| 论高职课程的务实性 |
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| 引用本文： | 杨念.论高职课程的务实性[J].职业技术教育,2005,26(16):36-39. |
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| 作者姓名： | 杨念 |
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| 作者单位： | 湖南师范大学,湖南,长沙,419081 |
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| 摘 要： | 高职课程的务实性表现为课程开发讲实际,课程实施重实用,课程管理抓实践,课程评价求实效.务实性的成因缘于社会发展趋势、现代的学术观念、学生就业需要,高职的培养目标.自20世纪70年代以来,高职课程的务实性先后以实践性课程理论、主体性教学理论、素质本位课程观为理论依据.
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| 关 键 词： | 高职教育 课程 务实性 理论依据 |
| 文章编号： | 1008-3219(2005)16-0036-04 |
| 修稿时间： | 2005年3月28日 |
On Pragmatism of Curriculums of Higher Education |
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| YANG Nian.On Pragmatism of Curriculums of Higher Education[J].Vocational and Technical Education,2005,26(16):36-39. |
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| Authors: | YANG Nian |
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| Abstract: | Pragmatism of higher education curriculums is the requirement of social development, modern academic concept renewal, students' employment, and training project of higher vocational education. From the 70s in the last century, the pragmatism of higher education curriculums takes in succession the practical curriculum theory, subjective teaching principle, and quality-oriented curriculum concept as its theoretical basis. The pragmatism of higher education curriculums is reflected in its reality-based development, utility-based implementation, practe-based administration and effect-based evaluation. |
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| Keywords: | higher vocational education curriculum pragmatism theoretical basis |
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