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1.
通过分析香港《资讯及通信技术课程及评估指引》与中国内地《普通高中信息技术课程标准(实验)》及课程实施情况,对中国内地高中IT课程与香港高中ICT课程中程序设计课程的目标设置、课程地位、教学内容和评价等方面进行对比,探讨我国内地高中程序设计课程实施的不足之处,并提出相关建议。 相似文献
2.
Michael Duffy Headteacher 《Curriculum Journal》2013,24(1):11-19
Abstract Business studies has enjoyed a remarkable change of status in the 14‐18 school curriculum since 1986. This change has been interpreted by Williams and Yeomans (1994) as a case of the ‘new vocationalism’ put into practice. It is argued here that this transformation has been rather more complex. If a school subject changes its status in the academic/vocational spectrum it is pertinent to ask whether this is a sign of an overall change in the curriculum (e.g. the ‘new vocationalism') or the development of a single subject title within a broadly static curriculum structure and philosophy. These alternatives are summarized and the recent history of business studies is reviewed. It is suggested that the changing status of business studies reflects the way in which it has successfully responded to the academic values which dominate the secondary school curriculum in England and Wales. However, it has achieved this transformation while, according to a deputy head interviewed in this study, retaining the image of being ‘vaguely vocational’. This ambiguity has enabled the subject to flourish in vocational (GNVQ) as well as academic (A level) contexts, but it leaves it vulnerable in each sphere. GNVQ advanced business1 teaching in schools can bear a very close resemblance to A level teaching, prompting the question of whether a ‘vocational course’ is really providing a distinctively relevant preparation for future employment. The association of business studies with the vocational curriculum leaves its academic credentials under question. 相似文献
3.
课程改革呼唤个体的课程策划。自我课程策划是个体根据自身的特点与生涯发展目标,为自己策划特定课程的教育策划活动,它对于真正实现个性化课程和个性化发展具有重要意义。从行动主体来看,它与官方的课程开发相对应;从实质来看,它挑战传统学校课程的强制性、规范划一性;从功能和目的来看,它指向个体主动发展与终生发展。课程政策和制度的变化使自我课程策划成为可能,学校变迁及其功能变化则使它成为必然和必需。要实现自我课程策划,课程再概念化是前提,加强对学生的指导是关键。 相似文献
4.
‘That Tricky Subject’: The Integration of Contextual Studies in pre‐Degree Art and Design Education 
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下载免费PDF全文 Contextual studies (CS), ‘theory’, ‘visual culture’ or ‘art history’ (amongst other labels) refer to a regular and often compulsory feature in art and design education. However, this takes many forms and can sit in a variety of relationships with the practical elements of such courses. This article is based on mixed method research on CS in the BTEC Extended Diploma in Art and Design, a course that makes up a substantial proportion of pre‐degree provision in the UK. We describe aspects of the wider study then draw on two cases to illustrate and discuss the implications of different approaches to the curriculum and its integration. Our analysis suggests that a seemingly progressive flight from a discrete CS towards a designed form of integration can have unintended negative consequences, and in the light of this we suggest some ways in which course teams might reflect on their practices. 相似文献
5.
Morehouse School of Medicine chose to restructure its first year medical curriculum in 2005. The anatomy faculty had prior experience in integrating courses, stemming from the successful integration of individual anatomical sciences courses into a single course called Human Morphology. The integration process was expanded to include the other first year basic science courses (Biochemistry, Physiology, and Neurobiology) as we progressed toward an integrated curriculum. A team, consisting of the course directors, a curriculum coordinator, and the Associate Dean for Educational and Faculty Affairs, was assembled to build the new curriculum. For the initial phase, the original course titles were retained but the lecture order was reorganized around the Human Morphology topic sequence. The material from all four courses was organized into four sequential units. Other curricular changes included placing laboratories and lectures more consistently in the daily routine, reducing lecture time from 120 to 90 minute blocks, eliminating unnecessary duplication of content, and increasing the amount of independent study time. Examinations were constructed to include questions from all courses on a single test, reducing the number of examination days in each block from three to one. The entire restructuring process took two years to complete, and the revised curriculum was implemented for the students entering in 2007. The outcomes of the restructured curriculum include a reduction in the number of contact hours by 28%, higher or equivalent subject examination average scores, enhanced student satisfaction, and a first year curriculum team better prepared to move forward with future integration. 相似文献
6.
Brenda J. Klement Douglas F. Paulsen Lawrence E. Wineski 《Anatomical sciences education》2017,10(3):262-275
Morehouse School of Medicine elected to restructure its first‐year medical curriculum by transitioning from a discipline‐based to an integrated program. The anatomy course, with regional dissection at its core, served as the backbone for this integration by weaving the content from prior traditional courses into the curriculum around the anatomy topics. There were four primary goals for this restructuring process. Goal 1: develop new integrated courses. Course boundaries were established at locations where logical breaks in anatomy content occurred. Four new courses were created, each containing integrated subject content. Goal 2: establish a curriculum management team. The team consisted of course directors, subject specialists, and a curriculum director. This team worked together to efficiently manage the new curriculum. Goal 3: launch contemporary examination and question banking methods. An electronic system, in which images could be included, was implemented for examinations and quizzes, and for storing and refining questions. Goal 4: ensure equitable distribution of standardized examinations and course grading systems among all courses. Assessments included quizzes, in‐course examinations, and National Board of Medical Examiners® (NBME®) Subject Examinations. A standard plan assigned the contribution of each to the final course grade. Significant improvement was seen on subject examinations. Once the obstacles and challenges of integration were overcome, a robust and efficient education program was developed. The curriculum is expected to continue evolving and improving, while retaining full regional dissection as a core element. Anat Sci Educ 10: 262–275. © 2016 American Association of Anatomists. 相似文献
7.
杜红燕 《四川教育学院学报》2012,28(1):18-20,27
针对现实中＂淘课＂热与＂逃课＂多并存的现象,通过比较分析,其原因在于国外名校网络公开课与国内思想政治理论课在课程实施、教学过程、教学内容、教学模式、师生关系等方面的不同。针对我国教学实践,提出＂逃＂变＂淘＂的可能路径。 相似文献
8.
《Journal of Further & Higher Education》2012,36(4):536-551
Diversity and inclusivity in higher education and health care have gained prominence in recent years and this means that institutions’ educational programmes need to incorporate teaching and learning that is responsive to diversity. This paper reports findings from a diversity teaching and learning mapping project. The aim of the mapping project was to map out when and how the various themes on diversity in all course curricula are addressed in a university’s School of Nursing. The project adopted the following methodologies: documentary reviews of curriculum documents, handbooks and timetables, followed by qualitative interviews with module leaders and teachers. The documentary reviews provided a map of where diversity teaching and learning tended to occur and the interviews yielded six major themes central to diversity: definition, importance, confidence, challenges, resources and future implications. The results suggest that mapping does provide an important way of comparing courses and highlighting aspects which need attention. The results provide directions for curriculum development teams to ensure that diversity issues are transparently addressed in all courses in the School of Nursing. Furthermore, the insights derived from the findings steered the project team to develop Web CT resources on some of the diversity themes such as an introduction to diversity and inclusivity, spirituality, ethnicity and diversity. Plans are in place to develop further diversity teaching and learning resources in the light of findings which will be used in staff development programmes. 相似文献
9.
This is the first public output of the joint Arts Council/University of Portsmouth research project into photography teaching in GNVQ Art and Design and Media Communications and Production. It reports principally from various contacts and interviews in the first six months of the project and from the results of a questionnaire survey of art and design lecturers involved in GNVQ. The paper suggests that the increasing significance of photography in artistic cultural and social practices is not adequately reflected in formal education. It describes a variety of aims and practices in those institutions involved in GNYQ, although we have found little collaboration between art and design and media courses. In some art and design courses, photography functions mainly as an aid to research and preparatory work, elsewhere we found lecturers willing to describe it as ‘an art form in its own right’ or as a ‘fundamental part’ of the art and design curriculum. We report on the resource implications of offering substantial photography courses. some preliminary findings about the kinds of students studying art and design GNVQ, and the perceived value of official publications. The question of choosing ‘A’ level or GNVQ is raised, as is the issue of progression. We have found expectations that GNVQs will become a regular route into HE although their currency is not yet clear. Although we report difficulties with GNVQs in art and design, and more specifically with photography, we also record comments which indicate some reasons for optimism. 相似文献
10.
讨论了传统课程评价体系在职业教育工学结合课程中的局限性,在分析职业教育专业课程体系改革的基础上,提出了与其相适应的课程评价体系,并结合数控专业《零件的数控铣削加工》课程改革进行了课程评价方式的探索。 相似文献
11.
John Allison 《History of education》2013,42(6):731-750
ABSTRACTWhat do secondary school students in Ontario, Canada, need to know about the world in which they live in? How did a secondary school ‘World Politics’ course that emerged in Ontario in the 1960s address this question? The ‘World Politics’ course that emerged in the 1960s clearly came about as a result of societal and educational developments. Educators in nineteenth-century Ontario felt no need for such a course. In more recent times, post-Second World War, the discipline of history underwent dramatic upheavals. The opportunities for new courses meant possibilities to reach out to new groups of students. Simultaneously, with this change, the importance of international relations in the history curriculum was reduced but this also allowed for its re-emergence elsewhere. Finally, ‘World Politics’ emerged as one of the responses to the need for an understanding of a much more complex world. 相似文献
12.
Is in-depth political learning possible in college-preparatory courses known for curricular breadth at an accelerated pace plus a high-stakes exam? A multidisciplinary research team conducted design-based implementation research (DBIR) for seven years across three school systems for the purpose of achieving deeper learning in an ‘advanced’ high school government and politics course. This article reports findings from the final year of research and development. The design centres on cyclical learning, projects (simulated political processes) and strategic use of texts as resources for learning the curriculum. Quantitative analysis shows comparable achievement to students in traditional classrooms on the high-stakes summative assessment despite the dramatic departure from test-prep instruction. Qualitative analyses focus on two of the design elements: learning from simulations and learning from text. The first allowed students to ‘experience’ political beliefs, institutions, and conflict, although simulated; the second required students to learn subject matter not only from simulations and teacher lectures but from texts, too. The discussion shows how these two in combination with cyclical learning required skilful attention to content selection. We conclude that when deeper learning is the goal, content selection cannot be elided or presumed, particularly with respect to the articulation of depth and breadth in curriculum and instruction. 相似文献
13.
Sai Loo 《International Journal of Lifelong Education》2013,32(5):463-476
Nationally approved adult numeracy teacher training programmes were started in September 2002 following the introduction of subject specifications by the Department for Education and Skills and the Further National Training Organisation in England. These programmes delivered by higher education institutions and further education colleges were found to consist of a wide variation of course structure and delivery style. This article offers a conceptual typological framework to classify the diversity of these programmes. It uses examples of adult numeracy courses drawn from a research project which investigates the diverse curriculum approaches to teaching the subject specifications, the issues around implementation, and the way that subject knowledge was translated into classroom skills. The typology uses Bernstein’s theories on curriculum knowledge, transmission and recontextualization of pedagogic processes as a framework to classify and enhance our understanding of the raison d’etre of this subject area of teacher training courses, that is, to teach trainees how to be teachers of adult numeracy. The article also offers an ‘ideal’ teacher training course where some of its elements are drawn from best practices identified in the project. Finally, this article might act as a platform for practitioners to critically assess how adult numeracy teacher training courses might be structured and classified. 相似文献
14.
双向渗透视野下的职前教师教育课程设置改革以教师学科教学知识发展和《教师教育课程标准》为理论基础,以此来探索衡阳师范学院教师教育课程设置中存在的问题,发现其教育类通识课程数量不够、学时偏少、课程结构不合理等问题,学科教学专业方向课程门类少,课时量小,教学见习名存实亡,教学实习指导力度不够。鉴于此,教师教育课程设置的改革要实现教育类通识课程、学科教学方向课程、教育实践课程的构成要素的优化及构成要素间关系的优化。 相似文献
15.
构建全程实践的实践课程体系不仅是小学教育专业课程建设的需要,也是培养适应小学教育改革和发展需要的高素质小学教师的要求。课程设置构想框架如下:在实践课程时间上是贯穿整个大学的全程安排,在实践课程的目标内容上包含专业认知,专业情意,专业技能,教育研究等;课程的实施涵盖校内教师技能训练与校外教育基地见习与实习;课程评价通过课程考核与课外活动等多种途径进行;全程教学实践课程的实施取得初步成效。 相似文献
16.
David Pepper 《European Journal of Education》2011,46(3):335-353
The development of key competences for lifelong learning has been an important policy imperative for EU Member States. The European Reference Framework of key competences (2006) built on previous developments by the OECD, UNESCO and Member States themselves. It defined key competences as knowledge, skills and attitudes applied appropriately to contexts. Now most Member States have incorporated key competences, or similarly broad learning outcomes, into their school curriculum frameworks. This is a necessary but insufficient step towards implementation; for the effective development of learners' key competences, assessment must also change. This article focuses on the challenge of assessing cross-curricular key competences in primary and secondary education. It is based on a major study for the European Commission (Gordon, et al., 2009), which drew on information gathered and validated with the help of experts in each of the 27 EU Member States. The study's typology of assessment provides a basis for reviewing some recent developments in Member States. Present challenges and innovative responses are addressed, including ‘unpacking’ key competences, ‘mapping’ them to contexts and ‘accessment’ of their full scope and range. Policy developments are considered in the context of the author's work with the European Commission's Thematic Working Group on the assessment of key competences. The article concludes with considerations for policy and practice. 相似文献
17.
Anne Looney 《Curriculum Journal》2013,24(3):177-192
The ‘knowledge society’ has become a central discourse within educational reform. This article posits that the impact of the knowledge society discourse on curriculum and assessment has led to the emergence of what the authors term a new-form/re-form curriculum, and it asks whether what is transacting in contemporary movements in curriculum is less the reform of curriculum and more the emergence of a new-form/re-form curriculum. What is emerging is well beyond the discussions of outcomes and curriculum alignment that characterised much curriculum reform effort in the late 1990s. In this new-form/re-form curriculum ‘content’ is displaced by ‘skills’ and ‘knowledge acquisition’ by ‘learning’. Curriculum coverage is replaced by learner engagement. In this context, assessment also begins to take on new-form/re-form. Assessment now engages and promotes learning as process rather than as product. Two cases – the Republic of Ireland and Queensland, Australia – are analysed and compared to illustrate this shift in the conceptualisation of curriculum and assessment. Consideration is given to the possibility that this new-form/re-form curriculum represents a settlement in the contestation associated with learning outcomes and their perceived technical rationality and market focus. The paper concludes that the new-form/re-form curriculum is emerging in locations as diverse as Ireland and Queensland. 相似文献
18.
通识教育在本科人才培养中发挥着重要作用,但在实践中由于出现了诸多问题沦为学生口中的"水课"。本研究通过问卷调查和访谈法研究N大学通识教育课程的实施现状,发现通识教育课程实施中存在着课程设置不合理、教学质量不高、课程考核流于形式、与专业教育间存在冲突等问题。建议高校优化课程内部结构,强化课程的系统性;丰富教学内容、改进教学方式;提升通识课程考核标准,重视过程性评价;增加通识教育课程所占学分的比例,将通识课程纳入各项考核,实现通识教育课程由"水课"到"金课"的转变。 相似文献
19.
高职院校大学生心理负担较重、心理问题较多,加强心理素质教育工作显得非常重要。根据教育部的要求,结合高职院校"工学结合"课程改革的实践经验,设计和实施好心理素质拓展训练课程当务之急。本文从高职院校心理素质拓展训练课程开设的意义与作用、课程定位与设计思路、内容选取与组织以及课程实施中注意事项等方面进行简要阐述。 相似文献
20.
如何在基础教育新课程背景下进行五年制师范课程改革,是我们当前面临的重要课题之一。本文从实施"专辅修"课程模式、推进精品课程建设、创新课程评价方式等举措,从确立课程体系的开放性、课程结构的均衡性、课程内容的实践性等改革方向,对这一课题作了一些思考和阐发,同时,提出一些推行师范课程改革的具体建议。 相似文献