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1.
当前双师队伍建设面临“双师型”教师数量不足,培养培训流于形式,教师工作积极性不高等困境。高职学院应积极探索,勇于创新,长远规划,整体把握,通过拓宽师资培养培训渠道,组建外聘教师品牌团队,构建双师队伍管理体系等路径,优化双师队伍建设。 相似文献
2.
兰小云 《幸福生活指南·高等职业教育》2012,(3):34-36,41
教师是课程改革的实践者、课程的实施者,学校课程改革的成功与否在很大程度上取决于师资的质量高低。从目前来看,我国高职“双师型”教学队伍建设主要表现为“双师结构”师资队伍建设,主要依赖于专任教师“双师素质”的培养和企业兼职教师的聘请。从长远来看,“双师结构”师资队伍将成为我国高职师资队伍建设中的一个过渡阶段,高职师资将重新回归到以“双师型”专任教师为主的本原。 相似文献
3.
职业教育的快速发展,对师资队伍的建设要求越来越高,尤其是“双师”素质师资的培养与发展,是提高教育教学质量的关键因素。因此,针对这一问题,文章对“双师”素质的基本内容以及培养“双师”素质教师的意义进行了阐述,并对如何加强职业院校“双师”素质师资培养制定了相应的措施。 相似文献
4.
对高职师资"双师"能力培养的研究与实践 总被引：5，自引：0，他引：5
建设一支高素质的师资队伍,特别是加强对高职师资“双师”能力的培养,是高职教育办出特色提高质量的关键,本文阐述了对高职师资“双师”能力的认识,以及我院培养教师“双师”能力的实践。 相似文献
5.
蒋术良 《职教通讯(江苏技术师范学院学报)》2010,(7)
高职酒店专业双师素质教师培养是职业教育研究的一个难点问题.因此,通过界定酒店双师素质教师,指出了目前酒店双师素质教师培养方面存在的问题,并通过借鉴国际职教师资培训教研对高职酒店专业双师素质教师的培养进行了探析. 相似文献
6.
杨华千 《重庆第二师范学院学报》2012,25(3):59-61
职业教育的发展需要大量的具备“双师素质”的高层次职教师资．不同学科不同专业的师资培养方式应该有自己的规律和方法。本文主要探讨了高职计算机专业“双师素质”师资培养的背景、存在的一些主要问题．并针对这些原因与背景提出了计算机专业“双师素质”师资培养的过程控制与考核机制。 相似文献
7.
内外部结合的高职院双师素质教师培养策略 总被引：2，自引：0，他引：2
李丹 《浙江工贸职业技术学院学报》2011,11(2)
在当前高职教育背景下,“双师素质教师”概念含混,正确认识、界定“双师素质”是高职教育师资培养的一个核心内容,在科学合理界定的基础上,从学校、个人、政府三个层面探讨双师素质教师的培养策略,创新双师素质教师的培养实践模式,是当前高职教育教学改革的一项重要工作. 相似文献
8.
高职院校"双师素质教师"培养探析 总被引：2，自引：0，他引：2
赵敏笑 《金华职业技术学院学报》2006,6(5):87-89
“双师素质教师”队伍的建设是职业教育发展的重要课题之一。本文从“双师素质教师”的评价内涵入手,分析了当前高职院校“双师素质教师”队伍建设中存在的问题,在此基础上,从“双师”引进、技能培训平台建设、制度建设、培养方法等方面提出了高职院校“双师素质教师”队伍建设的具体措施。 相似文献
9.
依托“两双基地” 建设“两双师资”队伍 总被引：1，自引：0，他引：1
双师素质和双师结构的“两双师资”队伍建设是提高高职教育教学质量的关键。是高职院校的当务之急、关键之点、长远之计。从分析高职学院师资队伍建设的现状与问题入手,提出了“两双基地”（双挂牌、双基地）是建设“两双师资”队伍的有效平台．从解决教师队伍数量、结构、素质、能力、稳定性、制度等方面进行了阐述,提出了需进一步研究与探索的问题。 相似文献
10.
英语作为高职学生的必修课,在高职教学中占有重要地位。高职院校要想培养出合格的学生,必须要有一支即懂理论又会实践的英语双师队伍。然而,我国高职英语双师队伍的现状却让人堪忧。本文分析了英语双师队伍建设存在的问题,并力求探索出一条培养双师素质英语教师的有效途径。 相似文献
11.
现代学徒制是学校与企业共同推出的一项育人模式,有利于教育资源共享与合理分配,提升了学生实践应用能力.本文主要对现代学徒制与双主体育人机制内涵进行分析,明确现代学徒制产生与发展历程,并且阐述双主体育人机制主要内容,根据目前教育条件,重点探究了现代学徒制参与评价的双主体育人机制实现途径,以期为教学工作提供有益参考. 相似文献
12.
The need for environmental education through outdoor education experiences is becoming increasingly evident in outdoor education theory and practice. In Australia, this environmental focus is reflected in recent outdoor education curriculum documents, particularly in the Victorian Certificate of Education (VCE). For many outdoor education teachers who do not have expertise in environmental education, this curriculum development presents a challenge. Outdoor education teachers frequently use National Parks to help them address this challenge.
The study examined the educational objectives and roles of teachers and park staff involved in environmental education through outdoor education in National Parks in Victoria, Australia. This paper discusses findings related to the teachers' educational objectives and roles while those of the park staff are examined in a separate paper. The findings indicate that the teachers often lack the environmental knowledge and skills needed to teach some aspects of the curriculum thus making the role of the park ranger or education officer particularly significant in educating teachers as well as students. Issues are raised about the training of outdoor education teachers and of park rangers to meet the environmental education needs of outdoor education students. Questions are also raised about the appropriateness of using National Parks for outdoor education purposes. 相似文献
The study examined the educational objectives and roles of teachers and park staff involved in environmental education through outdoor education in National Parks in Victoria, Australia. This paper discusses findings related to the teachers' educational objectives and roles while those of the park staff are examined in a separate paper. The findings indicate that the teachers often lack the environmental knowledge and skills needed to teach some aspects of the curriculum thus making the role of the park ranger or education officer particularly significant in educating teachers as well as students. Issues are raised about the training of outdoor education teachers and of park rangers to meet the environmental education needs of outdoor education students. Questions are also raised about the appropriateness of using National Parks for outdoor education purposes. 相似文献
13.
Abstract The need for environmental education through outdoor education experiences is becoming increasingly evident in outdoor education theory and practice. In Australia, this environmental focus is reflected in recent outdoor education curriculum documents, particularly in the Victorian Certificate of Education (VCE). For many outdoor education teachers who do not have expertise in environmental education, this curriculum development presents a challenge. Outdoor education teachers frequently use National Parks to help them address this challenge. The study examined the educational objectives and roles of teachers and park staff involved in environmental education through outdoor education in National Parks in Victoria, Australia. This paper discusses findings related to the teachers' educational objectives and roles while those of the park staff are examined in a separate paper. The findings indicate that the teachers often lack the environmental knowledge and skills needed to teach some aspects of the curriculum thus making the role of the park ranger or education officer particularly significant in educating teachers as well as students. Issues are raised about the training of outdoor education teachers and of park rangers to meet the environmental education needs of outdoor education students. Questions are also raised about the appropriateness of using National Parks for outdoor education purposes. 相似文献
14.
Mercedes Fisher 《Technology, Pedagogy and Education》2013,22(3):233-238
ABSTRACT A challenge for teacher training education lies in keeping courses up to date. This paper provides a view of the top ten IT competencies required of pre‐service teachers, as perceived by practising teachers in USA schools. This paper reports findings from 215 teachers in Colorado public schools. A complimentary view of reasons that teachers have for not using new media in instruction indicates that convenient access to hardware and software are significant issues and recommends re‐examination of traditional teacher training and practise. 相似文献
15.
Although the use of dynamic software in high school mathematics in the United States has emerged as a research topic, little research has been conducted on how teachers integrate new software in relation to at-home technology networks. Interviews with eight mathematics teachers from four North Carolina counties participating in 1:1 laptop initiatives are analyzed to trace similar decision-making themes, including Internet access, laptop availability, software use, and teacher training. This article outlines how current technologies in classrooms were critically examined by the teachers and how network connectivity impressions affected hardware and software use. 相似文献
16.
港口物流实验教学模式研究 总被引：1，自引：0，他引：1
港口物流的实验教学模式主要是综合了国际物流园区布局沙盘、物流作业视频资料、物流管理教学软件的实验方法,从作业技术和商业活动2个方面模拟第三代自由贸易港的装卸运输功能、工业功能、商业功能和信息功能,培养学生的操作能力,加深学生对专业理论知识的全面理解。 相似文献
17.
现代教育技术与高师音乐教育改革 总被引：2，自引：0，他引：2
马达 《福建师范大学学报(哲学社会科学版)》2000,(4)
信息技术的高速发展 ,为教育现代化提供了物质基础。在高师音乐教学中运用计算机多媒体技术是高师音乐教学改革的一个重要课题。本文论述了计算机多媒体技术运用于高师音乐教学的重要性及其优点 ,提出了计算机音乐教学的硬件和软件建设的可行性建议 ,以及做好音乐专业教师计算机培训工作所应注意的几个问题。 相似文献
18.
信息社会对信息技术教师教学能力的要求越来越高。提出高校应该通过制定培养目标,以确定培养方向;实施新型教学模式,促进学生技能培养;构建培养模式,促进学生理论知识的丰富和抓好软硬件建设,营造良好的氛围等途径,提高教育技术学本科生的信息技术教学能力。 相似文献
19.
20世纪末期以来,印度软件产业取得了举世瞩目的成就,其成功经验值得我们借鉴。河北省软件产业在取得一定成绩的同时,也存在着一些问题。河北省应通过大力吸引和培养软件人才、优化园区建设、加大财政支持力度、加强行业协会的桥梁作用等途径,促进软件业更好更快的发展。 相似文献
20.
David Hawkridge 《Technology, Pedagogy and Education》2013,22(1):51-65
ABSTRACT This paper draws on research on the use of computers in Third World schools undertaken with the help of a grant from the Harold Macmillan Trust and the assistance of teachers and others in 23 Third World countries. In it we stress tfft importance of training all staff concerned in the introduction of computers into Third World schools, including the policy makers. We discuss training in the early days of introducing the innovation, and how a training cascade may or may not help. We examine the link between motivation to be trained and the prospect of leading change. We point out the virtues of teachers learning about computers in private and the need for software evaluation criteria for teachers to use. We look briefly at the links between training, the curriculum and assessment and at the training of programmers and technicians. We conclude that policy makers need to share with school principals, teachers, teacher educators and computer education specialists or consultants the task of reframing policy while reliable understanding of the state of the innovation emerges and the innovating group matures as a training resource in its own right 相似文献