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关于普通高校构建和实施通识教育课程体系的思考 总被引：2，自引：0，他引：2
陈永跃 《重庆第二师范学院学报》2008,21(4):72-77
本文较为系统地分析了通识教育的功能、发展沿革及我国教育的现状,根据一般普通高校人才培养目标、教师资源的情况、教学管理的可操作性以及学生生源素质等基本情况。提出了一般普通高校通识教育课程体系的构建设想及修读学分的建议,并根据笔者长期从事高等教育管理的经验提出了实施该课程体系的管理措施。 相似文献
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Ann-Marie Orlando Elizabeth Klinepeter Megan Foster 《International Journal of Inclusive Education》2016,20(12):1239-1251
Current U.S. legislation calls for students with disabilities to be involved and make progress in general education curriculum. Despite the legislation, students with extensive support needs continue to be segregated from their peers and post-school outcomes remain dismal for this population of students. The purpose of this retrospective study was to explore the perceptions of two students with extensive support needs and their caregivers regarding factors that contributed to their involvement and progress in the general education curriculum and eventual enrolment in four-year, post-secondary institutions in the United States. Findings related to the role of participants’ perceptions of self, participants’ engagement in advocacy roles and activities, and specific human and material supports that both facilitated and acted as barriers to education in the general curriculum emerged as recurrent themes. Limitations of the study and suggestions for future research and practice are presented. 相似文献
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Since the early 1990s, there has been discussion about the need for the curriculum of universities to provide students with understanding about the environment. Over the decade this discussion has evolved from thinking about how to green the university curriculum, through to proposals for our students to be environmentally literate and to receive education for sustainability (or sustainability education). Internationally, there have been many instances of universities taking this discussion seriously and introducing curriculum change. A variety of declarations and action plans have enabled universities to share ideas and support this change. Given a dearth of information about the degree to which universities in Australia were part of this discussion and change, we sought to gain an understanding of the status of sustainability education in these institutions. Responses from approximately a quarter of these institutions indicated that a handful of universities are engaged in this education for a wide range of their students, and in some universities more students of particular disciplines are gaining the exposure. However, there are clear barriers to the introduction and expansion of sustainability education. 相似文献
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黎加厚 《绵阳师范学院学报》1997,(Z1)
从20世纪以来人类新知识体系的发展特点出发,探讨了当代科学技术对教育技术现代化和高等师范教育课程改革的影响,教育技术的发展在当前高等师范教育课程体系改革中的作用,以及在现代教育技术环境下高等师范教育课程改革的若干新思想、新建议. 相似文献
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徐祥征 《南昌教育学院学报》2011,26(8):65-66
本文介绍了通识教育理念,分析了通识教育背景下《电工学》课程在教学模式、教学方法、课程内容等方面的改革与实践。并在工程教育背景下提出了基于通识教育理念的《电工学》课程教学发展的思路,旨在为教学提供参考和帮助。 相似文献
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Hilde W. Afdal 《Higher Education》2017,74(3):401-418
This article questions what kind of actors become involved and analyzes what forms of knowledge are activated, when discourses such as “research-based” and “profession-oriented” become basic preconditions in national curriculum change processes in Norway. A “mapping” is conducted, comprised of actors and ideas, played out in two national curriculum change processes in Norway, namely “the Integrated Master Program in Teacher Education” and “the Bachelor Program in Engineering.” The analysis shows that actors and the roles they were able to play may have had an effect on what kind of knowledge forms was prioritized in the curriculum change processes. In both, curriculum process integration of discipline-based/theoretical knowledge and practical and context-specific knowledge are emphasized. However, in the teacher education process, principled knowledge about specific professional problems and theory-based decisions are highlighted as important, while, in the engineering education process, procedural knowledge about how to solve problems and innovative capacity is more emphasized. The analysis shows a relationship between such curriculum change processes and the composite “epistemology” of the wider and contextually developed policy space. It is also demonstrated, in the two cases, that the knowledge base for professional work is subject to negotiations far beyond the academic community and is embedded in a wider set of social, professional, and political institutions and frames. 相似文献
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Yoshio Umeno 《Community College Journal of Research & Practice》2013,37(5-6):441-444
In this article, new ideas for mathematics education for engineering are proposed as follows: (1) Mathematics will be taught by introducing several specific engineering themes early in the program. (2) The themes selected are in the engineering field that the student is studying. (3) As students knowledge of mathematics advances, they revisit these engineering themes for further analysis. The author discusses the reasons motivating a search for a new approach to mathematics education and suggests some advantages and disadvantages of the approach outlined here. An example from mechanical engineering is presented. 相似文献
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Christine M. Cunningham Cathy P. Lachapelle Robert T. Brennan Gregory J. Kelly Chris San Antonio Tunis Christine A. Gentry 《科学教学研究杂志》2020,57(3):423-453
The Framework for K-12 Science Education and the Next Generation Science Standards propose that students learn core ideas and practices related to engineering as well as science. To do so, students will need high-quality curricular materials designed to meet these goals. We report an efficacy study of an elementary engineering curriculum, Engineering is Elementary (EiE) that includes a set of hypothesized critical components designed to encourage student engagement in practices, connect engineering and science learning, and reach diverse students. To measure the impact of the curriculum, we conducted a cluster randomized controlled trial in 604 classrooms in 152 schools in three states. Schools were randomly assigned to either the treatment curriculum or to a comparison curriculum that addressed the same learning goals but did not include several critical components. Results show that students who used the treatment curriculum (EiE) regardless of demographic characteristics outperformed students in the comparison group on outcome measures of both engineering and science content learning. The results show that curriculum design affects student-learning outcomes. 相似文献
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The incessant search for unifying concepts in engineering education has, in recent times, stepped up its pace to match the tempo of our scientific and technological progress. Although a single unified curriculum for all engineering problems would indeed be a utopia, there is hope, nevertheless, that certain apparently diverse areas of engineering can be regrouped with emphasis on the basic disciplines underlying them. System theory, which is briefly exposed here, is one such fundamental discipline with its mainsprings in the mathematical model of linear-graph theory. The chief assertion of this paper is that system theory could very well serve as a basis for unifying the areas of 1) circuit theory, 2) circuit aspects of electronics, 3) rotating machinery, 4) elementary statics and dynamics, and 5) system analysis. The ideas presented here are sufficiently supported by the authors' classroom experiences. In the light of the curriculum proposed, certain of the inevitable implications for Canadian electrical engineering are discussed. 相似文献
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Charles J. Brainerd 《Contemporary educational psychology》1978,3(1):37-50
The foundations of the cognitive-developmental curriculum movement are briefly examined in this paper. The key features of this movement are the recommendations it makes in three areas: curriculum sequencing, curriculum content, and teaching strategies. Each of these areas is critically examined. It is concluded that the grounds for all proposals are purely theoretical. When the data are considered, they either contradict specific proposals or provide no direct evidence. 相似文献
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A plan for the development of a conceptually based mathematics curriculum for disadvantaged children
Joseph M. Scandura 《Instructional Science》1972,1(3):363-387
In Part I (Scandura, 1972b), theoretical foundations were presented together with a plan for engineering an idealized curriculum and for developing specific curriculum products. The purpose of Part II is to show how this plan would operate in practice. In studying the applications, the reader will probably want to refer back to the plan in Part I. To keep the discussion within bounds, only Phase I of the long-range engineering is considered. The viability of the overall approach, however, will become clear with the present discussion.This article is based on a report prepared during September 1970 for the Office Economic Opportunity. 相似文献
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新一轮工业革命已经在全球范围内蓬勃兴起并呈现出以制造智能化为基础、技术发展机会均等等特征,这为我国从制造大国走向制造强国提供了难得机遇,也对我国高素质机械工程人才的培养提出了更高要求。充分了解世界一流机械工程专业在新工业革命环境下的人才培养模式,将有助于我国高水平机械工程专业人才培养模式的变革。鉴于专业人才培养方案是人才培养模式的重要体现和保障培养质量的实施方案,本文选取一批有代表性的世界一流机械工程专业人才培养方案,对其内容进行量化分析,发现其共性,并总结形成若干条启示,以期为我国高水平机械工程专业培养方案制定或修订工作提供参考,助力我国新工业革命时代高素质机械工程人才培养。 相似文献
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就业力是新职业环境下个体实现就业和职业发展的一种综合素养。以就业力为逻辑起点构建课程与教学体系是高校人才培养模式改革的有益探索。当前我国高校人才培养面临重知识能力而轻心理结构、重专业教育而轻通识教育、重职业技能而轻职业素养等问题。因此,要合理确定"就业力"涵义,确立科学的人才培养目标;摒弃工具和功利主义思想,切实推行通识教育改革;构建多元立体的课程体系,培养学生的主体自觉意识。 相似文献
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陈翠琼 《晋城职业技术学院学报》2012,5(6):24-27,43
分析目前高职项目课程存在问题,提出项目课程设计思路,以《建筑识图与构造》课程为例,从教学目标的确定、项目模块的设计、活动方案的制定三方面说明项目课程设计过程,并提出几点实施建议。 相似文献