试论机械类专业实训教学方法和教学特色

以专正能力培养为主是当前高职高专教育教学改革的必然趋势,针对实训教学的特点,从实训教学的前期准备、实训教学过程和教学现场管理入手,提出具体措施,对提高机械类专业实训教学质量进行探讨.     

中等职业学校电子技术专业实训教学探索

本文从电子技术专业实训实践教学出发,对电子技术专业实践教学模式改革、电子技术专业实践教学质量评价体系两个方面进行了电子实训教学体会的阐述.     

“翻转训练”教学模式探究

借鉴"翻转课堂"的先进经验,结合工程训练课程特点,提出了"翻转训练"的实训教学新理念,对教学结构进行了重新设计,探索了工程训练教学改革的新思路。     

中职机加工多工种组合实训的探索

本文通过分析机加工多工种组合实训的必要性,并就中职机加工一体化实训教学中实施多工种组合实训进行探讨,以提高机加工实训的教学效果.     

旅游管理专业在实训教学中存在的问题及对策

实训教学是学生获得职业技能最有效的途径,旅游管理专业应重视实训教学,及时发现实训教学中存在的问题,并采取相应的改进措施,提高实训教学质量.     

浅谈高职酒店管理专业实习实训教学的管理

实习实训环节是高职酒店管理专业教学的重要组成部分,对学生职业能力的培养起着非常重要的作用。然而目前在高职酒店管理专业实习实训教学环节中经常出现实习实训效果差、实训流于形式等问题。本文将从六个方面探讨如何保障实习实训教学的有效开展与实施。     

关于机电一体化专业学生校内毕业综合实训的几点思考

对高职院校机电专业学生毕业综合实训教学实践进行总结,针对题目选取、教师专业水平等问题进行分析,提出了提高校内毕业综合实训质量的建议。     

机电一体化技术专业虚拟实训体系模块化研究

针对高职机电一体化技术专业实训教学存在的问题,将虚拟技术引入到实训体系中去,优化教学体系,构建专业虚拟实训体系,提高教育技术水平,改善实训环境,培养高素质技能型人才.     

浅析基础会计实训的重要性及问题和对策

一、基础会计实训对理论教学的重要性 基础会计实训教学对理论教学的重要性是显而易见的,我国职业教育主要结合企业自身人才需求和储备而进行培养和教育,其培养的针对性较强.现阶段企业对人才的需求提出了较高的要求,因此明确教学目的很重要.基础会计实训教学的目的是巩固和加深学生的基础会计基本理论知识,培养学生运用所学会计核算基本原理解决实际工作的问题,不断提高学生的实践动手能力.     

浅谈中职机械加工专业实训教学中的现状和对策

本丈主要讨论目前中等职教机械加工专业实训教学存在的一些问题,针对性地解决实训教学的模式,力争使中等职教机械加工专业实训教学更具特色,更富有吸引力,更适应社会的需要.     

What is clinical psychology?

Proposes a broadened definition of clinical psychology which is based on a generalized training program that integrates university and clinical center training and provides the foundation for specialization in the internship, employment, or postdoctoral study. The scientist-professional model is reaffirmed as the best training method to develop psychologists capable of practicing both a profession objectively and a science humanistically. The acquisition of knowledge and of an appropriate attitude is considered essential to this development. Fundamental to this attitude is self-knowledge, achieved through self-evaluation under guidance. For the implementation of an integrated training program, 6 principles of context for teaching are presented, as well as suggestions for substantive and methodological areas of training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training behavioral consultants: A competency-based model to teach interview skills.

Developed a training package to teach consultation interview skills in 3 phases of behavioral consultation: (a) problem identification, (b) problem analysis, and (c) treatment evaluation. In Exp 1, 4 graduate students were exposed to a training manual and viewed videotape interview models. In Exp 2 with 3 graduate students, the videotapes were not used, but all other components remained intact. Exp 3 used the training manual to teach the skills to 2 practicing school psychologists, who then used the interview guidelines and format presented in the manual in an actual case in their schools. Results indicate that training specific consultation skills can be achieved successfully using standardized training procedures and formal interview guides. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Support groups address residents' personal development

Graduate medical education traditionally has emphasized the teaching of biomedical knowledge and technical skills. However, physicians-in-training also need opportunities to explore their emotional reactions that occur during the process of patient care and medical training. The promotion of personal growth and self-awareness should be important components of graduate medical education. Easily implemented, a resident support group is one forum that addresses this obvious gap in medical education. This article reviews the goals and structure of support groups, with the hope that more training programs will implement them.     

Physician training for patient-centered nutrition counseling in a lipid intervention trial

BACKGROUND: We examined the effect of a 3-hr training program on physicians' lipid intervention knowledge, attitudes, and skills. The program teaches physicians skills to conduct a brief dietary risk assessment and provide patient-centered counseling to enable patients with elevated lipids to change their dietary patterns. METHOD: The training is part of a randomized trial of lipid-lowering interventions, the Worcester Area Trial for Counseling in Hyperlipidemia. Primary care internists practicing in a health maintenance organization (HMO) were assessed, before and after training using questionnaires and audiotapes to document changes in knowledge about diet, attitudes about intervention, reported nutrition intervention practices, and counseling and assessment skills. Physicians also rated the value that they thought the training program had to them. RESULTS: After completion of the program the physicians' use of dietary counseling steps, as assessed by blinded evaluation of audiotaped physician-patient interactions, significantly increased (mean pre = 5.4, mean post = 9.2; t = 9.9; P < or = 0.001). In this regard, there were instances in the use of 7 of the 14 specific counseling steps. Physicians also demonstrated increases in self-perceived preparedness as measured by a 5-point scale (mean pre = 3.2, mean post = 4.0; t = 4.25; P < 0.001), confidence in having an effect (mean pre = 3.3, mean post = 3.9; t = 3.16; P < 0.01), perception that materials were available to aid intervention (mean pre = 2.7, mean post = 4.0; t = 5.29; P < 0.001), and perception that they have access to a nutritionist (mean pre = 3.5, mean post = 4.0; t = 2.63; P < 0.01). They rated the value of the program between very good and excellent. CONCLUSION: Results of this 3-hr educational program indicate that physicians in an HMO are responsive to the teaching of specialized skills deemed important for promoting health behavior change in their patients.     

Psychologists' competence to treat lesbian, gay and bisexual clients: State of the field and strategies for improvement.

Recognizing research which suggests that many practicing psychologists enter the field without training or with inadequate training in the knowledge, skills, and awareness needed to treat lesbian, gay, and bisexual (LGB) clients, the authors in this Focus on Ethics provide suggestions for psychologists seeking competence with this population. In the lead article, Lyons fleshes out the contours of competent practice, presents the current state of psychologist competence, and calls for greater levels of competence. Next, Bieschke and Dendy respond by applying the Ethical Acculturation Model to describe the question of competence for those who may come from cultures not condoning of an LGB affirmative stance. Worthington provides hypotheses for the current rates of competence in the field and encourages the use of evidenced-based training and practice to increase competence. Finally, Georgemiller confirms the role of practicing psychologists who are heterosexual allies and identifies resources for gaining competence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Inservice training for clinical supervisors.

Clinical supervisors have had to rely heavily on their training as psychotherapists to meet their responsibilities as supervisors. A 2-day training program in supervision skills designed to broaden the repertoire and enhance the professional development of practicing supervisors is described. The training laboratory is divided into 3 parts: (a) examination of baseline supervisor behaviors, with particular attention given to focus and role; (b) presentation of 4 distinct models of supervision (Discrimination, Interpersonal Process Recall, Microtraining, and Live Supervision); and (c) training in ethical/legal issues, which includes evaluation, emergency situations, and ethical and/or legal dilemmas. The in-service training program is designed to give participants an opportunity to practice the skills presented. Furthermore, an attempt is made to integrate the laboratory materials so that the supervisor is trained to use different behaviors discriminately. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the Job versus Graduate School Training of Forensic Engineers—An Instructor and Professional Engineer’s View

This paper provides insights from a graduate forensic engineering course for civil engineers and analyses its success from the instructor and student perspectives. The objective of the study was to evaluate teaching methods and settings for training of forensic engineers in light of new body of knowledge needs for the profession. The assessment methodology used student feedback before, during, and after the semester-long course and the instructor’s observations and prior forensic engineering consulting experience. The course was structured around student learning objectives that paralleled actual engineer training in professional consulting firms. The students used hands-on learning, field investigations, library-based research, and report writing. Focus was placed on learning basic research skills and applying scientific method which were at low levels among students. This is of concern to the profession as these skills, along with analytical ability, form part of the basic tool set of most engineers. By the end of the course, writing and review skills had improved significantly and student perceptions of the specialized skills turned more favorable. The students overwhelmingly appreciated inclusion of guest lectures by forensic engineers to demonstrate the relevance of this field. It was concluded that inadequate technical writing and reading skills, symptomatic of students in many engineering programs can be corrected through a forensic engineering course.     

Training issues in behavior therapy.

This article addresses training issues in behavior therapy. Methods and skills that are most important for affecting changes in client behavior are identified, and the progress that has been made in demonstrating that these skills can be taught effectively are reviewed. Among the skills discussed are the decision-making skills used to identify problems, to select appropriate interventions, and to evaluate client progress as well as the relationship and technical skills used to implement interventions effectively. A critical goal of professional training is to prepare students to be active learners over the course of their careers. Within this context, issues of quality assurance, the role of broad-based scientific training, and the importance of research on training are examined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social justice in practicum training: Competencies and developmental implications.

This article addresses the challenge in the predoctoral education of professional psychologists of providing practicum training experiences with a strong social justice focus while also ensuring that students are acquiring the full range of foundational competencies expected of practicing psychologists. The theory-based distinction between interactional, procedural, and distributive justice will be discussed as a framework for considering a developmental progression in practicum training, moving from individually focused skills to more advanced competencies emphasizing social/institutional change. The article concludes with aspirational recommendations for any academic program seriously committed to the pursuit of social justice as part of its training mission. (PsycINFO Database Record (c) 2010 APA, all rights reserved)