关于会计与审计专业学生职业能力培养的思考

知识经济的核心价值观是能力本位,而高等职业教育就是围绕如何培养学生的动脑能力动手能力展开的一种教育模式。乌鲁木齐职业大学会计与审计专业是自治区的特色专业,怎样进行教学改革才能培养出具备职业能力的学生是其工作重心。     

一体化教学课堂评价方法探析

一体化课程教学改革以典型工作任务为学习载体,按照工作过程和学习者自主学习要求安排教学活动,体现理论教学和实践教学融通合一、专业学习和工作实践学做合一、能力培养和工作岗位对接合一,能有效提高学生的综合职业能力。在一体化教学中,必须改革传统的以教师为主导的学生评价模式,建立以＂提高学生综合职业能力＂为核心的学生评价体系,全面提高学生素质,满足企业用人需求。     

《采购管理》课程项目式教学模式探索

高等职业教育的核心是培养学生的职业能力。专业是人才培养的最小单元,课程是人才培养的载体。课程教学改革是提高高职教育课堂教学质量,提升学生综合素质、职业能力与社会能力的基础。《采购管理》课程是物流管理专业学生的核心课程,实践性强,项目式教学模式的实施,可以有效激发学生的学习兴趣,增强教与学的双边动力,最终实现教学质量与学生素质的提高。     

中职学校职业能力的构建模型

中职学校以就业为导向的职业能力培养是一个亟待解决的难题,职业能力的界定和构建是问题的核心。文章以财经专业为例,提出了职业能力1311模型,并进行了简要分析。     

试论中职会计专业教学中学生职业能力的培养

当今社会对会计专业毕业生职业能力的要求越来越高,加快会计教学改革,适应市场需求,提高学生的职业能力,是专业教学的重要任务.本文从教学改革需求出发,对会计教育存在的问题进行了分析,提出了职业能力培养的相关措施.     

创建"六步项目教学法"推进一体化教学改革

职业教育的改革与发展以职业岗位的能力需求为依据,即专业对应职业岗位的工作任务和工作过程,生产装备、制造流程和操作工艺中对知识、技能和能力的需求,尤其是综合职业能力的目标要求,由此界定专业课程内容和目标.教学模式和教学方法的改革是教学改革的最终落脚点,为实现综合职业能力培养目标,实现"工学结合、产学一体"的教学改革原则,创建以"六步项目教学法"为核心的一体化教学模式,以行动过程为核心、以生产装备为载体、以职业情境为支撑,在课堂教学中落实职业行动、生产装备和职业情境,在教学方法改革中落实学生主体、过程核心和任务载体,以培养学生的过程方法和行为能力.     

基于职业岗位能力构建中职药剂专业工学结合课程体系

本文运用“以就业为导向、以能力为本位”的现代职教理念,分析了中职药剂专业的岗位能力,提出基于职业能力将基础能力、核心能力及职业素质能力三个模块进行融合,构建中职药剂专业工学结合课程体系,并指出了目前课程改革的重点。     

基于提升学生职业能力的高职英语课程教改研究

高职教育一直是我国关注的焦点,在教学改革发展至今,高职教育的核心不再单单是专科教育,而是针对各个学科进行全面完善,将各个学科放于教学重点范围当中,使学生实现综合发展。以高职英语教改来说,该课程的教改重点是改变以往的教学理念,将教学目标与学生的职业能力进行结合,开展以职业为导向的教学模式。这意味着高职教育不仅要求学生掌握基本的英语知识,还需掌握其在专业领域的应用方式,使高职英语课程教改得到全面落实。对此,为进一步探讨该话题,本文对基于提升学生职业能力的高职英语课程教改策略展开深入研究。     

基于职业能力为导向的高职体育教学课程改革研究

以职业能力为导向的高职体育教学课程改革是当前高职学校体育教学发展的目标,本文分析了以职业能力为导向的高职体育教学的必要性,然后介绍了以职业能力为导向的高职体育教学改革的重要性,其中体育教学的内容和教学方式的改革是高职体育教学改革的重点,最后介绍了体育教学改革中教学内容要有所侧重。     

财经课程实施能力本位教育初探

个人职业能力的高低取决于专业能力、方法能力和社会能力三要素整合的状态。要摆脱当前财经管理类课程“知识本位教育”取向，必须从授课内容、教学方法、实践训练等方面进行教学改革，实施以“能力为本位”的全面素质教育。     

Core competencies in advanced training: what supervisors say about graduate training

In an attempt to identify needed mental health skills, many professional organizations have or are in the process of establishing core competency standards for their professions. The AAMFT identified 128 core competencies for the independent practice of MFT. The aim of this study was to learn the opinions of AAMFT Approved Supervisors as to how well prepared postgraduate trainees are when compared to the core competencies. One hundred thirty-five AAMFT Approved Supervisors provided their perspectives on (a) which competencies are most commonly learned in MFT graduate programs, (b) how well the graduates have mastered these competencies, and (c) the level to which the supervisors need the competencies to be mastered prior to entering advanced training. Results suggest that a gap exists between the level of mastery that the postgraduate trainees exhibit and the level desired by supervisors. Implications are suggested for closing this gap.     

Four new course competencies for majors

The number of students majoring in public relations has grown much faster over the past decade than has the number of full-time faculty trained in the study and practice of public relations. Of equal concern has been a steadily developing body of research knowledge in public relations together with an increasing array of professional skills required of entry-level practitioners. To cope with current conditions, the Undergraduate/Journalism integrative team proposes four new required core competencies for all public relations majors to master. Carried further the Integrative Team urges that these competencies be taught by faculty with specific training and professional experience in public relations.     

Cognitive complexity of evaluator competencies

A critical aspect of evaluator education and professional learning is to educate evaluators who know the major evaluation models and learn how to manage relationships and solve complex problems when conducting, critiquing, developing and interpreting evaluations. The American and Australian Evaluation Associations have specified desired evaluator competencies, although developing a core curriculum for evaluation still seems elusive. It is suggested that these various competencies can be considered in terms of their levels of cognitive complexity.A model of cognitive complexity is utilised to explore the tasks and thinking of evaluators, leading to an important distinction between ‘knowing that’ and ‘knowing how’ in relation to evaluation tasks. As an illustration of this posited relationship, the Australian ‘Evaluators Professional Learning Competencies’ were coded according to their cognitive complexity. Two-thirds of these competencies were classed as ‘knowing that’ or surface thinking, and one third were classified as ‘knowing how’ or deeper thinking. A taxonomy is offered as a method to understand models of learning necessary for evaluator education and training, as well as for further development of professional evaluator competencies.     

Teaching Note—Closing the Health Gap and Social Work Education: A Grand Challenge

The American Academy of Social Work and Social Welfare has defined 12 challenges for the social work profession, one of which is Close the Health Gap, addressing health inequities in the United States. The Close the Health Gap challenge is appropriate for the profession from historical, theoretical, ethical, and professional perspectives. Therefore, it is incumbent on social work educators to incorporate content on this challenge into the classroom. This Teaching Note presents a suggested assignment that can be used to incorporate such content into already existing classes, mapping them onto social work competencies.     

An Integrative Framework for Developing Comprehensive Examinations to Measure Student Social Work Competencies

ABSTRACT

Social work and other professions are endeavoring to promote student proficiency with respect to core competencies of the discipline, and the attainment of these competencies must be demonstrated objectively in some way. This article provides an illustrative guide for social work educators seeking to develop comprehensive examinations to assess students’ acquisition of professional competencies, particularly at the master’s level and across generalist and specialization levels of practice. An integrative framework is presented, highlighting 5 central stages of examination development: planning, creating and implementing, evaluating, revising, and perpetuating. These stages are illustrated with a case example, followed by key conclusions, methodological considerations, and other implications for moving forward on efforts to effectively develop examinations to measure student social work competencies.     

中、高职“数控编程”课程教学衔接研究

数控编程课程是中、高职数控专业中重要的核心专业课。在分析中、高职数控编程课程衔接现状基础上,提出了对该课程的标准化,以期提高教学质量,确保数控专业高素质高技能人才的培养。     

浅析高职院校学生职业能力的培养

高等职业技术教育是一种以培养生产、服务、管理一线技术应用型人才为主的教育,它不仅要培养学生对未来工作岗位的胜任能力,而且要培养其适应科技经济快速发展、社会不断变化的职业核心能力。只有深入研究职业能力内涵,有针对性地采取与之相适应的教育教学方法,才能全面提高高职人才培养质量。     

Responding to student mental health concerns in social work education: reflective questions for social work educators

In this paper, we explore ways in which social work educators might respond to students who report that mental health issues underlie their difficulty in meeting core competencies, or otherwise use the language of mental health to describe their struggles to succeed in social work programs. We discuss various trends in policy responses in Canada, the US, the UK, and Ireland. While there are general policy trends, it is clear that responding to these kinds of issues requires the development of highly flexible and situated policy processes that can respond to student realities, concern for students’ rights and privacy, and an awareness of potential discrimination against students. These processes also need to meet the specificities of practicums, particular institutional policies, the mandates of relevant professional bodies, and the precise local legislative framework that shapes these situations. Given these varying contexts, in this conceptual paper, we used a framework on disability that is informed by critical theory to engage existing school policies and propose a set of reflective questions that can guide schools of social work to create an overall responsive environment. These reflective questions are designed to help social work educators balance the rights and needs of students with the professional and institutional demands that students meet core competencies in their education.     

Competencies of senior communication practitioners in the UK: An initial study

There is now a considerable body of knowledge conceptualizing the roles that public relations practitioners enact. A key element in the enactment of those roles is the competencies, or behaviors of those who occupy them, however there are no systematic studies of these competencies. Occupational psychologists who conducted in-depth interviews with 17 ‘top’ communicators in the UK, discovered 10 core competencies or behaviors specific to the senior communication practitioner role in publicly quoted companies, and 10 core competencies for those working in the public sector. These competencies are elucidated and compared and the implications discussed. Avenues for further research are also identified.     

Competencies and Their Assessment

This article explores competencies and methods for their assessment in higher education and in social work’s accreditation standards. Many contemporary policy and educational accreditation efforts employ the model of competency assessment. The current emphasis on accountability in higher education, including the Council on Social Work Education’s 2008 and draft 2015 Educational Policy and Accreditation Standards, is contextualized through a short history of this movement and its purposes. A multipart definition of competencies is offered based on McClelland’s pivotal conceptualization of competency assessment. Within this competency model, several methods of assessing competencies in social work education are described and critically examined. The importance of identifying an appropriate and complete list of competencies is also addressed. Several issues regarding how to assess professional competencies are identified for future professional discussion.