项目化高职文秘职业英语口语课程开发研究

目前高职大量课程不能完全适应社会的需要、学生技能下降、就业困难等问题层出不穷。按项目流程改革课程体系,从课程开发、课程模式、课程内容与手段、课程评估多方面入手,建立起以项目带动、工作流程、系统化的课程,构建项目化教学体系是高职课改的关键。文章以《文秘职业实用口语》为例进行研究。     

Promoting a Development Focus in the Community Organization Curriculum

As the problem of poverty has become more acute, community organization teaching needs to focus more directly on programs that will raise standards of living at the local level. This article suggests that African community development is highly relevant to the promotion of community-based economic and social development projects. Although the idea that approaches from Third World countries can be adapted to enhance educational programs in the United States is a novel one, the African approach to community development has much to offer American schools of social work that are seeking to prepare students to work with poor communities in both inner-city and rural areas.     

'Disability' in a Nursing Curriculum

Disabled people report dissatisfaction with their contact with health professionals and their educational systems. This paper reports on a study into disability within a curriculum leading to initial professional nursing qualification. The 'case study' design involved collecting data from the curriculum document, from students via questionnaire, and a total of 16 semi-structured interviews with both students and teachers involved in delivering the curriculum. Disability appeared as the inequality of inequalities in the planning and delivery of this curriculum. Simulation was employed to teach about disability, yet there was little confidence that students emerged with the necessary skills to deal with a disabled person who happens to become a patient. There was some indication that nurses may be ready to adopt a more socially orientated view of disability. Such optimism remains tentative and there may be a long way to go before nurses play a key role in challenging discrimination.     

Infusing Web-Based Content Centers into an M.S.W. Curriculum: A Faculty and Student Development Project

ABSTRACT

Web-based content centers are collections of scholarly digital resources that can be used to support learning in a variety of contexts. Through a recent pilot project, faculty created web-based content centers to support key curriculum areas of an M.S.W. program. Additionally the project aimed at developing technology skills of faculty designers and student users of course support materials. Positive student learning outcomes and increased faculty use of technology resulted. Project outcomes also included the building of virtual learning communities.     

技能大赛给排水项目PLC模块化课程的设计

技能大赛设计的基本原则是技能大赛与教学改革相结合,引领高职教育专业教学改革的方向。在此大方向下,对建筑设备安装与调控（给排水）项目的相关课程改革做了探索,也做了技能大赛相关课程教材编写的前期准备工作,旨在切实提高学生的学习兴趣,提高教学的质量。     

高职《汽车市场营销》项目化教学课程改革研究

深化"工学结合"的高职教育人才培养模式的改革,其主要任务就是高职课程的改革。文章就《汽车市场营销》课程基于工学结合教学模式下的项目化教学改革进行了研究和探析。     

ICT and Rural Development: a Study of Warana Wired Village Project in India

In the present century, the advancements in information and communication technologies (ICTs) are changing the various components of human life. The changes in the ICTs have brought a positive impact in the process of public service delivery and socio-economic structure of communities. In India, e-Governance applications in the recent past have demonstrated their positive impact in minimizing the processing costs, increase transparency and support economic development by income generating ventures, increase in agricultural production, and improvements in health and education sectors, all of which promote the overall quality of life of rural people. This paper reviews the e-Governance initiative called the Warana Wired Village Project in the rural areas of Maharashtra, India. It evaluates the contribution of Warana Project in providing the transactional services for the rural people with the benefit of time and cost savings in obtaining the public services with efficiency and effectiveness and it also examines changes in agricultural productivity and improved quality of life due to the ICT services.

Developing Children's Participation: Lessons from a Participatory IT Project

The United Nations Convention on the Rights of the Child, advances in the sociology of childhood and the consumer rights movement have placed the spotlight on children's rights in society, challenging those working with children to examine how they share power and ensure that children's views are taken on board. While childrens’ service practitioners are broadly supportive of the concept of participation and there are numerous examples of how children's participation has been realised in practice, many are unsure where to begin due to the range of options, considerations and challenges associated with participatory work. This article describes and analyses the process used by Barnardos in developing and implementing a participatory approach in a children's IT project in Galway City, Ireland. The process employed, the challenges encountered and the added value the participatory approach brought to the project are outlined. Finally, four broad lessons emerging from the experience are discussed, namely, that a clear framework and reflective practice is valuable that good participatory work is inextricably linked with good project management; that small efforts at participatory work can increase capacity and appetite for further work; and that there is a role for informal approaches in the context of a formal participatory framework. © 2006 The Author(s) Journal compilation © 2006 National Children's Bureau.     

Developing a Program in Sociological Practice: Program Structure,Curriculum Design,and Professional Culture

A sociological practice program has much to offer an undergraduate sociology department that wishes to make itself more relevant to its students, university, and larger community. Reasons are explored for why a department might choose to transform its program from a more traditional liberals arts focus to that of sociological practice. A discussion of the programmatic content of a practice program, including structure, curriculum design, and professional culture, is detailed. The experience of Our Lady of the Lake University in developing its accredited undergraduate sociological practice program is offered as an example of program development.     

基于职业资格标准的课程开发与建设

探讨了基于国家行业职业资格标准的高职课程建设中关于课程标准、教学内容、实践技能、考核评价体系以及教学团队等主要方面的建设思路。并以江苏城市职业学院应用电子技术专业的技术应用课程——电子产品调试与检验为例,阐述了该课程基于国家行业职业资格标准开发与建设的具体情况。     

Traditional Educational Philosophy: Relevance to Baccalaureate Curriculum Development

This article explores the instructional relevance of four educational philosophies—idealism, realism, experimentalism, and existentialism—to the undergraduate social work curriculum design and educational milieu. The relationship of the problem-solving focus of experimentalism to social work intervention is discussed.     

新时期家庭教育学科发展与课程建设思路研究

我国家庭教育学科发展与课程建设已初显成效,但家庭教育尚未完全成长为一门真正独立和成熟的学科,它与学科建设的内在标准和外在标准之间尚有一定距离。家庭教育学科建设需要坚持系统观与大教育观,加快构建家庭教育的科学研究范式与理论体系,加快构建符合时代要求、具有中国特色的家庭教育学科体系。同时,要切实提高家庭教育的学科地位,科学设置家庭教育课程体系,不断健全家庭教育的社会支持体系,从而推动家庭教育学科发展与课程建设不断迈上新台阶。     

Historical Perspectives on Rural Social Work: Implications for Curriculum Development

Curriculum development must proceed from criteria that validate the inclusion or exclusion of a given content. The lack of a single focus for rural practice has heightened the difficulty of determining which content must be included in training efforts. In spite of this practice diffusion, the history of the rural field renders a number of suggestions for social work program development. This historiographic essay delineates the status of social work practice and education in rural communities from its inception in 1908 to the present day, and suggests the implications of the historical data for the development of educational programs for the rural field.     

Anthropology,Dance, and Education: Integrated Curriculum in Social Studies

The integration of dance into K–12 curriculum can help students to learn better, encouraging deeper exploration and active engagement with content knowledge. The purpose of this intervention study was to determine how the integration of dance and social studies with an anthropological framework affects student learning of content knowledge in social studies, as well as student attitude toward the topic. An anthropological framework was implemented to foster respectful investigation of culture. As a supplement to a sixth-grade unit on Ancient Egypt, the experimental group received four intervention lessons, incorporating creative dance. Results show that at posttest the intervention group had significantly higher content knowledge than the control group, and qualitative student responses from the intervention group suggest extremely positive feelings toward experiences in the program. This suggests that incorporating dance into sixth-grade social studies with an anthropological framework can encourage student exploration and increase understanding of content.