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林健 《高等工程教育研究》2013,(4):1-12
"卓越工程师教育培养计划"实施至今已经取得长足的进展。对参与高校实施"卓越计划"过程中所取得的成绩进行全面总结,对存在的问题进行认真分析并给出相应的解决问题的措施和建议,无疑对该计划的继续推进和深入实施具有重要的意义。本文在对"卓越计划"实施进展情况进行总体概述的基础上,分别从学校培养标准和专业培养方案制定、课程体系和教学内容改革、推行研究性学习方法、工科教师队伍建设、校企合作培养卓越工程师、卓越工程师培养国际化、实施"卓越计划"对本校教育教学工作的影响、存在的困难和需要的政策支持等八个方面,总结、评价和分析"卓越计划"启动以来参与高校的实施进展情况,突出亮点展现、存在问题和措施建议,以期为参与高校继续实施"卓越计划"提供相互学习和借鉴的参考以及解决问题和提高卓越工程师培养质量的建议。 相似文献
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"卓越工程师教育培养计划"是教育部改革人才培养模式,创新高等教育人才培养机制的重要举措。建设"卓越工程师教育培养计划"校内工程实践教学基地是实施"卓越工程师教育培养计划"的重要组成部分。"卓越工程师教育培养计划"针对人才培养的传统模式,即忽视实践知识的学习和实践能力的培养,指出了学生工程能力培养的方向。改革重点放在加强工程实践教学,建立职业资格认定,重在培养学生的创新实践能力,突出专业技能训练。 相似文献
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构建实施"卓越工程师教育培养计划"宏观模型,对于全面理解实施"卓越计划"的本质内涵及实施方略具有重要作用。课程整合、教学方法和校企合作三者互相支撑,综合实施,是"卓越计划"的核心内容。完善"卓越计划"的评价体系,是实现"卓越计划"目标任务的重要保障。实施"卓越计划"这样一项高等工程教育改革的系统性工程,必须建立健全完善的反馈机制,才能使其良性发展,达到预期目标。 相似文献
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"卓越计划"是教育部率先启动的改革计划,职技高师依托"卓越计划"实施了"卓越工程师"和"卓越职教师资"教育教学改革。从职技高师的角度,构建"卓越计划"下的数学教学改革方案并进行实践探索,具有重要的现实意义。 相似文献
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面向世界培养卓越工程师 总被引：1，自引：0，他引：1
林健 《高等工程教育研究》2012,(2):1-15
面向世界培养卓越工程师是"卓越计划"的一项重要历史使命,需要所有参与高校的重视和实施。本文试图系统地讨论和研究面向世界培养卓越工程师这一重要专题,包括这项使命的重要性、卓越工程师培养定位、构建国际化的课程体系、采取国际化的教学方式、改革外语教学、建立国际化的教师队伍、实施多模式国际合作办学、开展国际化产学研合作教育、开展广泛的国际交流、营造国际化的学习环境、国际化中的民族性和本校特色等11个方面,以期为"卓越计划"参与高校开展面向世界培养卓越工程师的工作提供建议和参考。 相似文献
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Increasing accountability and efficiency in the use of public and out-of-pocket financing in education are critical to realizing the maximum impact of the meager allocations to education in most developing countries. While broad estimates and numbers are routinely collected by most national ministries and state departments of education, the lack of accuracy and reliability as well as the obtuse nature of recording and presentation of the data does not facilitate any serious policy use. A major advance in this area has been brought about by the development of NEA （National Education Accounts）, which is a new tool for measuring education expenditures in a systematic policy-~endly manner. In essence, NEAs measure the ＂financial pulse＂ of an education system, answering 4 key questions： Who is financing education？ How much do they spend？ How are funds distributed across different education providers, levels and activities？ Who benefits from or receives the services？ NEAs gather information on all spending from public, private and donor sources, and provide a snap-shot of all expenditures on education in the state or country. While not an auditing tool, it provides real time information on the flow of funds that can be used for evidence-based decision-making. It provides information to policy-makers, enabling them to discern systcm-wide inequities and identify areas that require changes in policy. In addition, the use of a standard classification of expenditures allows for data from NEAs to be comparable between and within countries. This paper provides an assessment of accountability and efficiency in the use of public and private resources in the education sector in 2 states of Nigeria. Using comparative data from implementation of education accounts in 2 states of Nigeria, it presents a breakdown of education spending by public and private sources as well as donor agencies, by types of providers, by geographical regions and by category of expenditures. It analyzes educational expenditures for the 2 states in the context of state government priorities for education, and proposes a novel way of tracking trends in education spending as a means for policy-makers to organize a strategic vision supported by resources and to evaluate the outcome of policies. 相似文献
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Siv Flaesen Almendingen Johannes Tveita 《美中教育评论》2009,6(4):45-48,66
Ten teachers, from preschool to secondary school have tried out puppets as a stimulus in science lessons. Data were gathered by teachers answering a questionnaire and by interviewing the teachers. We report what teachers have experienced by using puppets in science classrooms and in science activities in preschools. Data indicate that the puppet can be used to stimulate science both in preschool, primary school and secondary school. Probably the puppet must be used in different ways in preschool and primary school than in secondary school to get the pupils to accept them. This pilot study has given us courage and ideas to start a following-up study in using puppets in science. 相似文献
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Shamsul H. Mahmud Judith R. Warchal Ayumt Masuchi Rafiq Ahmed Axel Schoelmerich 《美中教育评论》2009,6(7):29-44
The study aimed to assess and compare the values prevalent among the students and teachers of Universities in Bangladesh, Japan, USA and Germany. The sample consisted of 480 students and 236 teachers. The sample included 120 undergraduate students Japan; 120 undergraduate students from Bangladesh; 120 undergraduate students from USA, and 120 undergraduate students from Germany. The faculty sample included 60 teachers from Japan, 60 teachers from Bangladesh; 60 teachers from USA, and 56 teachers from Germany. To identify the value preferences of the individuals a list of 10 values, pro-social, achievement, power over others, security, self direction, otherworldliness, fatalism, narcissism, inner directed, and conservative, based on previous values studies by Singh and Parek were prepared. The first five values were identified in previous studies as functional （Singh, 1975） and other five were identified as dysfunctional （Parek, 1988） in the context of national development of Asian cultures. The results revealed that Bangladeshi students held stronger preferences for values identified as functional values than for those identified as dysfunctional. Japanese students indicated stronger preferences for the values identified as functional values except narcissism. The American students indicated a preference for three of the five values identified as functional but also ranked narcissism and other worldliness as third and fifth preferred values respectively. German student showed a preference for functional values, except narcissism which they also ranked as third. Bangladeshi teachers＇ preferences for functional values were higher than dysfunctional values. Japanese teachers indicated a preference for functional values except narcissism. American teachers preferred functional values except other worldliness. German teachers＇ value preferences were also functional, except for narcissism which they ranked as fifth. Students and teachers in the four countries sampled indicate preferences for values identified as functional with few exceptions. This research suggests that value preferences among university students and teachers are more similar than different, suggesting a homogenizing effect （Boli, 2005） on human values. 相似文献
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Anthony Malone Gregory Smith 《美中教育评论》2010,7(9):106-114
Over the last 2 decades, Irish schooling and society have gone through a period of significant structural and policy-driven change. To meet the emerging needs of the knowledge/learning society, schools and teachers are challenged to develop their capacities as ＂active learning communities＂. This places greater demands on teachers and schools to reflect on their classroom practices, to utilise a wider repertoire of pedagogic styles more suited to the needs of the 21st century learners and so that meaningfully collaborate with their fellow professionals. Teaching and Learning for the 21st Century （TL21） was a 4-year （2003-2007） multi-pronged research and development project involving the Education Department at the National University of Ireland, Maynooth （NUIM） and 15 post-primary schools. The project sought to address a number of key aims in terms of developing schools as professional learning communities, including addressing the isolation and insulation which teachers can, and do experience in their day-to-day professional lives and prioritize quality in teaching and learning as a key challenge for school development planning. This paper attempts to succinctly frame the key developments and findings which emerged over the duration of this process. 相似文献
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Barbara Theresia Schrottner 《美中教育评论》2010,7(8):50-61
It is becoming more and more apparent that globalization processes represent, theoretically as well as practically, a challenge for educational sciences and therefore, it must be addressed within the sphere of education. Accordingly, educational conceptions have to adapt to globafization phenomena and focus more on alternative and innovative educational concepts. The observable phenomena that appear as part of globalization then lead to the following question： Is there still space for educational concepts like emancipation, self-determination, equal opportunities and fairness in distribution, democracy and common sense？ The most indispensable tools for the development of equitable and peaceful contemporary education perspectives are a differentiated reflection on globalization phenomena and consequences, an intensive analysis and disclosure to address （global） conflict lines, the questioning of well-established concepts, the formation and embodiment of visions of the global future and the articulation of innovative education concepts. Modern social and political structures and practices have to be reoriented to combat the negative effects of globalization processes through the incorporation of more humane, socially fair and ecological principles. Educational science is sure to make an important contribution in making this a reality. 相似文献
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Williams Emeka Obiozor 《美中教育评论》2010,(1):17-25,31
This article discusses the teaching of life skills to urban American youths who are highly fascinated with the hip-hop culture--songs, raps, miming, lyrics, dressing and musical rhythms, especially individuals with emotional disabilities in the public schools. This is an instructional curriculum strategy to encourage positive and active participation of these students, promote perfect school attendance, encourage good behaviors, deal with anger management and motivate committed learning in the classroom. The instructors＇ understanding of students＇ culture, learning needs and styles, and using such background knowledge to educate them become imperative in this setting. These urge for innovative and leadership projects in the author＇s special education classroom necessitated the application of hip-hop music to teach life skills, reading and other functional skills in the classroom. The outcome was positive and rewarding to both the teachers and students. There are recommendations for interested teachers to devise creative teaching methods, differentiated instruction and appropriate classroom management practices to attain student achievement. 相似文献
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Pavlovic Slavica 《美中教育评论》2010,(10):62-69
This paper deals with 2 focal points of inclusive education, which is the integral segment of the current education reform in the Bosnia and Herzegovina： its position in various proclamations and in primary school teachers＇ reality, i.e., legislative aspects vs. everyday situation in primary schools. The survey research was carried out through the 5-level Liken scale, on the sample of 105 primary school teachers working in Herzegovina-Neretva Canton （specific for its education reform implementation）. The aim was to examine the attitudes of the direct implementators of the education reform and the inclusive education （2003-2009）--primary school teachers, with particular reference to： teachers＇ acquaintance with inclusive education requirements; their involvement in its designing, planning and organization; relevant professional education; school preparedness for inclusive education; level of partnership with relevant subjects; and evaluation of the inclusive education implementation. The results obtained have indicated exactly the lack of the mentioned as the main issues of the implementation of inclusive education within compulsory primary schools in Herzegovina-Neretva Canton. Therefore, this paper gives a kind of guidelines for the improvement of the inclusive education, derived directly from the teachers＇ everyday experiences, problems, proposals, notes and suggestions. 相似文献
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Yael Fisher 《美中教育评论》2010,7(6):1-15
This paper reveals a new evaluation model, which enables educational program and project managers to evaluate their programs with a simple and easy to understand approach. The ＂index of success model＂ is comprised of five parameters that enable to focus on and evaluate both the implementation and results of an educational program. The integration of these parameters forms a complete and comprehensive picture, which in turn provides the most information on the success or failure of the program. The parameters are： （1） the relevance index, referring to an evaluation of predefined objectives; （2） the efficiency index, referring to the fiscal efficiency of the program; （3） the effectiveness index evaluating the attainment of the program＇s objectives; （4） the impact index gauging the effect on the consumers, for whom the program is undertaken; and （5） the final parameter is the program＇s sustainability index. Since Israel＇s education strategy currently leans towards site-based monitoring and evaluation, such a model can potentially be of great help to school management and staff. 相似文献
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Sidonia Alenuma 《美中教育评论》2009,6(7):1-17,60
The objective of this paper is to explore the operation of magnet and professional development school （PDS） programs in a real life situation using an ethnographic study of Downtown Elementary School （DES-a pseudonym） that simultaneously operates as a PDS and a magnet school. The author spent almost three years at DES, located in the Southern United States, collecting data through participant observation, interviewing, and document collection. The purpose is to provide answers to compelling questions such as： What does it mean to have both magnet and PDS programs operating simultaneously in the same school as in the case of DES？ What can be learned from the experiences of the unique school-DES？ The paper provides an outline of both magnet and PDS programs and their operations at DES and analyzes how these programs are interrelated and intertwined. Some of the outcomes indicate that DES is about the only school in its locality that juxtaposes two innovative school reform programs. These programs impede each other＇s progress sometimes and in some cases feed off each other. There is a lot to be learned from the unique experiences of DES. Coupled with other conclusions, the author concludes that, PDSs, as school restructuring projects are intertwined with magnet schools＇ reform activity which is motivated by the drive to provide equity of opportunity to learn, particularly for poor, minority and black students in mostly urban areas who are at a disadvantage for various reasons. The final section of the paper takes a critical look at the issues at stake through the lens of critical multiculturalism. 相似文献
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Hind Al-Fadda Maha Al- Yahya 《美中教育评论》2010,7(7):100-106
This paper reports on the students＇ experiments of using blogs to encourage themselves to do pre-class reading assignment and reflections after class. The sample in the study included five ESL （English as a Second Language） graduate students in a course of teaching methods, and 90 software engineering students in an undergraduate information technology program. Results indicated that there was a positive attitude towards the use of blogs for pre-class preparation and post-class reflections. However, considering the successful experience, it is important to consider the class size, students＇ educational level, and the type of reading assignment. 相似文献