. The template of the diary guided the teacher to reflect on the issues that she considered important at the writing moment: the organizing practices, topic content and process stages; how the classroom community functioned; as well as the role of technology as a support for the process. The contents of the diary were analyzed with qualitative content analysis with the help of AtlasTi software. This study depicts an experienced teacher’s practices, her efforts to promote pupils’ cognitive responsibility for advancing their collaborative object‐oriented inquiry process themselves. Instead of trying to control all aspects of pupils’ learning, the teacher assumed the role of an organizer concerning collaborative progressive inquiry and designing activities. Organizing and supporting activities were based on a continuous following of the pupils’ states of process. Knowledge Forum structured the process and mediated activities, and rendered their objects visible and accessible to the whole learning collective. We suggest that in order to expand and scale up advanced inquiry practices, teachers’ usually invisible work in guiding and directing classroom practices has to be made visible and should be analyzed in detail. 相似文献
20.
项目教学法是一种以学生为主体,教师起引导作用,强调学生参与及教学互动,使学生能够理论结合实践,重在培养其职业能力的新型教学方式。在高职旅行社业务课程中应用项目教学法符合职业教育培养实用型人才的要求。具体的教学实施过程可分为项目的确定、项目的计划、项目的实施、项目在实践中的检验四个环节。这其中学生积极参与及教师的主导作用很关键,并且工学结合的理念要贯穿课程设计的始终。 相似文献