共查询到20条相似文献，搜索用时 125 毫秒
1.
加拿大CBE职教模式及对我国职业教育的启示 总被引：8，自引：0，他引：8
CBE职教模式是加拿大社区学院教育的成功教学模式,是以能力培养为基础的教育教学体系。在培养模式、教学原理、主要特征、课程开发等方面均有很多值得借鉴之处,我国应积极引进这一教学模式。 相似文献
2.
丁晓娜 《大学.研究与评价》2009,(9):87-91
从介绍澳大利亚的职业教育体系入手,分析其完善的管理体制特别是对职业教育质量举办者、课程和学习内容质量保证方面的管理和师资建设,比较全面地反映了澳大利亚以行业需求为导向、以能力为基础、沟通普通教育、全国统一的独具特色的职业教育,为我国大力发展职业教育、建设人力资源强国提供借鉴。 相似文献
3.
For several years Portuguese higher education institutions have been waiting for the legislation framework necessary for the
implementation of the Bologna process. Such legislation was passed quite recently (2006) and has resulted in an unexpected
flood of proposals presented at very short notice by higher education institutions to the Ministry. It is possible that such
fast implementation rate corresponds to implementation “in form” rather than “in substance”, thus softening tensions between
the European and the national and local levels. This hypothesis will be tested by analysing the outcomes of a survey conducted
in all higher education institutions that have presented proposals of Bologna-type degree programmes or adaptations of old
degree programmes to the new Bologna-type structure. 相似文献
4.
Erin Murphy-Graham 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,83(1):503-521
This article presents results from a qualitative study on how the Honduran secondary education programme, Sistema de Aprendizaje Tutorial (SAT), attempts to “undo gender” (Deutsch 2007: 122) by encouraging students to rethink gender relations in their everyday lives in a way that reflects their increased
consciousness of gender equality. My findings suggest that SAT increased women’s gender consciousness and this heightened
their desire for change in the domestic sphere. In some instances, women were able to negotiate a new sharing of responsibilities
with their spouses. There are several features of SAT that make it a transformative innovation in education: (1) gender is
mainstreamed into the curriculum; (2) gender is linked with the larger concept of justice; (3) students engage in reflection,
dialogue and debate; (4) teachers are given the opportunity to reflect critically on their understanding of gender in professional
development sessions; and (5) it emphasises that undoing gender requires change among individuals and in social structures
such as the family. 相似文献
5.
Jane A. Van Galen 《The Urban Review》2010,42(4):253-270
This paper explores the possibilities of working with White, working-class teacher education students to explore the “complex
social trajectory” (Reay in Women’s Stud Int Forum 20(2):225–233, 1997a, p. 19) of class border crossing as they progress through college. Through analysis of a course that I have developed, Education and the American Dream, I explore political and pedagogical issues in teaching the thousands of teacher education students who are the first in
their families to attend college about social class. Arguing that faculty in teacher education too often disregard the significance
of deep class differences between themselves and many of their students, I propose that teacher education include coursework
in which upwardly-mobile students (a) draw upon their distinctive perspectives as class border-crossers to elucidate their
“complex social positioning as a complicated amalgam of current privilege interlaced with historic disadvantage” (Reay in
Women’s Stud Int Forum 20(2):225–233, 1997a, p. 25) and (b) complicate what Adair and Dahlberg (Pedagogy 1:173–175, 2001, p. 174) have termed a cultural “impulse to frame class mobility as a narrative of moral progress”. Such coursework, I suggest,
has implications for the development of teacher leaders in stratified schools. The paper draws upon the literatures on social
class and educational attainment, on the construction of classed identities in spite of silence about class in public and
academic discourse, and on pedagogies for teaching across class differences. 相似文献
6.
Sylvia Rojas-Drummond Neil Mercer Ellen Dabrowski 《European Journal of Psychology of Education - EJPE》2001,16(2):179-196
Research in Mexican schools, drawing upon earlier research in the UK, has led to the development and use of a method for describing, comparing and evaluating the particular approaches and interactional strategies used by teachers and learners. Using this method, qualitative and quantitative comparisons are made to distinguish between teachers who use a conventional, formal, directive approach when teaching 5-year-old children mathematical skills (called the “Official” method) and those who use a more interactive, collaborative, supportive, “scaffolded” approach to teach similar classes of children (called the “High Scope” method). In an earlier study, we found more competent and independent problem-solving among High/Scope pupils than among their peers taught by the Official method. In the present study, discourse analysis and statistical analysis of the relative frequencies of types of teacher-pupil interaction in the classrooms of two “Official” teachers and two “High’ Scope” teachers are used to explain the improved problem-solving of the “High Scope” pupils. The findings support the view that by creating a more collaborative, scaffolded version of classroom education, teachers can more successfully enable children to develop their own problem-solving skills, learning strategies and curriculum-related understanding. The research also contributes to the development and implementation of methods for promoting a more effective style of teacher-learner interaction in the classroom. 相似文献
7.
Evelyn Bergsmann Julia Klug Christoph Burger Nora Först Christiane Spiel 《Assessment & Evaluation in Higher Education》2018,43(4):537-554
There is a lively discussion on how to evaluate competence-based higher education in both evaluation and competence research. The instruments used are often limited to course evaluation or specific competences, taking a rather narrow perspective. Furthermore, the instruments often comprise predetermined competences that cannot be adapted to higher education needs. The aim of this paper is to provide a flexible screening instrument into which practitioners/evaluators of study programmes can themselves insert the competences they are interested in, i.e. competences students ought to acquire through their study programme. The present study describes the development of the Competence Screening Questionnaire for Higher Education (CSQ-HE) in different domains of higher education. Results show that the CSQ-HE provides plausible screening information whilst fulfilling evaluation standards. It can be integrated into a higher education institution’s internal quality management system to demonstrate a programme’s legitimacy and enhance competence-based teaching and learning. Strengths, weaknesses and implications for practice are discussed. 相似文献
8.
9.
Lamon (Teaching fractions and ratios for understanding. Essential content knowledge and instructional strategies for teachers,
2nd edn. Lawrence Erlbaum Associates, Mahwah, 2005) claimed that the development of proportional reasoning relies on various kinds of understanding and thinking processes. The
critical components suggested were individuals’ understanding of the rational number subconstructs, unitizing, quantities
and covariance, relative thinking, measurement and “reasoning up and down”. In this study, we empirically tested a theoretical
model based on the one suggested by Lamon (Teaching fractions and ratios for understanding. Essential content knowledge and
instructional strategies for teachers, 2nd edn. Lawrence Erlbaum Associates, Mahwah, 2005), as well as an extended model which included an additional component of solving missing value proportional problems. Data
were collected from 238 prospective kindergarten teachers. To a great extent, the data provided support for the extended model.
These findings allow us to make some first speculations regarding the knowledge that prospective kindergarten teachers possess
in regard to proportional reasoning and the types of processes that might be emphasized during their education. 相似文献
10.
Research concerning the supervisor role in separate educational programmes has been undertaken, but cross-professional studies
are few. The aim of this study was to explore the lived experience of supervising mentors in Sweden during the practice-based,
off-campus sections of the education in teaching, nursing, and social care. The study used a participatory phenomenological
approach in which four researchers and nineteen supervising mentors worked together in the research process which was accomplished
in four different phases. The data collecting method used was interview. The results constituted a main essence entitled “Struggle
of power and control of professional quality enhancement” built upon four themes: “Constitutes a motivating force”, “Feelings
of responsibility”, “Feelings of frustration” and “Wishes for alteration”. Conclusions from the study are that communication,
information and contact between the professionals in the fields and university teachers need to be strengthen to keep up supervising
mentors’ motivating force and to give them support. 相似文献
11.
Recent developments in competence-based education have motivated institutions of vocational education and training (VET) to
improve the links or connectivity between learning in school and learning in the workplace, which has been a problem for decades.
In previous research, a theoretical framework describing the underlying aspects of competence-based education was developed.
In this study, three aspects of this framework were used to analyse connectivity between learning in school and learning in
the workplace. These aspects were: i) authenticity, ii) selfresponsibility, and iii) the role of the teacher as expert and
coach. Three stakeholder groups (i.e., students, teachers, and workplace training supervisors) involved in secondary VET programs
in the field of life sciences in the Netherlands were questioned on these aspects. Based on their interviews, it is concluded
that these aspects provide information about the process of connectivity. Because stakeholder groups hold different conceptions
of workplace learning and often do not communicate adequately about mutual responsibilities, the implementation of these aspects
of competence-based education has not significantly improved the connectivity situation. Nevertheless, these aspects of competence-based
education can guide stakeholder groups in making clearer agreements about mutual responsibilities, which may improve connectivity
in the future. 相似文献
12.
Rami Zurayk Mutasem El-Fadel Iman Nuwayhid 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,47(5):299-314
The American University of Beirut’s Interfaculty Graduate Environmental Sciences Program was launched in 1997 as a means of
addressing salient issues on the environment and development in Lebanon and the Arab World using an interdisciplinary approach.
The programme adopts a student-centred learning approach and aims to develop critical and systems thinking skills to produce
socially and environmentally conscious leaders and agents of change in the Arab World. In this paper, we provide an evaluation
of the programme’s ESD dimensions using the criteria of interdisciplinarity, local relevance and competence-based learning.
This is followed by a critical analysis of the programme’s potential for use as a model in the Arab World. We find that, while
the model may be useful in providing inspiration and a good practice case, its transfer “as is” to institutions of higher
education in the Arab World or even in Lebanon is unlikely, and perhaps undesirable, in view of the inherently diverse nature
of Arab universities. 相似文献
13.
我国高等职业教育要改革和发展,就必须重视高职理论的研究,要借鉴国外职业教育的成功作法和经验。加拿大的CBE模式以能力本位为核心,符合我国的国情,为我国高等职业教育人才的培养模式提供了可借鉴的构建方法。 相似文献
14.
Yusef Waghid 《Higher Education》2006,51(3):315-328
In this article I argue that the use of practical reasoning in university classrooms is necessary to establish conditions
under which university teachers and students can move beyond the dominant “transmission mode” of education (teaching and learning).
This mode of education had been, and in many cases remains to be prevalent in several (South African) university classrooms.
I argue what it could mean for university teachers and students to reason together with one another in classroom practices.
Central to reasoning together is the idea of deliberation which provides opportunities for teachers and students to experience
“intelligent action” (Biesta 2004a) that could enhance educational problem solving in (and beyond) university classrooms. 相似文献
15.
Greg Burnett Govinda Ishwar Lingam 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,11(5):303-321
This article reports on a study of Pacific primary school teachers’ and university lecturers’ reflections on their involvement
in the in-service Bachelor of Education degree programme offered at the regional University of the South Pacific (USP) in
Fiji. Two rich sets of data have emerged from this study. Firstly, there are a number of critical reflections by ourselves
as teacher educators concerning levels of equitable student access and participation in our degree as it is reconceptualised
for distance and flexible delivery to increase levels of teacher professionalism across the Pacific region. Secondly, there
has emerged a set of statements from teachers themselves about: teaching and learning; professional development opportunities;
and what it means to be a professional educator in the Pacific region. This later data suggests an alternative set of voices
in what has largely been a “conversation between us about them” conducted by Ministries of Education, Curriculum Development
Units, USP, other educational bodies and the media in the Pacific, but particularly Fiji, about teachers and teachers’ work.
Critical reflection upon our own practice as teacher educators and the voices of experienced teachers are particularly pertinent
not only as we seek to reshape a degree programme to suit the needs of the region’s primary school teachers but also as “rethinking”
debates about the purposes of education in the Pacific region are on-going yet exclusive. 相似文献
16.
Considerable attention has focused on the challenges of English language learners without age-appropriate formal education
and first language literacy. They are viewed here as students with high-context learning experiences and expectations (Hall
in Beyond culture, Anchor, New York, 1976), and a collectivistic orientation, with a pragmatic, rather than academic way of looking at the world, who are marginalized
and disoriented in US classrooms. Building on Ibarra’s Beyond affirmative action: Reframing the context of higher education,
The University of Wisconsin Press, Madison (2001) “cultural dissonance” construct, the two learning paradigms are contrasted, and a third, the mutually adaptive learning
paradigm, is posited as a pathway to academic success for this population. 相似文献
17.
Aziz Choudry 《Cultural Studies of Science Education》2010,5(2):423-434
In response to Richardson Bruna’s “Mexican immigrant transnational social capital and class transformation: examining the
role of peer mediation in insurgent science”, this paper draws on the author’s research on organizing, mobilization and knowledge
production among adult im/migrant workers in Canada. While appreciative of the content and concerns of Richardson Bruna’s
argument, the paper argues for a clearer position on tensions between agency and structure, and class and capitalist social
relations in which to contextualize the schooling of immigrant children in today’s US classrooms. In addition, it explores
some implications of Mignolo’s (2000) work on the geohistory of knowledge, notably his concept of ‘border thinking’ for teachers, teacher education, and curricula.
Finally, the article suggests the potential of methodological frameworks and approaches of institutional ethnography (Smith
1987), political activist ethnography (Frampton et al. 2006) and global ethnography (Burawoy 2000) to inform research into this field. 相似文献
18.
高职院校人文素质教育现状的调查研究 总被引：4，自引：0，他引：4
通过对7所不同类型高职院校人文素质教育现状的调查发现,我国高职院校过分强调"能力本位"、"就业导向",在办学理念上也缺乏对人文素质教育的重视,为此,高等职业技术学院应首先确立人文教育与专业教育融合的办学理念,进一步明确高职教育的培养目标,同时要根据高职院校人文素质教育自身的内容、功能、特点,构建人文教育的新模式,探索实施人文教育的新途径和新方法。 相似文献
19.
陈忠良 《岳阳职工高等专科学校学报》2013,(2):16-21
美国职业教育体系完善,管理规范,形式灵活,实用性强,针对性强,功能齐全,运作高效。尤其是其依法治教的管理理念,相互融通的教育模式,灵活实用的课程设置,能力本位的教学模式,个性化的学习模式独具特色。要鉴其经验,转变观念,拓宽视野,创新职业教育管理模式,创新人才培养模式,强化学生主体地位,改进教学管理与教学方式方法,提升教育质量。 相似文献
20.
David Devraj Kumar Robert D. Sherwood 《Journal of Science Education and Technology》2007,16(3):239-246
A study of the effect of science teaching with a multimedia simulation on water quality, the “River of Life,” on the science
conceptual understanding of students (N = 83) in an undergraduate science education (K-9) course is reported. Teaching reality-based meaningful science is strongly
recommended by the National Science Education Standards (National Research Council, 1996). Water quality provides an information-rich context for relating classroom science to real-world situations impacting the
environment, and will help to improve student understanding of science (Kumar, 2005a; Kumar and Chubin, 2000). The topics addressed were classes of organisms that form river ecosystem, dissolved oxygen, macroinvertebrates, composition
of air, and graph reading skills. Paired t-test of pre- and post-tests, and pre- and delayed post-tests showed significant
(p < 0.05) gains. The simulation had a significant effect on the conceptual understanding of students enrolled in a K-9 science
education course for prospective teachers in the following areas: composition of air, macroinvertebrates, dissolved oxygen,
classes of organisms that form a river ecosystem, and graph reading skills. The gain was more in the former four areas than
the latter one. A paired t-test of pre- and delayed post-tests showed significant (p < 0.05) gains in the water quality and near transfer subsets than the dissolved oxygen subset. Additionally students were
able to transfer knowledge acquired from the multimedia simulation on more than one concept into teachable stand-alone lesson
plans. 相似文献