基于“讲一练二考三”的矿业类课程教学模式改革思考

矿业类课程的教学实践表明,传统的教学模式方法很难满足应用型人才培养的要求。笔者基于多年教学模式改革,提出矿业类课程教学模式改革应按照"讲一,练二,考三"的本科教学指导思想,从理论教学模式、平时训练模式和课程考核方式等三个方面进行。     

建筑工程概预算基于工作过程课程体系的开发与实践

结合《建筑工程概预算》重点课程建设,从课程的设计理念、目标定位、学习情境设计、教学组织安排和课程考核方式几个方面进行探讨。研究何以职业能力需要和现实岗位需求为基础,通过课程改革与创新实践,提高学生综合职业能力,缓解高职毕业生的就业压力。     

服装结构设计类课程教学现状与改革探讨

采用调查问卷与座谈的方式,对服装结构类课程教学现状进行了调研及分析,指出存在的问题,提出要不断更新教学内容,教学手段多样化,增加实习实训实效,考核方式灵活多变,改善学习环境,加大教材编写力度等措施,以提升服装结构类课程的教学质量。     

中专体育教学改革初探

本文着重阐述中等专业学校中体育教学与身体素质教育的关系以及在实施素质教育的过程中对体育教学的要求.本文采用文献资料研究调查,问卷调查等研究方法,对中专体育现状及教学内容、方法、组织形式和教育评价进行了相关研究.提出当前普通高校体育教育的不足和影响体育教学的主要因素.并在此基础上提出:体育教学应以健康第一为指导思想,以育人为目标,以终身体育为主线推进当前体育教育改革.     

新工科背景下化工制图与CAD课程教学过程优化策略研究

文章在对高校化工制图与CAD课程教学现状进行探讨的基础上，通过文献检索法及逻辑法等方法，从备课、课堂教学及成绩评价体系三方面提出了以学生为主体，以培养跨院系、跨学科及跨专业人才为目标的化工制图与CAD课程教学策略。     

基于非会计专业的《会计学》课程教学改革研究

通过发放调查问卷的实证方法,分析和了解非会计专业学生学习《会计学》课程中存在的问题,以及了解通过使用新的教学方法——数字总结法和实践教学法的教学效果,最终通过分析调查的结果,试图从教学目标、课程设置、教学方法和教学内容等方面作出总结,试图提出在教学大纲、教学手段和教学方法等方面的教学改革意见,为非会计专业的会计学课程的学习提供新的思路,也为将来的教学提供可以借鉴的经验。     

数字化交互设计课程在当代美育环境中的创新实践

随着数字化时代的到来,传统文化背景下的交互设计也成为了人们关注的焦点。。文章对当前美育环境下的数字化交互设计课程进行了研究,通过创新课程理念,构建课程框架,提出实施计划,实现美育环境下的交互设计课程创新应用,并从理念与目标的创新、教学内容创新、教学过程和方法创新、课程的思政创新四个方面给出课程创新的实施方向。     

《模型制作》课程的教学改革与实践创新

《模型制作》课程是室内设计专业学生的必修课,是一门理论与实践紧密结合,知识与技能并重的综合性课程。为更好的实施课程全面建设与实现教学目标,本文针对榆林学院艺术学院环境艺术设计专业《模型制作》课程,结合本专业教学特点,以分析教学现状出发,对课程内容、教学方法、组织形式、考核方式等几方面进行改革探讨。     

材料专业课课程思政教学改革提升学生素养的实践

文章以材料与环境课程为例，介绍材料课课程思政教学改革探索与实践，系统梳理了材料与环境的课程介绍，包括本课程的课程性质、教学目标和思政育人目标；详细阐述了该课程的课程思政内容与融入点，并给出了具体举例；并且围绕课程思政开发、教学方法、考核方式三个方面开展了材料与环境课程教学改革的探索和实践。有助于将学科专业知识与课程思政教育进一步有机结合，切实做到将思想政治工作贯穿到教育教学全过程。     

高分子化学与物理课程思政元素提炼与教学探索

在专业课中融入思政教育是当前高校思政教育中不可缺少的组成部分。文章探讨了高分子化学与物理课程中思政元素的挖掘与提炼，以绪论章节教学为例，从教学目标、教学设计和教学内容等方面有效开展了课程思政教育实践。将混合式教学模式融入到课堂教学中，通过翻转课堂进一步实现润物细无声的课程思政教育目的。     

Technology learning 1: Towards a curriculum for children who are technologists

Technology education holds the promise of curriculum recognition, at last, of an authentic view of a long-neglected aspect of humans' intellectual heritage. Unfortunately, this vision is in danger of being lost because of unclear and simplistic views of the nature of technology. In this paper, we set out our contention that curriculum debate has been reduced to a struggle between academic-rationalist and technical-utilitarian positions. We present samples from our research which recognises young children's technological prowess and which, by implication, supports our case for including at least two other significant curriculum perspectives — an intellectual processes perspective and a social expression perspective. Reflecting the spirit of technological endeavour, we conclude by stressing the importance of continuing the dialogue presented here, between curriculum perspectives on the one hand and the work of children as technologists on the other.     

Comparing technology education in the U.S. and U.K.

British and American discourses and experiences with respect to technology education are compared. Out of this comparison important issues are identified that have implications for the larger ongoing conversation on technology beyond these countries. They include the role of the state in establishing and validating the subject, the dual claims of technology literacy and technological capability, and dual curricular approaches — content and process.     

高校商务英语课程的设置

本文通过概述英国高校外语专业与商务专业的课程设置,对比分析我国商务英语专业的现状,以期对我国高校商务英语专业课程改革提供有益的借鉴。     

The Development of a National Curriculum in Technology for New Zealand

New Zealand under went major curriculum reforms in the early 1990's. These reforms were determined by the New Zealand Curriculum Framework which provides an overarching framework for the development of curricula in New Zealand and which defines seven broad essential learning areas rather than subject areas. Technology is important and should be part of the education of all students. Six grounds for developing technology education were given, namely: economic, pedagogic, motivational, cultural, environmental, and personal. This paper reports on the development of a technology curriculum in schools. The philosophy of the curriculum will be discussed, particularly crucial aspects such as inclusiveness. The way in which the technology curriculum has attempted to meet the needs of a New Zealand technological society will be examined. The general aims of technology education in Technology in the New Zealand Curriculum are to develop: technological knowledge and understanding; an understanding and awareness of the interrelationship between technology and society; technological capability. The development of seven technological areas for all students will be highlighted. This paper will discuss in detail the development of the national technology education policy and the way in which the curriculum was developed. The last section of the paper will consider issues related to teacher development programmes and areas of future research.     

Insights into the intrinsic and extrinsic challenges for implementing technology education: case studies of Queensland teachers

This study, embedded within the Researching School Change in Technology Education (RSCTE) project in Queensland, Australia, aimed to gain insights into the intrinsic and extrinsic challenges experienced by teachers during the implementation of technology education within primary school settings. The official publication and launch of the Technology years 1–10 syllabus and associated curriculum materials by the Queensland Studies Authority during 2003 saw the first formal Technology curriculum for primary schools in Queensland. The Queensland Government announced that all Queensland schools were to aim for full implementation of this new Key Learning Area (KLA) by 2007. This presented a challenge for Queensland teachers as they began to understand this new KLA and subsequently, were required to implement technology education for the first time. Education Queensland released a number of different strategies that were designed to assist this implementation, including research partnerships with universities. Thus, the RSCTE project, a partnership project between Education Queensland and Griffith University included implementation research within schools. Through the identification of insights into intrinsic and extrinsic challenges, this study, while recognising the limitations of transferability beyond the case studies presented, provides suggestions to assist the implementation of technology education.     

A conceptual framework for developing the curriculum and delivery of technology education in early childhood

The purpose of this article is to provide an overview of the analysis of the Early Childhood Education (ECE) curriculum in six countries involved in the UPDATE-project, and on that basis, propose a conceptual foundation for technology education in ECE that aims to enhance gender sensitive technology education in the continuum from early years to adulthood. The existing ECE curricula in the participating countries were analysed according to the general pedagogical approach as well as the contents specific to technology education. In many cases technology education was presented generally or implicitly, embedded in various curriculum content areas, and the existing curricula did not offer much support for teachers to figure out the nature, aims and pedagogical means of early childhood technology education. The comparison of the curricula raised some common key-issues which are important to construe more theoretically. In consequence, the article also focuses on the contemporary view of child-centred pedagogy and the conceptualisation of technology education fitting into the scope of ECE. Play is highlighted as a fundamental way of learning seldom studied in the context of technology education. In addition, a gender perspective on technology education deals with equal possibilities of both sexes to acquire knowledge, abilities and attitudes needed in technological agency.     

The planning of technology education for South African schools

One of the recommendations made in the discussion document,A Curriculum Model for Education in South Africa (CUMSA), which was released by the Department of National Education in 1991, is that technology education should be offered for the first nine years of pre-tertiary education as a compulsory subject and for the last three years as an optional subject. This paper aims to locate technology education in the context of the sociopolitical and economic background to education in South Africa and to assess to what extent it meets the emerging aims and needs of education. Further aims are to propose a rationale for the teaching of technology at school level in South Africa, to suggest possible broad aims for the teaching of technology, to outline the nature and character of technology education relevant to the South African situation and to propose a possible methodology for technology education in South Africa. The conclusion is reached that technology education can make an important contribution to South African education if the so-called technological process is the major emphasis as this can be transformative and promote quality education.Dr Piet Ankiewicz (M Sc, D Ed, HED) is a Senior Lecturer in Education at the Rand Afrikaans University. He is responsible for teacher education programmes in the field of Science, and for an M Ed course in technology education. His areas of research include education policy and curriculum development for technology education.     

服装工艺课程教学改革的几点体会

课程教学改革是当前职业教育教学改革的中心任务,传统的教学理念已不适应现代职业教育对人才的发展需求,现在我们国家非常重视职业教育,而现有的教学体制又落后于企业用人的需求。当前应以提高教学质量,促进师生交流,培养有实际操作能力、创意性强、具有市场观念的服装设计人才为目标,真正实现理论实践一体化教学,提高学生的操作技能水平。     

How an integrative STEM curriculum can benefit students in engineering design practices

STEM-oriented engineering design practice has become recognized increasingly by technology education professionals in Taiwan. This study sought to examine the effectiveness of the application of an integrative STEM approach within engineering design practices in high school technology education in Taiwan. A quasi-experimental study was conducted to investigate the respective learning performance of students studying a STEM engineering module compared to students studying the technology education module. The student performances for conceptual knowledge, higher-order thinking skills and engineering design project were assessed. The data were analyzed using quantitative (t test, ANOVA, ANCOVA, correlation analysis) approaches. The findings showed that the participants in the STEM engineering module outperformed significantly the participants studying the technology education module in the areas of conceptual knowledge, higher-order thinking skills, and the design project activity. A further analysis showed that the key differences in the application of design practice between the two groups were (a) their respective problem prediction and (b) their analysis capabilities. The results supported the positive effect of the use of an integrative STEM approach in high school technology education in Taiwan.