高等职业教育课程设置的要求及其原则

随着我国科技的迅速发展,对于高等职业教育的课程设置也提出了更高的要求。本文主要从对高职课程设置的要求和其所遵循的基本原则两个方面来进行阐述。     

30年来我国财经类院校统计学专业本科课程设置的历史回顾与展望

 回顾改革开放以来我国财经类院校统计学专业本科课程设置的历史变迁,由此侧面反映我国统计教育不断发展完善的过程,并结合实际分析财经类院校统计学专业本科课程设置未来的发展方向,提出相关建议,以期促进新形势下我国统计教育水平的不断提高。     

语言经济学视角下的大学英语教学改革若干问题探讨

语言经济学是一门新兴的边缘学科,它的基本理论观点是：语言本身是一种人力资本,学习第二种语言（或外语）是对人力资本生产的一种经济投资,语言有经济价值高低之分,其经济效用取决于诸多因素。大学英语是非英语专业大学生必修的基础课程,在我国外语教育中处于核心地位。大学英语教学改革是一项全方位的变革,涉及课程设置、教材和师资队伍建设等各方面。大学英语课程设置应符合学生的多元需求,实现学习的预期收益,体现教育资源的优化配置。大学英语教材的可操作性要强,教材市场要有序竞争。师资结构要优化,科研能力要提高,科研成果要倍出。     

面向专业需求的高职高等数学课程优化研究

基于对高职数学课程改革现状分析,构建了适应高等职业教育人才培养模式的"1+1"弹性化课程设置体系。面向专业需求整合课程内容,实行模块式教学,加强了教学的针对性,实现了高职数学教学内容与专业教学内容的深度融合,在高职数学课程改革方面起到了引领示范作用。     

论课程范式转型与语文教学走向解放

该文介绍了基础教育课程改革的时代背景,从历史发展的角度阐述了课程范式转型的必然性,进而说明语文教学走向解放的深刻内涵与实践途径,强调语文教师要由教科书的忠实执行者而成为"自己的课程"的创造者,要由学生课程成绩的裁判者而成为"超越型学习主体"的创造者.     

现代中美高中理科课程比较研究

本文通过把现代中美高中理科课程的哲学基础,培养目标、结构及设置、主要内容、教学方法、评价体系及管理模 式进行比较,并科学地分析了其中的利与弊,从而为我国高中理科课程改革提供借鉴。最后,结合我国目前理科课程改 革的实际,提出了一些值得重视和研究的问题。     

Reviews

The article, drawing on the results of a small research project investigating a cohort of student-practitioners who had studied a course titled ‘Frameworking for Community Development’, considers the implications for teaching within a university setting. The findings of the research discuss such topics as, what a personal practice framework is, the process of creating such a framework by practitioner-learners, and the use of traditions. Within the discussion the article argues for a shift away from using a ‘personal practice framework’, to a ‘subjectively held practice framework’, reflecting an increased awareness that the journey towards constructing a practice framework is itself an active engagement in a community of practice, rather than, or as well as, an intellectual or introspective personal journey. Furthermore, the article proposes that to create an experience of elicitive learning in a community of practice today runs counter to the usual learning style of universities. It requires opportunities to talk, to learn together, and to be with uncertainty and ambivalence, to challenge each other. The article contributes significant new social work thinking in relation to both reflective practice and teaching for community development.     

Widening the Lens: The Efficacy of the Case Method in Helping Direct Practice MSW Students Understand and Apply Mezzo and Macro Dimensions of Practice

This study tested the effectiveness of the case method as a teaching and learning tool to help direct practice (micro) graduate students to more fully incorporate the mezzo and macro dimensions in clinical situations. Participants for this study included 115 MSW students enrolled in a second‐year clinical concentration who, as a requirement of the program, took an integrative seminar that was taught using the case method. Students completed a pre‐ and post‐test that measured the importance students placed on selected mezzo and macro dimensions of practice. The study also assessed whether the case method influenced students' perceived capacity for critical thinking, vertical integration of first‐ with second‐year content, and understanding the program's theoretical model. Results showed significant increases in several areas assessed. The paper begins by tracing the historical and contemporary writings in the social work literature on integrated learning, and discusses the impact of these trends on the learning process. Ideas on how to build integrative opportunities or methods of instruction into the social work curriculum are then explored. The case method is advocated as a viable tool in teaching with empirical evidence presented to support its efficacy.     

How Can Curriculum Action Research be Used to Promote Post Qualifying Practice Teaching Award Candidates' Interest in Research Articles?

The General Social Care Council (GSCC) Post Qualifying Practice Teaching Award requires candidates to access and evaluate research as well as local and national polices. However there can be resistance from social workers to accessing and using research despite the recent emphasis on evidence based practice. The author used Curriculum Action Research, whilst undertaking the Post Graduate Certificate in Teaching in Higher Education, as a tool to make manageable changes to her teaching practice, by routinely introducing secondary research articles in every teaching session. This approach encouraged the candidates' learning and enabled their completion of their research assignment on their chosen topic, whilst also supporting or challenging their existing attitudes to the role of research in social work practice.     

Curricular Blueprinting: The Relevance of American Social Work Education for International Students

This study assesses the relevance of US‐based social work curricula for international students. Both the perceived advantages and disadvantages of international educational training are considered, including the consequences of curricular adaptation. The study utilizes multiple qualitative methods including participant observation, 15 semi‐structured interviews, and text analysis. The majority of international respondents reported intending to work with poverty alleviation and social development. Respondents reported learning some inappropriate skills, intervention strategies, and policies that cannot be appropriately applied across cultures, and which are divorced from local context. Benefits of exchange include discussions of marginalized populations, enculturation into Western values and methods that may be beneficial to future job opportunities, and the enhancement of critical thinking skills to address social problems.