大学英语课程计划权属问题研讨

文章从学术的角度探讨大学英语课程计划制订中至为关键的根本问题，即权责归属问题，认为教育部颁布《大学英语课程教学要求》可能剥夺了各高等学校依法自主订立英语课程计划的正当权利，似属越权行为，政府或应放权让大学课程改革回归校本研究。     

社会工作专业课程体系建构的行动反思——以中华女子学院山东分院社会工作专业建设为例

本文根据女子院校高职高专层面社会工作专业课程体系的建设经验,在对社会工作专业课程体系进行5年行动研究的基础上,尝试着对课程体系的建构进行了行动性反思。在此基础上,提出了今后专业课程发展的趋向及后续研究的跟进。     

The mental health dimension in the new social work degree: starting a debate

The Mental Health in Higher Education Project (mhhe) aims to increase networking and debate about the learning and teaching of mental health, both within and across the disciplines and professions in higher education. Despite the recent prominence that has been given to mental health in terms of policy development and new practice models, there has so far been little discussion as to what should constitute the mental health component of the new social work degree that is currently being introduced in England. This paper sets the context for the debate and reports on the outcome of an mhhe workshop on this theme held at the 2003 Social Work Education Conference in Warwick.     

Redesigning the curriculum for Social Work Education: complexity,conformity, chaos,creativity, collaboration?

Across the UK social work programmes in universities have been re‐designed for the introduction of the new degree. Despite its importance, the nature and process of curriculum design for social work is not well understood, and the research‐base is thin. With more detailed content requirements there is a potential danger of increasing conformity. The wider literature on curriculum design in higher education identifies different paradigms to conceptualise curriculum design, and has recently focussed on the extent to which creativity can be engendered within a highly complex context. Starting with these concepts, this paper analyses the issues for curriculum design in social work. Given the new academic and professional requirements, the interplay of practice and university‐based learning, and the engagement with multiple stakeholders, it is argued that this entails a level of complexity greater than that for many other disciplines. The value of complexity theory as a framework to understand the processes involved is discussed. The constraints arising from the short time frame available to re‐design the curriculum are discussed, with the danger of chaotic transition. It is argued that curriculum design for social work should be better understood, through research and debate, so that all participants may be better able to contribute through collaboration.     

Reflections on Student,Service User and Carer Involvement in Social Work Research

This article will reflect on the experience of undertaking a participatory action research influenced study within a module of a social work degree programme. In doing so it will touch on some of the literature associated with student, service user and carer involvement in qualifying programmes, and in particular on research and module design. It will outline the history of service user and carer involvement in respect of a specific module within a singular degree course. It will provide an overview and some findings of the study, which sought to evaluate the involvement of an inherent service user and carer group within that degree course. However, as service user and carer involvement within degree programmes has had significant attention within the wider literature, the current study seeks to present a reflexive commentary on student, service user and carer involvement in research modules and participatory action research. Whilst the research presented here should be regarded as an initial foray with acknowledged limitations, it equally highlights some perspectives that lead to an understanding of how greater levels of student, service user and carer involvement within social work research might be achieved, in particular in the context of social work qualifying programmes.     

课程思政的解构与重构研究——以《地方政府与政治》课程思政为例

课程思政是当前高校教育改革的一项重要工作,也是保障高校教育教学质量和提升管理水平的重要举措。故本研究提出课程思政解构与重构的研究命题。本研究首先剖析课程思政的研究旨趣,紧接着分析《地方政府与政治》实现课程思政的关隘所在,进而剖析实践介入要件,即通过知识体系建构、“分命题”凝练、优质案例遴选与设计,以及教学范式创新等策略完成课程思政的价值预设,提供教研实效。     

高师中文专业教学如何应对中学语文新课改的挑战

中学语文新课改对高师中文专业教学带来了严峻的挑战,高师中文专业要想适应新课程并对新课改起引领作用,就必须从优化课程结构、调整教学内容、改进教学方法、加强技能训练、鼓励创新实践、加强与中学合作等方面进行改革。     

元认知理论下学生自主英语学习能力的教学策略

根据<新课标>的要求,以元认知理论为依据,本文提出了大学英语教师从教学理念、师生关系、学习计划、学习监控、激发动力和评价调整等六个方面所采取的培养中学生自主学习能力的教学策略,探讨了教师为贯彻新课标所采取的实践教学具体理念与教学方法.     

德国社会工作专业课程设置的特点及启示——以图宾根大学社会工作本科课程为例

社会工作专业人才是社会工作专业发展的需要,也是构建和谐社会的需要。本文通过对德国高等教育社会工作专业人才培养的课程设置介绍,以期对我国社会工作教育提供有益的参考。     

Teaching Ethics in a Statistics Curriculum with a Cross-Cultural Emphasis

Like most professional disciplines, the ASA has adopted ethical guidelines for its practitioners. To promote these guidelines, as well as to meet governmental and institutional mandates, U.S. universities are demanding more training on ethics within existing statistics graduate student curricula. Most of this training is based on the teachings of Western philosophers. However, many statistics graduate students are from Eastern cultures (particularly Chinese), and cultural and linguistic evidence indicates that Western ethics may be difficult to translate into the philosophical concepts common to students from different cultural backgrounds. This article describes how to teach cross-cultural ethics, with emphasis on the ASA Ethical Guidelines, within a graduate-level statistical consulting course. In particular, we present content that can help students overcome cultural and language barriers to gain an understanding of ethical decision-making that is compatible with both Western and Eastern philosophical models. Supplementary materials for this article are available online.