技工院校电工基础课程一体化教学做法探究

电工基础课程是技工院校电工类专业的一门十分重要的专业基础课程,是进一步学习其他专业基础课程和专业课程的基础。这门课程的掌握情况,对学生后续课程的学习以及毕业后的工作有直接影响。本文通过对电工基础一体化教学开展的做法展开论述,以期提高电工基础的教学效果。     

浅谈技校电工教学

随着科技的迅猛发展，企业对技工人才的素质要求越来越高。而近几年来，技校电工专业毕业的学生适应岗位需求的却很少。据笔者调查统计，８５％以上的学生很少掌握新技术、新知识，更谈不上操作，只有一些陈旧的小打小敲的本领，即使在校成绩好的学生，毕业后面对高新技术...     

浅谈如何上好电工实习课

实习教学是教师有计划、有目的、有组织且采用一定的教学方法和手段,通过动手操作示范,将教材、教学设备等有机地结合起来对学生进行教学的活动.学生通过实习课对所学的专业知识进行动手训练,进而达到解决实际问题的目的.实习教学的成功与否直接影响到学生参加工作后能否胜任本职工作.所以如何上好电工实习指导课是我们一直在研究和探索的课题.现就笔者所在学校电工专业的实际情况,对如何上好电工实习课提出如下个人观点.     

职业院校电工专业课教学方法探索

长期以来，由于受“以知识为本”的传统教育思想的影响，存在着重知识轻能力的现象，抑制了学生的能力发展。而我们的职业教育培养的是直接工作在生产、服务、技术和管理第一线的应用型人才，必须具有熟练的职业技能和适应职业变化的能力，这是职业学校学生的一种重要素质，也是职业学校实施素质教育的着力点。职业院校的电工专业课程一般以传统学科型的专业教学体系为主，电工专业的基础课、工艺课以讲授理论为主，辅以极少课时的实践教学，实习课以学生动手为主。     

刍议多层次立体化教学模式在电工电子教学中的构建

电工电子专业人才的培养，首先要满足电工电子行业的需求，保证该行业的人才队伍充足；其次是要顺应我国经济发展的实际情况，结合当前使用的科学技术，保障电工电子人才专业知识与专业技能的先进性。就目前我国该专业的教学工作来看，培养电工电子创新型人才、建设型人才、研究型人才、实用型人才是重点内容，技能教学工作的目标和任务，就需要教师在教学过程中构建多层次立体化教学模式，加强学习者的动手能力，强化学习者的创新意识。从而提高技能教学的工作效率。本文对多层次立体化教学模式作了简要介绍，结合该模式在教学中的实际运用与作用，提出了关于完善电工电子技能教学多层次立体化教学模式构建工作的建议。     

浅谈技校电工课的教学

浅谈技校电工课的教学张彦钧电工基础是一门专业基础课，内容抽象而面广，较难理解和掌握。缺乏学习自觉性和主动性的技校学生要学好是不太容易的。他们普遍认为电工课难学，尤其是非电专业学生对电工课的设立抱有极大的疑虑，甚至提出对今后工作无直接关系而要求不上，当...     

浅谈如何上好电工基础课

电工基础是技工院校电工专业的基础课，该课程对学生是否能学好专业课起着决定作用。本文列举了传统教学所遇到的问题，并针对现代技工学校学生的特点，根据实际工作经验，提出了较为实用的几种教学方法。     

《电工基础》教学改革谈

《电工基础》课程是技工学校电工类专业一门必修的专业基础课，与生产实习紧密联系，实用性强。这门课的教学目的是使每一位学生掌握最基本的电工基本概念，对电路能够进行分析计算。学生学好这门课，可以为以后学好专业课打下坚实基础。笔者根据多年的教学经验，拟就这门课的教学工作，谈一谈自己的看法。     

职高《电工基础》教学之我见

《电工基础》是一门实践性很强的专业技术基础课程,其目的是使学生获得电工技术方面的基本理论、基本知识和基本技能,为学习后续课程以及今后的工作打好基础。如何使学生获得这些理论知识和技能,培养他们的分析能力、运算能力和创新能力,笔者认为应注重从以下四个方面进行教学创新。     

浅谈电工基础教学方法

电工基础是技校电气自动化专业的一门重要专业基础课。该课程要求学生能掌握一定的电工基础理论知识、电路分析、计算能力及电工中基本物理量的测量等基础知识与实践技能。因此该学科具有理论性强、内容抽象、与实际联系紧密等特点。     

加强学生工程素质教育与创新能力培养的探讨

国民经济的快速发展,需要大量具有良好工程素质和创新能力的土木工程专业人才。要培养出符合要求的专业人才,实践教学环节起着举足轻重的作用。通过改革或改进土木工程专业认识实习、测量实习、生产实习、毕业实习、教学实验、课程设计、毕业设计等实践教学,可以提高学生的工程素质和创新能力。     

Some indications for professional development in social work: a study of theoretical interest and attitudes towards research among Icelandic social workers

This study among Icelandic social workers generally showed positive attitudes towards research activity in the field. Most respondents, whereof half were practice teachers, saw the practicum as an important tool for the integration of theoretical application and research activity to practice. Almost all saw research activity as a feasible way to empower social work as a profession. Simultaneously, a relatively small percentage report their own research activity. Besides this discrepancy some interesting differences were found according to number of years after graduation, field employment and experience as practice teachers. It is argued that the theme in focus is a critical indication of professional development and highly relevant for the educational discourse as for future professional development.     

Identity development among social workers,from training to practice: results from a three-year qualitative longitudinal study

During their training, social work students embark on a process of professional identity (PI) development which will continue to evolve even after graduation. While the literature has begun to point out factors that may facilitate PI development, research that documents the various processes and narratives of identity development is scarce, including in social work. Because PI is known to be influenced by many aspects pertaining to personal, educational and occupational contexts, and because those contexts can be varied, it becomes important to explore PI development from initial training to professional practice and map which aspects may be influencing the experience, and how they do so. Drawing on a longitudinal qualitative methodology, we explore the experience of six young social workers and map the development of their professional identities over the course of nearly three years. Meetings during their final year of undergraduate studies, and again after 6 and 18 months of employment, reveal some of the aspects that emerged as fundamental facilitators of or impediments to a strong PI. This article concludes by suggesting ways to foster a stronger sense of PI among social workers going forward.     

Field Note—From MSW to J-O-B: Using Field Seminar to Prepare Students for Employment

ABSTRACT

Social work field education is expected to help students transition from the classroom to the practice setting. Yet, few social work programs adequately provide career development support to increase students’ employability. This Field Note presents practical, relevant and immediate strategies for implementing the MSW to J-O-B curriculum innovation in the field practicum seminar. The purpose is to help students clarify professional goals and successfully obtain employment or career advancement opportunities following graduation. Formative evaluation results for this professional development curriculum are presented.     

School,Family and Neighborhood: The Theory and Practice of School-Community Relations

This paper reports on the findings of a survey of the first five graduating classes of students from a newly developed specialization in social policy. The survey was undertaken to ascertain students' work affiliations after graduation along a number of dimensions and to compare their situations before and after graduation. We also were interested in assessing whether students were doing in practice what they had been prepared for educationally. The survey findings clearly indicated differences in work affiliations and experiences before and after graduation, and the emergence of a social work-social policy practitioner.     

A Study of Work Participation by Graduate Female Social Workers: Some Implications for Professional Social Work Training

Work participation of graduate women social workers, 40 to 60 years old was studied. The average extent of work for the total group was 61 percent of the time since graduation. Extent of work was related to marital status and to the sequence of marriage and social work training. Teenage committment to work had no effect on the extent of work later in life. Higher work rates were associated with more advanced age, fewer children, and more work experience in the pregraduate period Remedial activities at the community, school, agency, and student levels that begin at the time of professional education and could help increase the extent of work activity are discussed in this paper.     

中职德育工作应突出职业素质的培养

中职学校德育工作要适应社会经济发展对人才素质的需求,培养高素质的职业技术人才。剖析现在中职德育工作存在的问题和现状,切实转变德育工作方法,从传统升学行为教育方式转变到加强培养学生职业素质培养上来,从职业道德、职业意识、职业行为、职业心理、职业能力等职业素质入手,突出职业素质培养在德育工作中的主体地位。     

Claiming a Space for International Social Work: Voices From the Field

Despite the rise in interest in international social work, surprisingly little empirical evidence exists outlining the knowledge, values, and skills required of social workers to succeed in the global arena. This qualitative study conducted from the spring through winter months of 2013 involved 10 semi-structured interviews with experienced international social workers triangulated with a content analysis of 52 international job postings. Findings suggest that social work professional perspectives including eco-systemic thinking, social justice principles, strength-based analyses, and foundational skills, such as developing empowering person-centered relationships, exhibiting cultural humility, implementing participatory approaches to research and practice, and demonstrating reflexivity, are not always valued by international colleagues nor sought in job advertisements. Furthermore, upon graduation, MSW social workers may lack key areas of expertise expected of international workers such as program monitoring and evaluation, grant writing, policy development, and communicating with media and high-level officials. Ultimately, the invisibility of foundational social work skills and lack of other technical expertise may not only challenge social workers' competitiveness on the global market but also threaten their maintenance of a professional social work identity over time. The authors provide guidance for schools of social work and accrediting bodies to improve social workers' readiness for international work and strengthen their presence in the international arena.     

以职业能力为核心的职业教育课程体系研究

使学生毕业后能顺利就业,必须以学生的职业能力培养为中心,提升学生的就业创业能力和竞争力。而要实现这一点,必须建立以职业能力为核心的职业教育课程体系．从课程设置、课程内容、课程目标、教学模式和教学方法直至教学评价,凸显职业教育“以就业为导向、以服务为宗旨”的特色。     

职业教育电子电工专业教学改革浅析

随着社会的发展,传统的职业教育电子电工专业教学已经无法适应经济发展的要求.为了能够培养社会所需要的优秀人才,应进行教学改革,建立适应时代要求的人才培养模式.