我国诊所法律教育的瓶颈及其突破     

袁岳霞 《襄樊职业技术学院学报》2013,(6):42-45

我国诸多法学院校开设的诊所法律教育课程普遍存在认识不足、课程设置单一、经费和案源不足等诸多问题,应从加深对诊所法律教育的认识、采用多种教学方法、内挖外引地筹集资金和扩展丰富的案源等方面予以完善,以培养具有法律职业技能、职业道德和社会责任感的法律共同体.  相似文献   

中高职衔接会计专业课程体系的构建     

国燕萍  刘姝 《襄樊职业技术学院学报》2013,(5):111-113

中等职业教育和高等职业教育的衔接,是构建现代职业教育体系的重要内容之一,关系着技能型人才类型和层次结构是否科学和合理,也是推进高职、拉动中职健康持续发展的重要举措.在诸多衔接问题中,课程体系的构建是核心问题之一,本文从构建的基本原则、中职课程设置框架和高职课程设置框架等三个方面进行了初步探索.  相似文献   

提振精气神干出新自我     

蔡泽寰 《襄樊职业技术学院学报》2013,(1):1-5

当前,高职教育的改革步入深水区,高职院校发展面临着越来越多的考验和挑战。在这个非常时期,干部的精神状态和工作作风,将直接决定着学校的生存和发展。干部们只有树立雷厉风行、真抓实干的工作作风,勤学、善思、会用,努力提高创造力和执行力,才能实现高职教育事业持续、快速的发展。  相似文献   

高职院校教师专业发展的现状及对策研究——以宁波地区为例     

王义 《毕节师范高等专科学校学报》2013,(10):102-107

教师专业发展已成为世界教师教育改革的趋势和潮流,也是我国高职教育培养高质量应用型人才的重要保障和提升高职教师素质的关键所在。但当前高职院校教师专业发展还存在素质不高、管理机制不健全等问题,因此,应通过科学的政策引导、创新体制机制、加强支持等措施促进高职院校教师专业发展。  相似文献   

针对职业岗位要求改革体育课程教学     

王颖  姚芸 《黄冈职业技术学院学报》2013,(1):52-54

随着时代的发展,社会对劳动者的综合素质要求不断提高,高职院校的体育课应通过合理的体育教育和科学的体育锻炼,达到增强体质、增进健康、提高体育素养的目的,以利于学生综合素质的提升,从而增强其就业创业能力。  相似文献   

“卓越计划”背景下的工程力学课程改革探讨     

卢玉华  段洁利  刘新红  张秀丽 《中国现代教育装备》2013,(17):74-75,84

为适应教育部“卓越工程师教育培养计划”的要求,达到培养高质量工程技术人才的目的,有必要对工程力学课程进行有效的教学改革。从改革教学内容、优化教学手段、调整教学要求、开展实践性教学活动等方面进行了探讨,并力求应用到教学当中。  相似文献   

Teachers’ professional discretion and the curricula     

David N. Boote 《Teachers and Teaching》2013,19(4):461-478

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Editorial     

Sibylle Gruber  Jean Boreen 《Teachers and Teaching》2013,19(1):5-7

This article shows that an awareness of students' use of their own experiences and a consistent promotion of critical literacy skills throughout a child's, adolescent's, and adult's life strengthens awareness of the social, political, economic, and cultural implications of education. The article expands on John Dewey's (1938) theory of experience as the means and goal of education to show that middle school and college graduate students use their different levels of both personal and academic experience to respond to and interpret similar issues in the same text. Specifically, the authors discuss their use of Roald Dahl's (1983) The Witches to show how teachers might approach a children's book as the backdrop for teaching different age groups an increased awareness of gender issues, the effects of stereotyping, and the influence of popular culture on students' lives. They argue that educators need to use creative teaching strategies to provide opportunities for students at all educational levels to expand their literacy skills. The final section of the paper provides possible ways in which teachers can use literary texts at various levels to engage students not only with the material itself but also connect the text with their personal/ professional experiences and their own literacies.  相似文献   

Effects of three instructional approaches in adolescents' physical self-concept     

《Cultura y Educación》2013,25(4):509-521

Abstract

The purpose of this study was to examine the effects of three instructional approaches in secondary education students' physical self-concept after the implementation of an ultimate learning unit. A total of 274 (males: 151, females: 133) students (12 to 17 years of age) from an urban, coeducational high school (grades 8th to 12th) agreed to participate. They were distributed into three study groups in each grade: one group was taught using a Traditional approach (TRAD), another group was taught using the Sport Education model (SEM), and a third group was also taught using the Sport Education model and self-made materials (SEM-SM). The AF5-Self-Concept Questionnaire was administered to assess physical self-concept. The results showed that only the students in the SEM-SM group significantly increased their physical self-concept from initial to final tests. Self-made materials seem to have a significant positive effect, possibly due to their constructivist basis.  相似文献   

Student‐teachers' perspectives on positive and negative social processes in school     

Suzanne Graham  Jon Roberts 《Teachers and Teaching》2013,19(4):399-410

In recent years, the Standards for Qualified Teacher Status in England have placed new emphasis on student‐teachers' ability to become integrated into the ‘corporate life of the school’ and to work with other professionals. Little research, however, has been carried out into how student‐teachers perceive the social processes and interactions that are central to such integration during their initial teacher education school placements. This study aims to shed light on these perceptions. The data, gathered from 23 student‐teachers through interviews and reflective writing, illustrate the extent to which the participants perceived such social processes as supporting or obstructing their development as teachers. Signals of inclusion, the degree of match or mismatch in students' and school colleagues' role expectations, and the social awareness of both school and student‐teacher emerged as crucial factors in this respect. The student‐teachers' accounts show their social interactions with school staff to be meaningful in developing their ‘teacher self’ and to be profoundly emotionally charged. The implications for mentor and student‐teacher role preparation are discussed in this article.  相似文献