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德国“双元制”模式的高职教育的特点 总被引：3，自引：0，他引：3
德国的高职教育体系分为两大系列：一是职前职业教育系列，属于高等教育学历系列，主要由高等专科学校、职业学院、技术大学、技术学院来承担，其中高等专科学校是德国高职教育的主体；职业学院是中等职业教育的延伸；而技术大学和技术学院是与综合性大学同等地位的高等学校。一是职后职业继续教育系列，属于非高等教育学历系列，主要指成人职业培训中属于高职教育范畴的部 相似文献
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通过对大连中等职业教育的实地调查,发现中职教育的多元化投资格局尚未真正形成;中等职业教育以学历教育为主,中等职业学校教师队伍比较稳定,但是,收入将是影响从业者稳定的重要因素;教师专业素质有待提高,亟待提高来自社会专业人才的比例.大连中等职业教育的发展应注意如下几个方面:加大职业培训的力度,发展广义职业教育,加强中职学校教师的"职业培训",建立引进社会专业技术人员的新机制,完善中职教育质量评价体系鼓励企业办学. 相似文献
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[名校档案]学校成立于1995年,由原南通工业管理干部学校、南通职业高级中学、市虹桥一中、市纺织技工学校合并而成。是一所集中等职业教育、高等职业教育和职业培训于一体,具有教学、培训、生产、经营、科研多种功能的职业学校,是南通市职业教育“主体”学校。... 相似文献
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中等职业教育包含了中等职业学校教育与职业培训两种类型,职业教育要满足人民群众终身学习的需要,与市场需求和劳动就业紧密结合,必然要求中等职业学校教育与职业培训相融通,这样一方面充分利用中等职业学校的办学资源,另一方面更好地构建终身教育体系,而要实现这一目标可以通过学分制这一载体。 相似文献
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如何利用中等职业学校具备的良好的教育培训资源开展职业培训,是中等职业学校应该考虑的问题.本文从分析中等职业学校开展职业培训的条件和难点入手,提出中等职业学校开展职业培训的对策. 相似文献
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北京未来职业教育发展的战略选择 总被引：1，自引：0，他引：1
邢晖 《中国职业技术教育》2006,(17):15-16
北京职业教育依托和服务于首都经济，初步形成了“多方位”、“大职教”的发展格局。其体系特征是：学校职业教育系统和社会职业培训系统“两轨并行”，三种类型的中等职业学校、多形式的高等职业教育、多门类的职业培训机构“三足鼎立”，公办和民办“两条腿走路”，市、区县两级的教育、劳动、有关行业部门、综合部门“齐抓共管”。 相似文献
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Larry King 《海外英语》2009,(1):36-37
I never wanted to be anything but a broadcaster, a talker. And for 40 years, I＇ve been doing just that. To me, the ability to talk well is one of the great pleasures in life and can bring with it some of life＇s greatest rewards, I＇m not saying it＇s always easy. The vast majority of people would rather jump out of an airplane without a parachute than sit next to someone they＇ve never met at a dinner party. But the more you work at it, the easier it will be. To get you started, here are my five basic ingredients for learning how to talk to anyone, anytime, anywhere. 相似文献
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汤晓 《湖南第一师范学报》2002,2(1):14-16
根据江泽民总书记“三个代表”的重要思想,阐述新时期如何发挥思想政治教育的优势,使这项工作做到入情入理,情理融合,达到良好效果。思考与探究的要点是情与理的同一性、差异性与辩证性。 相似文献
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朱静芝 《中国职业技术教育》2005,(26):24-26
我省是一个科技教育大省,我省经济社会发展战略一是科教兴省战略,二是人才强省战略,三是工业强省战略,四是可持续发展战略.从我省发展战略来看教育问题,教育如何为这些战略服务?前两个战略要求教育为全省经济社会发展做出贡献,后两个战略也是以教育为基础的.高水平大学、农村基础教育、职业教育是三大教育战略.我省职业教育和我省发达的高等教育来比,和我们重视的基础教育来比,是一条短腿.全省整个教育结构是不合理的,是严重失衡的.陕西的职业教育到了非抓不可的时候了,我们应该加大力气,把职业教育推上去. 相似文献
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王永军 《佳木斯教育学院学报》2010,(4)
就如何改进历史课堂教学,如何培养提高学生的历史素质进行了论述,认为应先从教师自身进行改革、历史课教学在加强历史素质教育的同时应教出历史学科的学科特点,尤其应大力加强历史人文素质的教育,以提高学生人文素养. 相似文献
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Marina E. Johnson Abdullah Albizri Rashmi Jain 《Decision Sciences Journal of Innovative Education》2020,18(1):90-118
Recent technological advancements in data storage and processing have changed how companies conduct their business. An increasing number of firms have started putting their efforts in extracting information from their databases to improve profitability and reduce costs using quantitative approaches. Thus, the job market has been experiencing a rapidly growing demand for business analytics (BA) practitioners, and universities across the globe are increasingly responding to this newly emerged field by offering both undergraduate and graduate level degrees as well as certificate programs. Thus, this research aims to provide a framework for academic institutions to develop a state‐of‐the‐art master's in business analytics (MSBA) curriculum by identifying concepts, skills, knowledge, and tools (CSKT) that industry seeks in BA practitioners. Our data‐driven methodology utilizes peer institution analysis, indeed.com web scraping, and focus group analysis with mid‐ and senior‐level analytics leaders from major companies. Our contribution to the literature and recommendations to institutions developing MSBA programs are offered at the end. 相似文献
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R Kail 《Child development》1988,59(4):1154-1157
In this article, I show that many of Stigler et al.'s criticisms of my 1986 article are incorrect or based on assumptions that are implausible. I agree with their conclusion, however, that theories of cognitive development must include both domain-specific and general processes. 相似文献
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《Educational Assessment》2013,18(2):191-202
In their response to my article, "Item Response Theory, Vertical Scaling, and Something's Awry in the State of Test Mark," Yen, Burket, and Fitzpatrick (this issue) question the validity of my field observations. I present evidence that validates those observations. They claim that my simulation was unrealistic. I present evidence (convincing, I believe) that they are simply misinformed. They argue that Thurstone scaling has several weaknesses. I present information that should enable them to understand the procedure better and that reveals that the supposed weaknesses do not, in fact, exist. They say they are very "up front" about not being able to measure students at the extremes accurately but claim the vast majority of students are assessed well, thus implying that my use of data for students at the 2nd and 98th percentiles led to conclusions that would not be found if other segments of the score distribution were examined. I duplicated the analyses at the 15th and 85th percentile points and demonstrated that they were wrong. Yen et al. seem to be convinced that the variance of performance decreases (they use the term "homogenization") as learning progresses. Using their published data for 7 on-grade tests administered at the beginning and end of each school year, when the same on-grade test form was used-thus eliminating any confounding introduced by scaling—I show that in 67 of 77 instances the variance increased. This should serve as convincing evidence to the most doubtful person that the variance of performance increases as learning progresses. Given that there is a serious problem, as clearly illustrated in Figure 2, I suggest some avenues that research could take to address it. 相似文献