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孙聚杰 《中国印刷物资商情》2011,(6):64-67
通过对我国包装工程专业高等教育发展现状的调研,结合青岛科技大学包装工程专业设置,对新形势下包装工程专业的基础理论课程设置、专业课程设置、实践环节设置进行分析研究,以期建立符合行业需要的包装工程专业高等教育体系,为国内包装工程专业高等教育发展和高素质创新型人才培养提供新思路。 相似文献
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包装行业是一个横跨国民经济生产流通多个方面的综合性行业 ,包装学科是涉及理、工、文、管、美多学科交叉的综合性学科。全国包装界的专家和学者经过较长时间的酝酿 ,根据包装学科建设的特点与需要 ,已经编写了《包装概论》、《包装纸盒设计》、《包装设计》、《包装技术与方法》等教材。但目前使用的《工程制图》教材没有反映包装专业特点 ,不能适应包装行业的发展需要 ,而《工程制图》是包装工程专业学生跨入大学首先遇到的技术基础课 ,应与其专业相适应。机械类有与本学科相适应的制图课本—《机械制图》 ,建筑类有与本学科相适应的制图… 相似文献
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文中阐述了加强包装工程学科专业建设、培养高素质包装科技人才对振兴我国包装工业的重要件。在论述了包装工程的学科特点和专业性质的基础上,提出了建证科学、合理的包装工程专业课程休系的构想以及大力发展包装研究生教育的紧迫牲。 相似文献
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如何办好包装工程高等教育,涉及因素颇多,不单要符合包装工业的长远需要和包装工程学科的内在规律,还得联系所在国家现行的教育体制,以及包装工程专业同其他工程专业的协调关系,然后才能结合自身具体条件因地制宜地做出决策,依靠群体的实践逐步向最优化目标逼近。近些年来,通过国外考察和国内实践,深切意识到,在包装工程高等教育领域内,坚持多层次、多模式、跨学科办学的指导方针,继续走下去并发扬光大,是完全可行的。·多层次办学国内各兄弟院校运用多种形式培养包装工程学科的本科生和硕士研究生先后已将近25年、20年的历史了,尽管培养博… 相似文献
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二十世纪,我国包装教育走过了艰辛的历程,也取得了丰硕的成绩。 1984年,包装工程专业第一次以试办专业的身份列入我国本科专业目录之中。经过全国 17所高等院校 8年的试办教育实践 ,1993年包装工程专业被国家教委批准摘掉了试办专业的“帽子”,正式列入本科专业目录。从此,包装工程专业在我国的高等教育中占据了一席之地。 1996年 4月 29日,国务院学位委员会第十四次会议通过,将包装工程列入“授予博士、硕士学位和培养研究生的学科、专业目录”之中,并将我国第一个包装工程硕士学位授权点设在西安理工大学。这是我国包装教育史上的… 相似文献
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关于提升包装工程专业学生就业能力的思考 总被引:1,自引:0,他引:1
本文从国内包装工程专业的教学实际和学生的就业现状出发,借鉴国外包装工程专业高等教育的经验,提出了通过推行行业协会学生会员制和加强专业实习制度等方法增加学生与行业企业的联系与实践经验,提高学生就业的竞争能力,并对该方法的实施途径提出设想. 相似文献
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一、工程管理学科的诞生 工程管理作为一门新兴的专业学科诞生于20世纪80年代末.当时,西方国家对工业工程教育进行评估时发现,传统的工业工程教育只注重车间层次的效率和数学方法的运用,其毕业生和工程师们大都缺乏必要的沟通技巧和管理知识.由此,传统的工业工程教育做了相应调整,产生了"工程管理"这样一个新的学科领域. 相似文献
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针对当前高等教育"创新人才培养模式,增强学生科学实验、生产实习和技能实训成效"的改革和发展要求,简要分析了包装工程专业"包装印刷技术"课程教学改革的意义和目的.围绕突出专业实践教学,强化工程技能培养的思路,重点阐述了具体的教学改革与实践,包括知行统一,理论教学内容"必需,够用",切合产业需要;加强实践教学,以多媒体教学模拟生产现场;以学生为中心,提高动手能力,实施校企合作等.此外,探讨了对"包装印刷技术"课程传统考核方法的改革. 相似文献
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本文分析了当前印刷包装工程专业在学生实践和科研创新能力培养方面普遍存在的问题,结合印刷色彩学相关课程,设计具有开放性和创新性的综合实验.在丰富学生第二课堂、为学生获得创新学分提供途径的同时,也锻炼和培养了学生的实践能力,创新能力和团队协作能力. 相似文献
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根据包装设计艺术与印前设计的特殊关系及印刷教学中存在的主要问题,对包设专业的"印刷与制版工艺"课程的教学改革进行分析,提出了师生互设疑问"教与学"、实例教学、加强实践环节、实行有专业特色的考核等提高教育教学质量的具体教学改革措施.本改革对促进包设专业学生尽快适应职业角色具有一定的指导作用. 相似文献
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赵秀萍 《中国印刷物资商情》2010,(4):67-69
实验与实践教学是理工类专业教育教学的重要组成部分,本文就如何加强对学生实践能力的训练和改革实验与实践课程体系,提出了一套初步的思路和设想,即通过构建以能力培养为核心的工程类专业的实验和实践教学体系,建立起适合新世纪发展的印刷工程专业培养计划.在解决专业感性认识问题后,通过"3个层面的综合训练+毕业设计"使学生全面掌握不同印刷产品的生产工艺流程,达到工程实践训练的目的. 相似文献
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Jenny L. Daugherty Rodney L. Custer 《International Journal of Technology and Design Education》2012,22(1):51-64
The design of this study was a multiple case study conducted to examine the knowledge, pedagogical principles, and challenges
involved in providing engineering-oriented professional development for teachers at the secondary school level. A set of criteria
was used to identify five representative projects for analysis in the US. A variety of tools and processes were used to gather
data including on-site observations, interviews, focus groups and document reviews. Results of the study indicate that engineering
professional development tends to be based on work focused on curriculum development and implementation. Given the distinct
design orientation of engineering, it is not surprising that the focus of engineering-oriented professional development tends
to concentrate on engaging activities, with a primary focus on process rather than content. A key outcome of this study was
an observed lack of a clearly formulated and articulated conceptual foundation for secondary level engineering. Regarding
pedagogy, the researchers identified a heavy emphasis on modeling and applied learning. At the same time, the researchers
observed a lack of emphasis on reflection and analysis of the pedagogical processes and techniques used to shape teachers’
ability to teach engineering to their students. The findings of the study also include concerns raised by teachers as they
engage in engineering professional development. These include concerns about technical knowledge, particularly with the use
of specialized software applications and other tools, as well as with practical issues such as time, resources, and availability
of appropriate curriculum. 相似文献
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本文总结了高阻隔陶瓷薄膜包装材料制造技术的发展进程,介绍了各种镀膜方法及特点;系统综述了国内外AlOx、SiOx薄膜的研究进展与应用现状,分析了陶瓷薄膜包装材料制造过程中影响阻隔性能的主要因素,研究了提高薄膜阻隔性的基本措施,由此展望了高阻隔陶瓷薄膜包装材料发展及应用前景。 相似文献
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Morgan M. Hynes 《International Journal of Technology and Design Education》2012,22(3):345-360
This paper reports on research investigating six middle school teachers without engineering degrees as they taught an engineering unit on the engineering design process. Videotaped classroom sessions and teacher interviews were analyzed to understand the subject matter and pedagogical content knowledge the teachers used and developed as they introduced the eight steps of the engineering design process (from content standards for the state of Massachusetts, USA). The teachers demonstrated wide-ranging knowledge of the engineering design process, and this paper describes two of the steps the teachers showed a more sophisticated understanding—constructing a prototype and redesigning. Examples from the teachers illustrate strengths that can be built upon as well as some areas for further development. 相似文献
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国内外工程项目管理现状比较与探讨 总被引:9,自引:0,他引:9
文章在介绍国外大型工程公司项目管理的形式、内容、手段和方法的基础上,对我国工程项目管理的现状及主要差距进行了较详细的分析和总结,并针对国内企业在工程项目管理方面存在的问题以及体制上存在的不足提出了一些较具体的建议.即:建构项目管理学科的培训内容;促进项目管理软件的开发与应用;建立科学的工程项目管理体系;重视工程项目的风险;抓紧培养人才,培育一批工程总承包和工程项目管理企业等. 相似文献
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Since technology education is, compared to subjects such as mathematics and science, still a fairly new subject both nationally
and internationally, it does not have an established subject philosophy. In the absence of an established subject philosophy
for technology education, one can draw on other disciplines in the field, such as engineering and design practice, for insights
into technological knowledge. The purpose of this study is to investigate the usefulness of an epistemological conceptual
framework chiefly derived from engineering, to be able to describe the nature of technological knowledge, in an attempt to
contribute towards the understanding of this relatively new learning area. The conceptual framework was derived mainly from
Vincenti’s (What engineers know and how they know it. Johns Hopkins University Press, Baltimore, 1990) categories of knowledge based on his research into historical aeronautic engineering cases. Quantitative research was used
to provide insight into the categories of knowledge used by students at the University of Pretoria during capability tasks
and included an analysis of a questionnaire administered to these students. Findings suggest that the conceptual framework
used here is useful in technology education and that the categories of technological knowledge apply to all the content areas,
i.e. structures, systems and control, and processing, in technology education. The study recommends that researchers and educators
deepen their understanding of the nature of technological knowledge by considering the categories of technological knowledge
presented in the conceptual framework. 相似文献