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应用型卓越工程师的素质结构及其培养 总被引：1，自引：0，他引：1
“卓越工程师教育培养计划”提出我国的高等工程教育应培养应用型、设计型、研究型卓越工程师。其中,应用型卓越工程师是我国未来工程师队伍的主体,培养应用型卓越工程师是实施该计划的第一步。未来的工程人才必须是集知识、素质和能力于一身的高水平人才,应用型工程师培养方案的制定必须立足于其基本素质结构的要求;围绕应用型工程师的培养目标科学合理地设置课程、选择课程内容和教学方法;实施通识教育基础上的专业教育模式。 相似文献
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机械专业卓越工程师培养实施的思考 总被引：1，自引：0，他引：1
实施卓越工程师教育培养计划是我国高等工程教育面临的重大迫切任务。针对安徽工程大学机械设计制造及其自动化专业,简要介绍了卓越机械工程师培养的目标与要求,分析了现有的本科培养模式中教学与实践环节存在的问题,给出了实施卓越机械工程师的培养举措。 相似文献
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实施卓越工程师教育培养计划是我国高等工程教育面临的重大迫切任务。基于同济大学"交通运输专业"卓越工程师培养定位,从"知识、能力、人格"三位一体的人才培养模式出发,对该专业的核心课程"列车运行组织"课程教学大纲和教学内容、教材、教学方法与手段、考核方式等内容的改革思路进行了探讨。 相似文献
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吴恭兴刘文白张宝吉郭佳民操安喜 《大学教育》2013,(18):7-10
"卓越工程师培养"是指针对某具体工程领域的实际需求,培养创新能力强、适应经济社会发展需要的高质量工程技术人才,他们将是获得工程师执业资质或者工程师职称潜力的后备工程师。文章首先分析当前国内工程教育存在问题,通过借鉴国际上成熟的CDIO理念的工程教育方法,分别从校企联合培养模式、"3+1"新型联合培养方案、提高教师的工程实践水平等四个方面探讨改进卓越工程师培养模式,目的就是为了提高学生的工程意识、工程素质和工程实践能力,探索符合中国国情的卓越工程师的培养模式。 相似文献
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为了提高工程教育质量,培养创新型人才,卓越工程师培养计划得以实施。卓越工程师培养计划以培养学生较强的实践能力和较强的创新意识为核心。应用型本科实施卓越工程师培养应树立三个面向即"面向工程界,面向世界和面向未来"的教育理念,建立高校和企业联合培养机制。湖北工业大学对卓越工程师培养进行了探索性的实践。 相似文献
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新建本科院校卓越工程师培养模式探析 总被引：1，自引：0，他引：1
＂卓越工程师教育培养计划＂是我国高等工程教育的重大教学改革项目,在首批和第二批进入该计划的高校中有新建本科院校17所。卓越工程师培养的基本切入点是人才培养模式设计,新建本科院校人才培养模式缺乏特色,存在着不少薄弱点以及与形势不相适应的问题。为此,需要积极采取一系列有效措施：明确卓越工程师培养目标、面向工程更新教育教学理念是前提、依照＂卓越工程师＂培养标准重构课程体系和教学内容、建设面向工程创新能力培养的实践教学体系、建设工程型师资队伍、面向工程人才培养改革教学形式与教学方法、加强与国外同类院校合作与交流等,从而构建具有自身特色的卓越工程师培养模式。 相似文献
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Wilfrid Bilodeau 《Interchange》1993,24(3):241-270
Résumé Cet essai évoque les contextes pédagogiques de l'écriture au-delà des formes d'écriture convenues en recherche, et questionne les usages scolaires de l'écriture. J'y suggère d'autres usages inspirés d'une approche qui inverse les rapports usuels entre communication et représentation, entre kinésis et mimésis. Cette approche vise une démystification du pouvoir de l'écriture à représenter le réel, à dominer la communication, et une promotion d'une écriture expressive et métaphorique, favorisant l'appropriation de cette technologie virtuellement libérante.Université Laval 相似文献
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Congruences for finite triple harmonic sums 总被引：1，自引：0，他引：1
FU Xu-dan ZHOU Xia CAI Tian-xin 《浙江大学学报(A卷英文版)》2007,8(6):946-948
Zhao (2003a) first established a congruence for any odd prime p>3, S(1,1,1;p)≡-2Bp-3 (mod p), which holds when p=3 evidently. In this paper, we consider finite triple harmonic sum S(α,β,γ;p) (mod p) is considered for all positive integers α,β,γ. We refer to w=α β γ as the weight of the sum, and show that if w is even, S(α,β,γ;p)≡0 (mod p) for p≥w 3; if w is odd, S(α,β,γ;p)≡rBp≥w (mod p) for p≥w, here r is an explicit rational number independent of p. A congruence of Catalan number is obtained as a special case. 相似文献
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Xu Di 《Educational Philosophy and Theory》2020,52(14):1503-1513
AbstractConsciousness is a natural and integral part of human beings that is at the core of our physical, emotional, mental, and spiritual functions throughout our lives. However, we tend to be too occupied with or distracted by the details of our daily existence to be fully aware of our own consciousness. More often than not, we are engaged in the surface consciousness in the materialistic world or emotional realm, which interferes us to get connected with our deeper consciousness and capacity. This paper will unpack the layers of human consciousness (or lack of consciousness) from philosophical perspective to examine the relations between our understanding of consciousness and its impact on our holistic wellbeing and growth (Singh, 2016; Suzuki, 1999; Thompson, 2015). What is consciousness? How do human beings choose our consciousness? What is the relation between micro and macro consciousness? How do we expand, develop, and apply our consciousness for the maximum wellbeing and growth through education? The paper intends to go beyond the compartmentalized analysis of consciousness (e.g. biological, psychological, neurological etc.) by engaging a holistic metaphysical viewpoint as well as relational and dialectic approaches (Ames & Hall, 2003) Hegel, 1807, 1977; Laozi, 1999). It aims to connect theory, learning, and living together with nature and universe beyond the limitation of time and space. 相似文献
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This paper presents findings on a hybrid guidance curriculum in Hong Kong, a place where East meets West in education and
in many other spheres. A qualitative case study method is applied that uses questions for understanding the ‘self’ in guidance
but incorporates Confucian cardinal human relationships of parent–child, brother–sister, husband–wife, superior–subordinate,
teacher–pupil and friend–friend in understanding the ‘other’ relationships. The study of ‘self–other relationship’ is combined
with Lawton’s (Social change, educational theory and curriculum planning, Hodder, London, 1973) model of curriculum development in Western traditions. Data obtained from stakeholders in schools include traditional Chinese
ideas as well as modern Western ideas. Implications of this framework to the study of other societies with a mix of Western
and traditional cultures are discussed.
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| Pattie Yuk Yee Luk-FongEmail: |
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Defining what it means to be an “effective teacher” is a difficult, but necessary, undertaking, as research reveals a correlation between teacher qualities and student success (Buchel and Edwards 2005; Darling-Hammond 2000; Lupascu, Pânisoa, and Pânisoar 2014; Stronge 2007). The literature on this topic clearly demonstrates that there is no consensus on exactly what traits and characteristics truly define an effective teacher. Given this lack of agreement, the question for teacher educators becomes how do we prepare teacher candidates to be effective in the classroom when researchers, policymakers, and administrators can’t agree on the traits that encompass what the system has come to deem an “effective” teacher?Throughout this article, we share our findings from an exploratory case study of National Teachers of the Year. Through an analysis of personal teacher of the year narratives and nomination letters, we learned that even in the ever-changing world of education, specific characteristics and philosophies which support and exemplify outstanding teaching have remained constant over the years. Award winning educators agree that teacher effectiveness is realized only through the intersection of curriculum, relationships, collaboration, engagement, and a commitment to further one’s learning. In this article, we offer insight into each of these ideological constants and discuss the implications they have for today’s teacher education programs. 相似文献
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Chemically processed Nb-doped SrTiO3 films and properties 总被引：1，自引：0，他引：1
Ming-zhi Yin 《浙江大学学报(A卷英文版)》2006,7(8):1436-1439
Homogeneous, crack-free SrNbxTi1−x
O3 thin films on (110) silicon substrates were successfully fabricated by sol-gel processing. The optimum route and conditions
were systematically investigated. Sr(OAc)2 glacial acctic acid solution, after being refluxed and reacted with tartrate, formed Sr(OAc)2(C4H6O6)2; Ti(OBu)4 formed Ti(OAc)4−x
(AcAc)x after having the ligand partially exchanged with AcAc, while Nb(OC2H5)5 formed (OAc)2Nb(AcAc) (C4H6O6) by exchanging of ligand in glacial acetic acid with (CH3CO)2O. All the metal species after undergoing partial hydrolysis and polymerization with hydroxyl or oxygen, formed SrNbxTi1−x
O13 cluster sol. Methyl cellulose (MCL) caused SrNbxTi1−x
O3 sol to have polymeric structure and easily form films. SrNbxTi1−x
O3 films with perovskite were subsequently formed after being annealed at 650∼750 °C for 60 min in 25% N2+75% H2 (volume ratio) atmosphere. Resistivity of the SrNb0.1Ti0.9O3 films at room temperature was 64 μω·cm, a particular T
2 temperature dependence of the resistivity, from 25 K up to room temperature, was observed.
Project (No. 2002CB613305) supported by the National Basic Research Program (973) of China 相似文献