Influences on Excellent Course Network Teaching to Imported Courses Implementation of International Cooperative Education in Vocational Colleges

Both the ＂Interim Provisions on Sino-foreign Cooperative Education＂ and the ＂Regulation of the People＇s Republic of China on Sino-Foreigu Cooperative Education＂ are not specifically mentioned the implementation proposals to the foreign imported courses.The implementation methods of those introduced courses of China are basically like someone crossing a river by feeling the stones, which lacks the mature theoretical guidance and successful practical experience.The release of ＂Implementation Proposal to Construction of Excellent Open Courses of Ministry of Education＂ and the ＂Notice of ＇Construction Measures of the Top-quality Sharing Courses＇＂ have pushed the excellent course construction of vocational colleges into a restructuring and upgrading stage. Focused on the poor teaching effect of current introduced courses appeared in the Sino-foreigu cooperative education, this paper aims to expand teaching time and space of the Sino-foreign cooperative education through the excellent courses construction and network sharing technology.

Investigation on Tabriz University Teachers’ Experiences of the Ignored Curriculumin General Courses

The ignored curriculum is one of important elements in the curriculum that the design of this concept has led to reduce a superficial look at measures to curriculum. Ignored curriculum not only in the design but also should be considered at the implementation level. The present study examined the experiences of teachers in general education from ignored curriculum in higher education and this study was done by qualitative research and its approach was interpretive phenomenology. In this regard, semi-structured interviews were conducted with twenty-six teachers of general education courses and the data obtained from these interviews were analyzed by using phenomenology of Smith. Three major themes from ignored curriculum, were found from the experience of teachers including 1) lack of attention to requirements which consists of three sub-categories: in attention to the needs of the learner, the needs and demands of everyday life and the needs of experts;2) lack of attention to content;3) run into problems involving the four sub-problems of teaching, evaluation time, space and assessment. The teachers during the training and implementing courses have gained a lot of experience from the ignored curriculum that had impact on their perception. Planners are familiar with academics experiences and identify ignored curriculum of general education courses and emphasized on how they understand the main goals of general education courses and made it meaningful and they had a main role in eliminating the flaws of this course, and enhance the effectiveness of them. In summary, the results obtained from the study were that general education courses, do not address the needs of learners. These requirements include of three sub-categories: inattention to the needs of the learner, routine needs and professionals. Also, courses have less attention to content. And there are problems such as difficulties in teaching this lesson, time, space and evaluation.

Research on the Course Reform based on Flipped Classroom

This paper conducts the analysis on the course reform based on fiipped classroom. The humanist university general educational reform should pay great attention to the change educational model take the student as the main body, causes it in under teacher’s inspiration, the guidance to carry on the independent study, the ponder, the innovation and participates in practice positively and sharpens student’s independent learning capability and application innovation ability. From the constructivist point of view, the flip video teaching classroom to solve the traditional classroom teaching knowledge transfer caused by the inconsistency of the individual differences, students feel that too much time is wasted and more useful is that learners can construct their own understanding of the things, so that different people see different aspects of things, there is no single standard of the understanding. This paper integrates the state-of-the-art perspectives of the education to then later construct the new idea of the education reform that will promote the related development.

Revision of “Introduction to General Medicine” Based on the Six-Step Curriculum Development Process

Objective:Based on the six-step curriculum development process proposed by Professor Schneiderhan et al.,the course needs,the cognition,and course summative assessment results,combined with the career preferences and work value orientation of clinical medical students undertaking the course“Introduction to General Medicine”were surveyed.Methods:A self-designed questionnaire was used to collect information on the course cognition,course summative evaluation,and professional inclination of 233 junior medical students majoring in clinical medicine undertaking the course“Introduction to General Practice.”An analysis was conducted to provide a basis for curriculum revision in accordance with the structured composition of the curriculum development process.Results:(i)In terms of course cognition,before the course,67.0%of students were unaware of general medicine and general practitioners,73.0%of students had never participated in practical activities(including volunteer work),and 53.6%of students expressed interest in the course;there were significant differences in the growth environment,the frequency of participation in club activities,the cognition of general medicine/general practitioners before the course,participation in practical activities(including volunteer work),attentiveness to the current situation of medical treatment,and the interest toward the course(P<0.05);multi-factor logistics analysis showed that the factors influencing the interest toward the course include growth environment,frequency of participation in club activities,course cognition,participation in practical activities,and attentiveness to the current status of development of medical treatment.(ii)The course summative assessment results showed that 91.8%of students felt that it is necessary to learn this course,33.9%of students felt that the most important thing in the course is to learn the theoretical knowledge of general medicine and related diagnosis and treatment skills,53.2%of students felt that the most unfavorable factor affecting the learning of this course is the lack of interest in general medicine,and 64.4%of students hoped for more clinical practice to understand and participate in the work of general practitioners;paired t-test revealed differences in career preferences before and after the course(P<0.05);after the course,more students thought that general practitioner is an ideal career option.(iii)The results showed that 58.8%of students had considered their future specialty but did not have specific goals or plans,while 21.9%had considered their future specialty and had clear goals;there was a significant difference in professional inclination between genders as well as those who were attentive to the current state and development of medical treatment in our country and those who were not(P<0.05);with regard to the scores of importance in terms of the influencing factors of professional inclination,interest and possibility of professional development scored 3.92,ranking first,followed by income,which scored 3.91,and career prestige,which scored the lowest(3.62).Conclusion:Based on the needs assessment of clinical medical students,it is important to focus on improving students’interest in general medicine,especially their cognition and professional understanding of the course before the course itself,in addition to the development of relevant practical activities,and their attentiveness to the current state and development of medical treatment.The summative assessment results suggest that the implementation of this course has a positive influence on the career preferences of clinical medical students to a certain extent.Therefore,it is necessary to combine the course content with the development of general medicine,so as to stimulate students’interest in self-driven learning and in general medicine.This will attract more students whose work value orientation is influenced by interest and possibility of professional development to choose general practitioner as their future professional inclination.

具身认知视角下线上课程开发的未来走向

在工具理性的影响下,线上课程开发多注重技术上的智能化以及视频制作的品质,较少关注学习者的具身性。根据身体参与学习活动的完整度,课程发展分为三个阶段:课程的前语言阶段、课程的离身化阶段、线上线下课程的具身化阶段。信息技术虽然为线上课程提供了网络化、智能化、多样化、个性化的发展可能,却不可避免地带来“身体缺离”“信息迷失”“知识预设”等一系列问题,这种“离身化”趋势的本质是由于线上课程师生时空分离所导致。如何在线上课程开发中加强人的身体介入,避免因离身取向带来的风险?研究者认为应在关注线上课程开发的价值取向、标准体系、边界意识的基础上,注重以下几个方面:一是注重身体“在场”的具身参与感;二是注重灵活多变的个体适应性;三是注重线上课程的动态生成。

高级计算机网络课程建设探讨与实践

计算机网络学科发展迅速,容易造成高级计算机网络课程教学内容滞后于网络技术发展。针对课程建设中存在的这一问题,以及教学过程中存在的重理论轻实践等问题,基于课程实际情况提出建立以网络理论为基础,以前沿技术及应用为内容,以培养科研能力为核心的课程体系,从教学内容和方法、实践教学方式、论文研讨、教学资源共享和课程考核机制等方面进行了分析、探索与实践。教学实践表明,构建的高级计算机网络课程体系不仅培养了学生的专业素养和科学思维方法,而且提升了其实践和创新能力,为其后期从事科研工作奠定了基础。

网络工程专业“课程思政+思政课程”协同育人体系建设研究——以吉林农业科技学院网络工程专业为例

网络工程专业“课程思政+思政课程”协同育人体系建设旨在实现思想政治教育与专业技能培养的有机结合,培养具备综合素养和社会责任感的网络工程人才。思政课程注重引导学生运用思想政治教育的基本原理解读并审视网络工程实践中的伦理、社会影响等议题;专业课程则通过案例分析、实践活动等方式,促进学生将理论知识应用于实际工程问题。该体系建设过程中,教师需创新教学方法,进行跨学科合作,引导学生审视技术发展对社会的影响;学校需提供支持,提升教学资源与环境,为协同育人体系的构建提供保障。

“大思政课”视域下高校网络思想政治教育的路径与机制

“大思政课”视域下,高校开展网络思想政治教育具有重要价值,但其中也存在一些困难,如教育理念需要更新、网络平台尚未完善、队伍建设有待优化、网络监管亟须加强、内容供给不够精准等。因此,高校需要从树立先进教育理念、加强网络平台建设、注重育人队伍建设、提高网络监管能力、增强供需匹配能力等维度创新网络思想政治教育路径。同时,高校需要构建科学的管理机制、创立有效的互动机制、创新动态的优化机制、建立全面的保障机制、创建合理的评估机制,培养有理想、敢担当、能吃苦、肯奋斗的新时代好青年。

军事职业教育在线课程建设探索——以网络数据获取实践课程为例

该文以网络数据获取实践课程为例,介绍在军事职业教育在线课程建设方面的一些初步探索。首先,从教学对象、教学目标、内容设计、教学策略和考核评价等方面分别介绍该课程的教学设计;其次,以课程4个主要教学专题为例具体介绍该课程的教学案例建设情况;最后,指出在线课程建设中仍然存在的不足和值得研究的问题。

“大思政课”视域下高校短视频账号建设初探

5G时代的到来催生了短视频平台的迅速发展,使其成为互联网原住民的青年一代获取信息和自我表达的重要平台。习近平总书记嘱咐广大思政工作者要与现实结合起来,善用“大思政课”开展教育教学。高校短视频账号应运而生的同时,面临着以流量为主的价值倾向、泛娱乐化的内容输出、意见领袖角色的缺乏、账号建设驱动力不足等现实挑战。如何运用高校短视频账号开展“大思政课”教育教学,是新时代的思想政治教育工作者不得不考虑的现实问题。为此,可以从四个维度探索高校短视频账号的建设:一是用价值导向驾驭技术实现教育目标;二是善用社会大教材丰富教育内容;三是塑造正面意见领袖角色提高教育实效;四是构建协同机制形成思政教育谱系。

网络信息技术赋能思政课教学的依据与创新

近年来,网络信息技术赋能高校思政课,契合了思政课教学模式改革的内在诉求,由此衍生出以微电影、短视频为手段的特色教学和以智慧教学软件为工具的智慧教学等新型教学模式,摆脱了传统教学模式的枯燥刻板,有效实现了课内课外、线上线下的结合,显著提升了思政课教学的活跃度和实效性,但同时也陷入了教育资源使用不均、教学模式难以推广、教育资源大量闲置、“新瓶装旧酒”现象频发等现实困局。只有推进思政课教学智能化基础设施建设、数字思政课教学新模式基地建设、网络信息资源平台建设、思政课教师队伍建设等,才能走出网络信息技术赋能思政课教学的现实困局。

开放教育工科类课程改革探索——以广东开放大学“工程制图”课程为例

工科类课程一直是开放教育课程改革的难点,存在着“难用”“难学”和“无用”等问题。本文以广东开放大学“工程制图”课程为例,基于广东开放大学网络教学平台的课程标准模块,从教师团队、课程目标、课程内容、实操实训、课程考核和课程拓展等方面详细总结了开放教育工科类课程的改革探索。教学效果分析表明,通过改革可以有效改善“工程制图”课程存在的问题,本研究也可以为其他开放教育工科类课程的改革提供有益的借鉴。

课程思政融入电子信息工程专业的探索与研究——以《数据通信与计算机网络》课程为例

课程思政是一种较新的课程思想,能够培养学生的学习能力和敬业精神。文章以黑龙江财经学院电子信息工程专业为例,解析了课程思政融入电子信息工程专业课程的必要性,浅谈了融合课程思政的探索过程和方法。并分别以课程《数据通信与计算机网络》的理论部分和实践部分为例,阐述了课程思政融入电子信息工程专业的阶段性成果。

Suzhi Education and General Education in China

Purpose:Since the 1980s,suzhi has become a core word in contemporary China.Suzhi education as an education philosophy full of Chinese characteristics has been well known in China for generations.Particularly since 1995,culture-oriented quality education as an anchor and starting point of suzhi education implementation in universities,which integrates with general education and liberal education fromWestern concepts,triggered great changes in Chinese universities.This article aims to review the concepts of suzhi education,general education,and their practice in China.Design/Approach/Methods:This study is based on historical developments of suzhi education and general education,research literature,and some typical practice cases.Findings:The analysis finds that suzhi education and general education have consistent goals.Their connotations in China can be understood in three aspects:philosophy,education content,and cultivation mode.They caused three great practices in universities,including general education courses,extracurricular suzhi education activities,and reforms on talent cultivation modes.Originality/Value:This article clarifies the localized understanding of suzhi education and general education in three aspects and outlines the overall reforms around suzhi education and general education in Chinese higher education.

中国共产党的形象塑造与新时代思想政治教育的使命担当

党的形象塑造和新时代思想政治教育现代化发展是实现中国式现代化的题中之义。从二者的耦合关系来看,塑造党的优良形象是思想政治教育的核心目标之一,思想政治教育则是塑造党的形象的重要途径,而党的光辉形象又为思想政治教育提供重要载体。新时代思想政治教育肩负着为党的形象塑造事业建强现代化队伍、建构价值坐标、健全传播体系,以及为认知、认同党的现代化形象建筑思想共识的使命任务。在党的形象塑造视域下推进新时代思想政治教育现代化发展,呼唤以党的形象塑造思维推进思想政治教育多形态协同发力,创新“以形促行”育人机制推动高校思政课教学体系现代化,创新网络赋能方式方法以推动“大思政课”理念落地见效。

“岗课赛证”育人模式下的教学改革探究--以中职“计算机网络”课程为例

为解决中职“计算机网络”课程教学内容滞后、教学过程与岗位工作过程不匹配、课堂与竞赛和证书缺乏有效融合等问题,文章结合“岗课赛证”育人模式梳理了职业核心能力,将竞赛体系和职业证书体系与课程有机融合,实现了课程内容的模块化,为中职“计算机网络”课程教学改革提供了新的思路和方法。

智能时代高中落实立德树人路径探究

随着时代和科技的发展,高中教师应在当前数字化教育背景下重视智能时代立德树人的实践路径,通过智能手段整合德育教育资源,通过创建网络德育教育模式,开辟立德树人新途径;以网络空间存在的问题为导向,制定立德树人对策;通过利用互联网平台,渗透立德树人理念;通过利用信息化的教学手段,创设立德树人情境;利用网络开展综合实践活动,落实立德树人根本任务。教师通过智能时代各方面的路径探索,不断提高学生的道德认知水平,培养有道德、有责任、有纪律、有文化、有爱心的新时代“五有新人”及可靠的中国特色社会主义建设者和接班人。

“课堂+实践+网络”红色故事教学模式探究——基于教育数字化背景

红色故事记载了中国共产党百年奋斗的光辉历史,传承了永不褪色的红色基因。在教育数字化背景下,高校思政课借助数字技术,通过构建“课堂+实践+网络”教学模式来讲述红色故事,有助于丰富思政课的教学内容、创新思政课教学形式、提升思政课教学效能。然而,受现实条件制约,“课堂+实践+网络”红色故事教学“三堂联动”还存在一些难题。基于此,需要加大力气提升思政课教师的数字素养和红色文化积淀,完善红色故事数字资源库,抓好“课堂+实践+网络”红色故事教学各环节,实现高校思政课红色故事的有效融入,以达到为党育人、为国育才的教育目的。

基于在线网络平台的高校公共体育开放课程创新设计研究

在线网络平台与高校公共体育课程的结合,是运用先进的网络技术手段,为学生提供全面、多维度的体育学习资源。这种模式突破了传统体育教学的局限,创造了全新的教学体验。它具有随时可学、高效便捷等特点,极大地丰富了学生的课后学习和练习方式。通过这种方式,学生可以在任何时间和地点,通过智能设备访问各类体育课程和训练内容,不仅提高了学习的灵活性和便捷性,还增强了课程的互动性和趣味性。此外,线上平台的数据分析功能能够帮助教师监控学生的学习进度和效果,实现个性化教学。这种模式为高校体育教育注入了新活力,有效促进了学生身体素质和运动技能的提升。该研究旨在从现代信息技术理论和教育理论的角度出发,结合体育教育的特点,探索利用在线网络平台优化和创新高校体育课程的途径,以期为提高在线体育课程的质量和吸引力提供参考。