Curriculum System Construction for Art and Design Major in the Transition between Secondary and Higher Vocational Education

Cooperative secondary and higher vocational education has been gradually launched in China,however,the curriculum system for the transition between both has not been fully established in many professional fields,such as art and design major,and has been confined by many disadvantages and perception problems.Taking the students of art design and production major co-cultivated by Nanjing Vocational College of Industry and Technology,Nanjing Xuanwu Secondary School,Jiangsu Dingyi International Cultural Creative Industry Co.,Ltd.,this paper explored the contents and methods of constructing curriculum system in sectionalized secondary and higher vocational education,in order to provide references for the art and design curriculum transition between secondary and higher vocational education,and to further promote the transition between secondary and higher vocational education.

The Composition and Promotion Strategy of Teachers'Curriculum Development Ability in Secondary Vocational Schools

The curriculum development ability of secondary vocational school teachers is a necessary professional ability for teachers.It has important practical significance and practical value for promoting secondary vocational education curriculum and teaching reform.On the basis of analyzing the connotation and composition of curriculum development ability of teachers in secondary vocational schools,this article proposes three strategies to improve the curriculum development ability of teachers in secondary vocational schools.

Curriculum Reform in Secondary Vocational Education Based on Constructivism Curriculum Theory

The constructivism in the field of education exerts the main effects : to put forward a new concept of knowledge and learning theory, to explain the nature and occurring mechanism of learning again, and to advocate new course construction. In the process of the new curriculum reform in China, constructivism has become one of the main theories of guiding education and teaching reform, and has played a good role in promoting the reform of traditional education and teaching. As for secondary vocational education which is confused in curriculum development, constructivism can also provide new ideas for it. How to combine constructivism with secondary vocational curriculum development, and how to apply the constructivist curriculum concept to the development of secondary vocational curriculum is the core of this research.

An Investigation into English Teaching Methods in Secondary Vocational Schools in Zhejiang Province

New requirements in English teaching were brought up under vocational curriculum reform in Zhejiang province.The work presented in this paper mainly focus on three aspects of the following: Teaching methods in class,the students' knowledge background and learning motivation.Methods used in this investigation are known as questionnaires as well as interview.Total182 students from two Vocational Schools in Hangzhou city were surveyed in random manner,aiming at the students' knowledge background,learning motivation and teachers' teaching methods.Interview was used as supplementary information.It's in order to get an entire grasp of the present situation of English teaching Methods in secondary vocational schools and to find out an effective way to solve the problems.After that,as a result of the Investigation indicates that problems still exist in secondary vocational schools.Suggestions are to put forward some effective strategies and approaches that will improve English teaching quality in secondary vocational schools; what is more,according to students' choices and interests,situational teaching and layered teaching could be implemented in order to improve students' English ability.

Evaluation of Technical Education by Using a Modern Structured MOODLE Laboratory Course, in Relation to Recent Data

E-learning platforms support education systems worldwide, transferring theoretical knowledge as well as soft skills. In the present study high-school pupils’, and adult students’ opinions were evaluated through a modern structured MOODLE interactive course, designed for the needs of the laboratory course “Automotive Systems”. The study concerns Greek secondary vocational education pupils aged 18 and vocational training adult students aged 20 to 50 years. The multistage, equal size simple random cluster sample was used as a sampling method. Pupils and adult students of each cluster completed structured 10-question questionnaires both before and after attending the course. A total of 120 questionnaires were collected. In general, our findings disclosed that the majority of pupils and adult students had significantly improved their knowledge and skills from using MOODLE. They reported strengthening conventional teaching, using the new MOODLE technology. The satisfaction indices improved quite, with the differences in their mean values being statistically significant.

中高职眼视光技术专业一体化课程体系构建策略

在调研温州市中高职眼视光技术专业的衔接课程时,发现存在课程内容重复、技能实践训练颠倒、学生文化素养偏低及实践教学安排混乱等若干问题。为推动中高职一体化教育的全面发展,确保满足不同阶段的中高职一体化专业教学要求,通过实施调整培养目标、课程体系、课程标准及强化实践教学环节等衔接措施,提升眼视光技术专业人才培养质量。

现场工程师培养视域下中高职校企协同育人实践研究与探索

中高职贯通培养是职业教育育人的重要途径,为区域产业发展提供重要人力资源。针对中高职贯通培养规格定位不准,培养质量不高等问题,以东莞职业技术学院机械制造及自动化省级高水平专业群建设为契机,构建以工程实践项目为载体的五年一贯制培养模式,开发一体化系统化的课程体系;以递进层级岗位能力要求为培养主线,精准对接企业需求,提出了中高企一体化协同育人模式,形成了中高企命运共同体机制,为培养符合现场工程师标准的技术技能人才提供经验借鉴。

中高职一体化课程体系构建研究与实践——以水生态修复技术专业为例

中高职一体化培养是建立现代职业教育体系的重要举措之一,中高职衔接的核心是一体化课程体系的构建。通过分析一体化课程体系内涵及构建途径,以水生态修复技术专业为例,探索构建中高职一体化课程体系,以实现中高职一体化人才培养的有效衔接,提高技术技能人才培养质量。

基于校企合作的高职院校电力类专业人才培养模式研究与实践

针对高职院校供用电技术专业人才培养,对电力企业供用电技术人才素质、知识和技能需求进行调研,分析高职电力类专业人才培养现状及存在的问题,从构建校企合作长效机制、共同确定人才培养目标等6个方面进行改革,创新人才培养模式,提升人才培养质量,推动高职院校电力类专业人才培养模式的改革和发展。

“双高计划”背景下黑龙江“中高本一体化”协同发展的现实路径探索

“双高”建设背景下,“中职、高职、职业本科”多层次一体化人才培养是现代职教培育复合型人才的关键渠道。近年来,黑龙江省职业教育深入推进“中高本”人才培养衔接的顶层设计与系统谋划,在构建一体化课程衔接体系和核心课程标准、推进“高本”和“中高”贯通联合培养项目等方面开展了改革试点。本文基于“双高”建设视角,厘清“中高本一体化”协同发展的目标指向与价值意蕴,并以黑龙江职业学校为例,剖析当前“中高本”职业教育一体化协同发展现状及存在的问题,对“中高本”职业教育改革提出策略建议。

“两创”方针引领高职院校校本文化建设探析

“两创”方针引领高职院校校本文化建设是由职业教育性质决定的,是发挥校本文化功能、彰显高职教育类型教育特色和活力的内在要求。基于“两创”方针的指导,高职院校应做好顶层设计,推进校本文化的体系化建设;立足办学历史,弘扬校史文化,厚植校本文化底色;传承办学传统,坚持职教之路,彰显类型教育特色;立足人才培养,讲好校友故事,彰显校本文化功能;立足课程建设,注重融合创新,丰富校本文化内涵。

制药专业现代学徒制中高职一体化课程体系的构建与实践

中高职一体化是构建现代职业教育体系,搭建职业教育人才成长“立交桥”的现实探索与重要举措。课程体系衔接是实现中高职一体化的基础与核心。文章针对制药专业中高职一体化人才培养过程中存在的课程体系衔接问题,依据现代学徒制人才培养模式,制定了层级递进、岗课融通的中高职一体化课程体系,探索了课程体系的组织实施过程、教学模式、考核评价方法等一系列实施方案,为提升制药专业中高职一体化人才培养质量提供有益尝试。

中高职艺术与数媒专业课程思政教学路径研究

全面推进课程思政建设是新时代中高职学校落实立德树人根本任务的重要举措,是提高人才培养质量的根本保障。中高职学校应立足现实的校情、教情和学情,分析面临的困境,如顶层设计不完善,教师思政意识、思政素养有待提高,课堂教学模式相对单一等。为此,新时代中高职学校应注重并强化顶层设计,增强教师思政意识,提高教师课程思政胜任力,重视学情调研,创新教学模式和教学方法,建立一整套科学有效的课程思政体系,大力推进教学过程中的课程思政建设,为社会培养德技并修的高素质人才。

多模态视域下高职课程思政4Cs融合式教学研究——以外贸专业课程为例

高职外贸专业既有语言类专业的人文性、思想性特点、又兼具商贸类专业的社会性、实践性特点。从教学模式的中观层面和教学设计的微观层面展开研究,以课程思政为引领,基于高职教育“以就业为导向”的类型属性,结合外贸类专业的学科特点,以4Cs为理论依据,以多模态教学内容为载体构建高职外贸专业融合式教学模式,并探讨多模态教学对学生知识技能发展和思政育人成果的三重影响,对高职课程思政建设有积极促进作用。

微课应用于高职教育教学改革的价值与策略探析

高职教育是培养实用型专门人才的重要途径,它在促进社会发展、推动产业升级等方面发挥着不可替代的作用。微课是一种便捷、个性化的教学资源,能为学生提供更加灵活、丰富的学习途径。微课应用于高职教育教学改革具有重要的价值和意义,它不仅能够提高教学效果,推动教学改革,还能够促进师生之间的互动和交流。文章强调新课标视角下高职教育教学改革的必要性,阐述微课应用于高职教育教学改革的价值,探讨微课应用于高职教育教学改革的策略,旨在促进高职教育教学可持续发展。

基于学生职业能力发展的中高职课程衔接模式构建

随着职业教育的深入发展,中高职课程衔接问题日益凸显其重要性。文章通过深入研究职业能力发展的阶段性理论,结合中高职课程衔接的原则和目标,构建了一个能够促进学生职业能力连续发展的课程衔接模式。该模式的构建不仅有助于解决当前中高职衔接中存在的问题,还能为学生的全面发展提供有力支持,推动我国职业教育的持续改进和优化。

基于课程思政视角的中职数学教材建设路径——以高教版中职《数学》教材为例

根据新时代党和国家对于教材课程思政建设的新要求,通过分析中职数学教材融入课程思政的重要意义和现状,以高教版中职《数学》教材为例,基于课程思政视角从系统设计思政元素,科学安排教学内容;形式丰富多样,贯穿教学过程;有机融入,润物无声方面提出中职数学教材的建设路径。

中职语文教学融合课程思政实施路径探讨

语文教育作为中职教育的重要组成部分,不仅要传授学生语言文字的基本知识和技能,更要培养学生的思维能力、情感态度和价值观念。如何将思政教育与语文教学有机融合,成为了当前中职语文教学的重要课题。文章对中职语文教学融合课程思政的必要性进行了深入探讨,并提出语文教学融合课程思政的具体实施路径。

中高职一体化背景下学前教育专业虚拟教研室构建

中高职一体化办学模式是现代职业教育体系的重要组成部分,目前还存在着以下问题:高职学校各自独立设置教研组织,分散开展教研活动;教研场域分置零散,教研资源分布碎片化,教研管理“缺位”。虚拟教研室作为一种基层教学组织的新范式,致力于突破一体化人才培养质量瓶颈,并尝试化解原有中高职人才培养中“各自为政”的现象,是推进学前教育专业中高职一体化进程的新动力。虚拟教研室的构建是将人才培养作为出发点和落脚点,以协同、共建、共享为基本理念,通过以教促研、校际走研、校企共研等实践形态,多维度缀合、多条件整合、多保障聚合等实践策略构建的教研新形态,赋能学前教育专业长学制人才培养模式。

中等职业学校化学课程中开展课程思政的探索与实践

习近平总书记在2019年3月18日学校思想政治理论课教师座谈会上发表重要讲话时指出,全面推进课程思政建设,是落实立德树人根本任务的战略举措。我校积极开展课程思政建设,从“专业—课程—课堂”三个层面系统设计,一体化构建研究内容,做好课程思政的顶层设计,便于形成面、线、点一体化协同育人效应。本文以中职化学课程为例,突破孤立教育案例,从课程角度整体开展课程思政建设,从课程内容及教学方法两个方面挖掘思政元素,设计思政案例,教、学、做评合一,充分践行“立德树人”的根本任务,提高育人效果。