基于创新能力培养的机械原理课程建设探索

主要对机械专业的机械原理课程教学体系进行了探索,通过机械原理课程的理论教学和实践教学的改革,培养了学生的创新思维,激发学生的创新意识,提高了学生的机械设计能力和创新实践能力。     

学前教育专业本科生教育实践能力培养研究

本文从质的观点出发对培养学前教育专业学生教育实践能力进行了深度的探索,并访谈了部分学前教育专业的学生,发现当前在培养学生教育实践能力过程中存在的不足,并针对性地提出一些建议,希望能对今后培养学前教育专业本科生的教育实践能力提供一定的参考。     

高校音乐专业本科生导师制培养模式研究

本科生导师制对于音乐专业的发展具有重要意义,有利于创新学生的音乐知识结构,提升学生的审美能力,为音乐专业学生提供更加广阔的发展空间。由于本科生导师制在我国高校教育中尚处于探索阶段,因此在管理和实践方面还有所欠缺,需要各个高校在实践中积累经验和理论,更大程度地发挥好本科生导师制在促进音乐专业发展方面的作用,促进素质教育的进一步发展,为我国培养更多高素质的音乐人才。     

浅谈生物专业开放实验室建设及其意义

生物专业是理科专业,需要进行各种实验,而实验室是进行实验的场所,是检验理论知识与实践能力的重要场所,可以提高学生的动手能力、操作技能。开放实验室对培养本科生职业化教育有举足轻重的作用,尤其对于民本院校的本科生来说尤其重要,建设创新型、开放性实验室可以通过实验基本技能和创新能力的培养,提高学生的创新能力和基本素质的培养,可以给学生提供更多的实践机会,使学生及早接受创新能力的锻炼,更加适应职业化教育,提高生物专业学生的就业能力,加强民本院校本科生职业化教育的培养。     

班委会提升基础医学专业学生综合能力的探索

基础医学班级委员会是基础医学学生开展自我管理、自我教育、自我服务的组织,在基础医学专业本科生综合能力的培养过程中发挥着巨大作用。以郑州大学五年制基础医学专业为例,分析并探讨了基础医学学生综合能力的不足、基础医学班委会提升本专业学生综合能力的途径和方法,为现代基础医学综合型创新人才的培养提供了新思路。     

高职高专机械专业学生创新能力培养方法探索

本文通过对高职高专机械专业学生创新能力的培养,使生产和实践充分结合,增强学生的基本技能和工程技术综合性训练,从而达到学习的目的。此外,还要培养学生创新思维和实践能力,锻炼学生能够独立获取知识、团结协作解决问题的能力,同时还可以直接参与工艺设计、产品的研发以及充分锻炼学生的工程能力。     

高等职业教育机械专业实践教学探讨

根据高等职业教育培养目标,加强创新实践教学,培养优秀的高层次技能型人才是高等职业教育办出特色的重要内容。对于高职机械专业的实践教学,文章提出了创新实践教学的基本要求、注重技能培养的课程体系、明确产学结合建设校内外实习基地的重要性以及加强对高职机械专业实践教学的投入与管理等思路。     

在社区实践中培养学生护理科研的基本能力

以社区实践为科研能力培养的辅助教学背景，组织护理本科生定期下社区参与一系列的社区护理实践、开展相应的护理科研调查等，能够培养她们的护理科研创新思维和从事护理科研的基本能力。     

公安刑事科学技术理论与实践教学新体系构建议探索与实践

公安刑事科学技术专业的教学重点是培养学生的创新精神和实践能力，而创新精神和实践能力的培养又离不开创新教育。创新教育的实施又必须依托于教学活动中教师和学生的双重主体作用。从这一认识出发，我们根据刑事科学技术专业的教学特点，经过长期的探索，构建了公安刑事科学技术理论与实践教学新体系，并在教学改革中对刑事科学技术专业的课程进行创新和发展。     

农业类高职旅游专业学生创新创业能力培养研究与实践 ——以江苏农林职业技术学院为例

高校开展大学生创新创业能力培养研究与实践是建设创新型国家、人力资源强国的切实需要.课题组立足农业高职院校旅游专业展开相关研究,分析高校开展创新创业教育研究的理论、实践意义,针对旅游专业创新创业教育存在的突出问题,运用实证研究方法,以江苏农林职业技术学院旅游专业为例开展创新创业教育能力培养路径的研究和实践探索,取得了预期...     

独立学院通信工程专业实践教学体系构建探索

分析通信工程专业的特点,以天津理工大学中环信息学院为例,针对目前教学内容、教学方式、实践环节进行了研究和改革,采取校企结合的有效措施,让学生融入通信专业的工程环境,构建相对完善的实践教学体系,大大增强了学生的创新意识和综合分析问题、解决问题的能力。     

高职班级“企业化”管理模式下的职业道德教育探索

随着高职教育改革的不断深入,通过工学结合,校企合作促进学生职业素质和能力的培养,已成为高职院校的共识。文章从产学结合、轮岗实训到顶岗实习的角度提出并探讨了高职学院班级"企业化"管理模式下的职业道德教育的创新,着眼于学生的职业素质培养和对工作岗位的适应能力,培养学生可持续发展能力,创新了高职人才培养模式。     

关于任职教育教学体系建设的对策思考

分析了任职教育教学体系建设现状,围绕培训内容设置、教学方法设计、实践教学组织、教师队伍建设、育人氛围营造等方面探讨了教学体系建设的基本对策。     

增权视角下高职院校专业社团建设的探索与实践——以南京城市职业学院“社工协会”为分析个案

专业社团作为学生职业能力培养的创新载体,在高职院校的专业人才培养中承担重要的社会功能.但是专业社团在高职院校的发展并不顺利,遇到经费没保障、专业技能不足、组织结构松散、培训督导滞后等诸多问题.南京城市职业学院的特色专业社团——“社工协会”三年来的社会服务实践反映了当前高职院校专业社团发展存在的共性问题,需要从增权视角进行能力建设.     

全过程培养学生职业能力的实践与探索——以河北旅游职业学院导游专业为例

从导游专业人才培养模式构建、课程体系重构、实境教学和学生课外活动等方面，对该专业学生职业能力培养过程进行了探索，提出了全过程培养导游专业学生职业能力的观点，取得了明显成效。     

“242”模式下连锁经营管理专业顶岗实习的质量保障研究——以南通职业大学为例

顶岗实习是学校培养人才、企业择录员工、学生就业历练的平台。对于南通职业大学连锁经营管理专业来说，在顶岗实习管理方面，还存在着管理难度加大、与实习企业“合作纽带”不稳固、学生素养不高、实习质量不理想等问题。因此，要确保顶岗实习质量，必须构建顶岗实习工作组织体系、加强对顶岗实习指导教师的培训、创新顶岗实习信息反馈方式、完善顶岗实习考核评价体系、完善顶岗实习管理机制。     

Practice Learning and the Development of Professional Practice

The development of professional practice is based on practice learning, yet there is no consensus about its definition. The currently evolving use of the term ‘practice learning’ provides us with an opportunity to consider the nature of learning for professional practice at initial entry through to post qualifying stages of development. A number of streams of thought are influencing the understanding of practice learning and we aim to consider some of these and how they inform those involved in supporting and guiding practice learners at different stages of their professional development.

In presenting our conceptualisation of practice learning we argue against oversimplified dualities of classroom‐based academic learning concerned with theory and workplace‐based practice learning concerned with practice. Additionally we make explicit the career‐long nature of practice learning which is as embedded in continuing professional development as it is in the requirements for qualifying programmes.

Having established what we mean by ‘practice learning’ we consider the impact of organisational learning theory on the management of practice learning. The consideration of the characteristics of organisations which learn leads to a brief examination of approaches to teaching and learning which promote knowledge creation in a way which is meaningful to practitioners. We will argue that the development of understandings of organisational learning and knowledge creation should become part of the knowledge base for those supporting and guiding practice learners, in addition to the traditional knowledge base of adult learning theory.

Before exploring the nature of practice learning it would be helpful to consider briefly what we mean by professional practice for which practice learning is preparing people.

Professional practice in social work is a complex set of activities which involve direct work with service users, and their families, as well as work with other professionals and agencies. A range of knowledge and skills are used with a firm value base which recognises diversity and oppression as key elements in UK society.

Such professional practice is learned and developed in a range of ways over time through training, practice, understanding, analysis and reflection. However, the nature of just what practice learning is and where it occurs has become a focus of debate in the UK as a result of recent developments in initial professional education and training for social work.     

如何在专业技能与语文能力结合中培养学生的创新精神和创业能力

实施素质教育的核心是提高国民和广大劳动者素质，培养学生的创新精神和实践能力，基于此，探讨了中职语文培养学生创新精神和创业能力的几种方法。     

Advocating the Clinical Social Work Professional Identity: A Biographical Study

Aiming to portray the clinical social work (CSW) professional identity, the present biographical study examines the CSW knowledge and practice domain boundaries as they appear from the perspectives of three Greek mental health social workers who have advocated for the professionalization of CSW. The practitioners' perspectives are studied in relation to their demographic characteristics, education and training, and multidisciplinary relationships. A thematic analysis of the in-depth interviews revealed that these practitioners retained their nuclear social work identity and felt their skills and interests to be different from those endorsed by the present generic social work education and practice system. The study also revealed differences in the educational qualifications and routes that each of the three practitioners followed in order to be able to identify themselves as ‘clinical social workers’. Although the common denominator in the practitioners' perspectives was their training in psychotherapy, the type of psychotherapy training pursued and the experience of personal psychotherapy differentiated each practitioner's ability to theorize on the CSW practice identity. The research data were filtered through a psychodynamic lens to reveal the dynamics of the unconscious processes within the relationships formed between individuals and organizations.