英国入职教师教育国家课程探析

英国入职教师教育国家课程对合格教师资格标准，课程总要求，英语、数学、科学和信息交流技术在学科教学中的应用等几个方面进行了规定，并提出了较为具体的要求。实施其课程的目标是达成合格教师资格标准。该课程具有实践性，注重信息交流技术在学科教学中的作用，注重中小学在教师教育课程中的作用。这些启示我们要尽快制定教师资格标准，强化实践性入职教师教育课程并注重对其实施效果进行指导和监督。

基于工程教育专业认证标准的锲入式课程评价探析

文章提出了基于工程教育专业认证标准的锲入式课程评价方法,该方法通过收集学生在课程中的信息来评估专业层次人才应达到的知识、能力与素质等方面的要求,通过这种评价体系,可有效评价课程教学相关的人才培养目标,有利于实现教学质量的持续改进。

关键业绩指标在课程考核中的应用研究——以《新员工入职培训》课程为例

课程考核是课程教学的重要环节之一,影响课程教学质量的高低。在深入分析《新员工入职培训》课程考核现状的基础上,从课堂考勤、课堂表现、课程作业、理论考试、课内实践、行业动态、方案设计等七个方面构建面向职业能力培养的《新员工入职培训》课程关键业绩指标考核体系,取得了课程考核方式多元化、考核内容突出职业能力培养、课程考核注重过程性考核等实际成效,最终提高学生的实际应用能力,更好地适应职业岗位需要。

中学新任地理教师入职教育课程概述

教师入职教育是教师教育体系的重要组成部分,是准教师向合格教师转化的关键环节,其主要依靠入职教育课程来实施。中学新任地理教师入职教育课程具有指向性、衔接性等特性;其根据课程内容、育人功能和管理方式可以分为不同的类型。它具有弥补中学新任地理教师职前培养的缺失与不足、提升地理教师的职业素养、帮助地理教师快速转变角色等重要价值。

浅谈高校新生入馆教育

通过分析高校新生入馆教育的现状、存在的问题和原因,提出了改善新生入馆教育的一些策略,如开设入馆教育课程、利用网络形式、注重延续服务等,从而有效提高新生入馆教育的质量以及高校图书馆的服务质量。

发挥学校教育文化传承的重要载体作用

本文从将非物质文化遗产教育纳入学校教育教学课程体系、立足本省开展非物质文化遗产教学研究、以非物质文化遗产教育促进学生社团建设、推进学校教研成果向非物质文化遗产项目转化等方面阐述了学校教育中文化传承的方法与途径。

刍议高校教师入职教育课程的特征、类型和功能

高校教师入职教育课程具有针对性、关联性、丰富性、开放性的特征,其类型多样,可以分为通识性文化课程、教师教育课程和校史、校情、校规、学校文化类课程,必修课程与选修课程等。同时,高校教师入职教育课程具有传授新任教师系统的专业知识,发展新任教师的专业能力,帮助新任教师快速适应新的工作环境等功能。

In the Non-target Language Environment Immersion Teaching Design of the Chinese Writing Course

At the intermediate and advanced stage of the international Chinese education, Chinese writing is one of the important skill courses, one of the difficulties of learning Chinese. For a long time, because its acquisition is so difficult, but it cannot get rid of the inefficiencies and a lack of attraction of the traditional pen and paper training, it has become one of the teaching problems to be solved urgently in teaching research community. In the non-target language environment, the use of limited time and space in the classroom to training students＇ Chinese writing skill is an important task of the intermediate and advanced Chinese teaching. At the cultural environment in Westem Europe, learners＇ awareness of democracy and freedom are very strong, they are active, rich in their thinking, the interesting, challenging, and immersive of training activities are more attractive to students Immersion teaching design of the Chinese writing course is such a lively, fun, and interactive new design. This paper discusses the design method and a characteristic of immersion teaching Chinese writing course in the non-target language environment, analyzes its design basis and practice principles, and puts forward some suggestions on the application of this type of design.

Making Outcomes Assessment （Relatively） Painless, One Approach to Address the Issue

Given the pressures and constraints of assessment of learning in today＇s environment consistent with accreditation requirements, this paper presents the utilization of a course embedded assessment. That is, instead of creating an extra assessment outside the normal activities of the course, this paper examines an assessment that is part of the course. Additionally, not only is the course embedded assessment part of the course, it measures 100% of assessments employed in the course, instead of only a sample of the assessments. This paper presents background information regarding the utilization of a course embedded assessment, including The Association to Advance Collegiate Schools of Business International [AACSB] requirements for fulfilling assessment of learning outcomes. Discussion of course embedded assessments takes place. The dialogue then illustrates an approach that can be used for the data organization and analysis stages of assessment. It is hoped that the use of such an approach may save instructors time and effort in their assessment endeavors, while providing a superior quality assessment encompassing the entire course instead of merely a sample. This occurs by transferring the objective nature of the assessments into a computerized format.

Introducing Sustainability Concepts Into University Curricula Through Systems Thinking

The aim of this paper is to explore the major issues involved in introducing sustainability concepts into university curricula in an interdisciplinary manner, through Systems Thinking. It is generally accepted that a holistic approach is essential in sustainability studies, but teaching such a new and complex topic to a diverse student population is by no means easy. In this study, sustainability is viewed in the context of Systems Thinking, particularly in Complexity Management domain. A general framework is proposed with the intension of guiding potential instructors who are planning to teach sustainability through Systems Thinking. The framework includes only the suggested systems-oriented material and a review of some system methodologies; it does not cover sustainability issues. Methodologies known as System Dynamics and Soft Cybernetics are explored and emphasized particularly in the paper due to their importance. The framework is kept general enough so that it appeals to students and instructors with a variety of background.

GasMan@软件结合病案分析教学在麻醉专业示教中的应用

目的比较GasMan@软件与课堂讲授、病案分析有机结合的教学与传统讲授式教学在吸入麻醉（inhalation anesthesia，IA）示教课中应用的教学效果。方法选择新疆医科大学麻醉学专业学生78名，随机分为实验组（G组，n=39）和对照组（C组，n=39），根据教学大纲中对临床麻醉学示教课的要求，实验组采用课堂讲授、病案分析和GasMan@软件结合的教学方法。对照组采用传统教学方法，两组教学时数均为100min。示教结束后，采用教学效果评价表，随堂不记名测试。应用SPSS19．0软件对组间考试成绩行t检验或r检验，评价教学效果。结果与对照组相比，实验组在客观题中的选择题、判断题、病例分析及平均成绩方面均高于对照组（P=0．000），而名词解释成绩组间没有统计学差异（P=0．087）；实验组在主观题中的学习兴趣、学习效率、记忆、逻辑思维、分析能力、解决问题能力及协作能力的满意度方面均高于对照组（P〈0．05）。结论与传统讲授式教学相比，在示教课中应用GasMan@软件病案分析教学能够使学生身临其境，培养其临床思维能力，提高IA示教课的教学效果。