核心素养在高职称量实训教学设计中的体现     

刘甜 《教育教学论坛》2019,(16):243-244

在教学设计中,核心素养是三维课程目标的继承与发展,是教学适应社会发展的理论指导。社会生活对于学生的发展提出新的要求,这种要求在职业教育阶段更为突出。在食品、药品生产与经营相关专业的职业教育中,做出精准快速的称量操作,是学生应该掌握的基础技能和职业素质。这项实训课程应不断创新教学设计,体现核心素养。  相似文献   

法国学前教育的实践理据与价值负载——新《母育学校教学大纲》透视     

张雁  张梦琦 《比较教育研究》2019,41(1):76-84

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国际组织全球教育治理的路径比较研究——基于核心素养框架的分析     

乔鹤  徐晓丽 《比较教育研究》2019,41(8):52-58

20世纪末以来,联合国教科文组织、经合组织、欧盟等三大国际组织遴选并确立了各自的核心素养框架体系。联合国教科文组织将七大核心素养作为各国教育质量监测与评价的依据;经合组织通过PISA测试成功地将"核心素养"变成全球教育话题,致力于通过PISA测试推动各国教育改革;欧盟赋予成员国较大的自主权,帮助各国建构并落实各自的核心素养框架体系。这三大国际组织落实核心素养的过程具有全球教育治理的共同特征:从治理理念来看,全球教育治理以人类普世价值为基本目标;从治理主体来看,需要建构不同主体之间的互助关系;从治理过程来看,需要建立动态向心的治理体系;从治理手段来看,应以详实的数据为依据制定"游戏规则"。  相似文献   

Core competencies and high leverage practices of the beginning teacher: a synthesis of the literature     

Joanne O’Flaherty  Erin M. Beal 《师资教育杂志》2018,44(4):461-478

Teacher competency frameworks comprise a number of competencies that enable a teacher to develop effective teaching practices. However, their conception, value, use and recognition vary widely. Equally, assessment and measurement of such competencies differ across contexts. More recently, a body of research has emerged which focuses the lens of teacher preparation on the inclusion of high leverage practices. The focus of this study is to report a synthesis of the literature pertaining to the ‘core competencies’ and ‘high leverage practices’ selected for inclusion in teacher preparation. A systematic review of the literature was conducted in order to synthesis available evidence. Results are presented in two sections; competency-based approaches; and high leverage practice approaches in teacher preparation. Findings are discussed from the perspective of epistemological and methodological questions emerging from the research and the implications for teacher preparation.  相似文献   

关键能力培养及评估:澳大利亚的认识与实践   总被引：5，自引：0，他引：5  

何向彤 《职业技术教育》2006,27(19):80-83

关键能力培养及评估是20世纪木国际职业教育界重点关注的问题之一。澳大利亚对此较早进行了理论与实践探索，其学者、职业教育与培训机构和学生从不同角度对关键能力的培养及评估提出不同认识，不同类型职业教育与培训机构的实践模式也各具特色。为应对面临的挑战，澳大利亚各界仍要经历较长的探索过程。  相似文献   

Identifying core competencies to advance female professors’ careers: an exploratory study in United States academia     

Ga-eun Seo  Amir Hedayati Mehdiabadi  Wenhao Huang 《Journal of Further & Higher Education》2017,41(6):741-759

This exploratory study aims to identify the core competencies necessary to successfully advance the careers of female associate professors in higher education. To ascertain these core career competencies, a critical incident interview technique was employed. One-to-one semi-structured interviews with six female full professors at a major research university in the Midwestern region of the United States were conducted. Based on participants’ career advancement experiences, the following competencies were identified: (1) making important connections, (2) fulfilling responsibilities in academia, (3) being politically savvy, (4) managing personal and professional obligations, (5) developing a sense of self-agency for one’s career, and (6) believing in one’s self in the work environment. The action-oriented findings of this research, rather than skill-based, can be easily adapted by faculty and institutions, both domestically and internationally, to improve current practices. These findings offer a unique contribution for improving the research and practice of career development among female faculty in higher education.  相似文献   

The lamaze certified childbirth educator: standards of practice     

Lothian JA 《The Journal of perinatal education》2007,16(1):29-31

A student in a Lamaze Childbirth Educator Program expresses concern that some Lamaze Certified Childbirth Educators (LCCE educators) do not teach classes that reflect Lamaze standards. In this column, the ethical and professional standards of the LCCE educator and the challenges the childbirth educator experiences while practicing in the current maternity-care environment are presented and discussed. Lamaze International's Code of Ethics for Lamaze Certified Childbirth Educators provides guidance when dealing with these challenges.  相似文献   

A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry-based practical work     

Fru Vitalis Akuma  Ronel Callaghan 《科学教学研究杂志》2019,56(5):619-648

Since scientific literacy has become a key goal in science education, many people have argued in favor of the incorporation of inquiry in science education. However, scattered in the literature are extrinsic and intrinsic teaching challenges linked to the design and implementation of inquiry-based practical work (IBPW) in secondary school science classrooms. The purpose of this systematic literature review was to characterize and clarify the intrinsic challenges. From an instructional design perspective, the characterization of the challenges yielded four primary categories. The categories consist of initiation-phase challenges (such as unfavorable views regarding science and practical work), planning-phase challenges (including difficulties involved in designing IBPW), implementation-phase challenges (e.g., persuading learners to reflect on their experiences and findings), and summative evaluation-phase challenges which include concerns linked to the grading of practical inquiry. In the different categories, the challenges are linked to gaps in various aspects of teacher competencies especially in the context of the TPACK framework. The aspects include content knowledge (CK) (such as science content and scientific inquiry); in addition to technological knowledge (TK) linked to standard technologies. Also included is pedagogic CK (including orientation toward science teaching). Moreover, some of the intrinsic challenges are linked to gaps in skills (including pervasive classroom management and practical skills); in addition to values (such as commitment). These results have theory-, practice-, and research-based implications.  相似文献   

影响高职院校学生关键能力的因素和培养策略   总被引：2，自引：0，他引：2  

李海 《江苏经贸职业技术学院学报》2011,(2):73-76

影响学生关键能力形成的因素包括课程设置、教学模式、实习实训、学生能力等。高职院校应采用提高双师型教师素质、分级设置课程模块、聘用兼职教师、校企合作工学结合、教学方法以能力为主导等策略来培养学生的关键能力。  相似文献   

The Unbearable Insecurity of the Electronic Resources Librarian     

Stephen Buck 《期刊图书馆员》2015,68(1-4):106-116

The article will outline the Core Competencies for Electronic Resources Librarians (NASIG Core Competencies Task Force [July 2013]) and intersect them with the practical everyday working experiences of an e-resources and periodicals librarian. The aim of the article is to convey an understanding of working in a practical library office environment, while being aware of the complexity of the theoretical competencies that are desirable and recommended. While it is aimed mainly at librarians, it should also be of interest to publishers and other vendors as they gain an understanding of what it is that librarians (their customers) do all day.  相似文献