Formulation of Work-Study Combined and Result-Oriented Integrated Curriculum Standards

According to the Annex Technical Regulations for Integrated Curriculum Development(Trial)in Document No.30 of the General Office of the Ministry of Human Resources and Social Security(2012),this paper studies the formulation of the curriculum standards for the integration of Chinese medicinal materials production.We focus on the formulation ideas of the curriculum standards for the integration of Chinese medicinal materials production,the formulation process of the curriculum standards for the integration of Chinese medicinal materials production,including the description of typical work tasks,the determination of curriculum objectives,the analysis of study content,the description of referential study tasks,teaching implementation suggestions,assessment and evaluation suggestions,which can provide a reference for the development and research of other related integrated courses.

Curriculum Reform Practices in “Cosmetic Product Formulation Design and Preparation Technology” Under the Perspective of Integration of Industry, Education, and Research

With the upgrading of industries,the cosmetics industry has posed new requirements for technical talents.As a professional core course in cosmetic technology,“Cosmetic Product Formulation Design and Preparation Technology”serves as the foundation for cultivating students’abilities in cosmetic development and preparation.To foster high-quality skilled talents capable of adapting to the rapid growth of color cosmetics and to better promote the deep integration of scientific and technological industries with curriculum teaching,the teacher team embarked on active explorations and practical teaching research for curriculum teaching reform from four dimensions:strengthening top-level design,enriching teaching content,optimizing teaching design,and reforming assessment methods.These efforts have enhanced students’comprehensive vocational qualities and innovative consciousness,contributing to the teaching reform in higher vocational colleges under the integration of industry,education,and research.

Integrated Curriculum and the Tides of Anti-globalism in Central Asia： The Battle Between ＂You＂ and ＂Me＂

Today, Central Asia continues to face many political, socio-economic and cultural changes brought about by the end of one ruling ideology, particularly in the field of education. With the loss of Soviet ideology that formed the basis of the curriculum and educational standards, transition and instability threatened to supplant one ideology for another, in the form of newly developed myths of nationalism on one end of the spectrum and fundamentalism or anti-globalism on the other. Thus, the task of educators working through this period of transition has been both arduous and complex. Humanities education of AKHP of UCA （Aga Khan Humanities Project of University of Central Asia） provides a key channel for training students and educators in independent critical thinking, tolerance of pluralism, and appreciation for the importance of diversity in Central Asian post-Soviet societies, playing a pivotal role in the promotion of these values. This paper argues that cultivating knowledge in the humanities can prevent development of extreme ideologies such as nationalism, fundamentalism and anti-globalization in the region following independence. The positive impacts of implementation of AKHP and its liberating role in the life of the Central Asian students show that development and adoption of an integrated interdisciplinary curriculum that incorporates cross-cultural and comparative studies can serve as a catalyst for reform of the broader education system and the region at large.

Suggestions for the "Integration in Multiple Certificates" Curriculum System Construction

Business English professional "Integration in Multiple Certificates" refers to these two kinds of certificates——a diploma and vocational certificates. Business English curriculum design unified vocational qualification certificate with professional training objectives. Basis on the meeting of requirements of certificates for graduation, making professional training contents, curriculum,teaching methods together with vocational training and the requirements of professional qualification certificates.

Research and Teaching Applications of Remote Sensing Integrated with GIS: Examples from the Field

Remote sensing is used in the Spatial Sciences Institute (SSI) across the full spectrum of the organization’s teaching and research initiatives. From undergraduate to graduate classes that utilize unmanned aerial systems (UAS) in data collection and graduate courses that incorporate remote sensing for a variety of applications, including Earth observation, to applied research via the Human Security and Geospatial Intelligence (HSGI) Lab projects and work being done with One World Terrain (OWT) at the Institute for Creative Technologies (ICT) to build a fully geo-referenced 3D planetary model, SSI recognizes the need to educate students about remote sensing techniques. This paper discusses faculty involvement in conducting a pilot study for the Catalina Island Conservancy (CIC) using UAS to survey local bison and deer populations. The team utilized an autonomous fixed-wing UAS with a thermal payload to collect data for a semi-automated detection workflow integrated within a GIS successfully identifying both deer and bison. Additionally, graduate students participate in a weeklong experiential learning opportunity on Catalina Island, CA during which they develop and conduct a research project integrating UAS and other remotely sensed data with primary data collection in a Geographic Information System (GIS). By extension, the Institute then reinforces that these educational opportunities, focused primarily on data acquisition, are instrumental in supporting the geographic information systems, science, and technology experiences in many diverse fields, including (but not limited to) human security, humanitarian relief, sustainable urban and rural planning, and public health.

Integration of Climate Change into the Senior Secondary School Agricultural Science Curriculum in Nigeria

The study was carried out to identify content areas of climate change for integration into the senior secondary school agricultural science curriculum in countries such as Nigeria. Two research questions were developed and answered by the study while two null hypotheses were formulated and tested. Descriptive survey research design was adopted for the study. The population for the study was 441 while the sample was 249. A 34-item structured questionnaire was developed for data collection. The questionnaire items were face-validated by five experts while Cronbach alpha method was used to determine the internal consistency of the items. The copies of the questionnaire were administered to the respondents with the help of two research assistants. Weighted mean was used to answer the research questions while t-test statistic was used to test the null hypotheses at 0.05 level of significance and 240 degrees of freedom. The findings of the study revealed that four clusters with 23 items were required for integration in the curriculum while 11 materials were identified to help teach the content areas. It was also found that there was no significant (p > 0.05) difference in the mean responses of Lecturers and extension agents on each item in the content areas of climate change and materials for teaching them. The study recommended among others that the clusters and 23 items with the materials identified by the study should be integrated into the agricultural science curriculum for teaching in secondary schools, especially in Nigeria.

Strategies on Curriculum Reform of Hotel Management by Integrating Theory and Practice into Teaching

Integrating theory and practice into teaching is an advanced pedagogy, particularly suitable for the cultivation of applied talents in higher vocational colleges. In this paper, the author first discusses the connotation of the teaching method as integration of theory and practice and illustrates the background and significance of employing this teaching method in the curriculum reform of hotel management in higher vocational colleges. After that, the teaching content, methods as well as evaluation system are elaborated for implementing the integration of theory and practice teaching, and finally, some countermeasures are put forward for improving this teaching method.

The Use of Curriculum Integration in ELT within Secondary Schools in China

CTMRC - Curriculum and Teaching Materials Reform Commission; CTMRI - Curriculum and Teaching Materials Research Institute; ELT - English Language Teaching; MOE - Ministry of Education;

Reform of Theory-practice Alternating Teaching of the Introduction to Architecture Course Oriented to“Employment Priority and Integration of Industry and Education”

In the new era of building a socialist modernization country with the goal of promoting high-quality development,we deeply analyze the knowledge system of the Introduction to Architecture course.This analysis is based on the cross-disciplinary specialties of local applied universities and the orientation of prioritizing employment and integrating industry and education.We propose the teaching reform of“theory-practice alternation”which is adapted to the current times and societal needs.Finally,we comprehensively summarize the effectiveness of curriculum construction,in order to provide theoretical references for the implementation of fostering character and civic virtue and deepening the reform of collaborative education mechanisms.

Advancing One Health education:integrative pedagogical approaches and their impacts on interdisciplinary learning

One Health is an integrative approach that emphasizes the interconnectedness of human,animal,and environmental health,advocating for collaborative,multidisciplinary efforts to address health challenges,particularly amid globalization and emerging threats.This paper examines the integration of One Health principles into global health education,highlighting the importance of interdisciplinary collaboration and innovative pedagogical approaches.It evaluates various teaching methods,including problem-based learning(PBL),team-based learning(TBL),simulation-based education(SBE),case-based learning(CBL),interdisciplinary workshops and seminars(IWS),and service-learning(SL),analyzing their strengths and weaknesses in fostering interdisciplinary understanding and practical application of One Health concepts.While these methods enhance learning by promoting critical thinking,collaboration,and real-world application,they also face challenges such as resource constraints,variability in group dynamics,and the complexity of assessing long-term learning outcomes.The paper also discusses the role of global partnerships,such as the Global One Health Research Partnership(GOHRP),in advancing One Health education through collaborative research and educational initiatives.Addressing challenges in curriculum integration and interdisciplinary collaboration is crucial for the effective implementation of One Health education,ensuring that future health professionals are equipped to tackle complex global health challenges.

中西医临床医学专业桥梁课课程思政的设计与实践

立德树人是教育的根本任务,课程思政乃有效发挥课堂育人作用的必然选择,亦是实现“三全育人”的大势所趋。中西医结合临床医学导论课程为中西医临床医学专业的桥梁课之一,蕴含着丰富的思政内容。此文深入挖掘、提炼中西医结合临床医学导论课程中蕴含的思政元素,将社会主义核心价值观、文化传承、理想信念、爱国主义情怀等思政教育目标渗透于课程教学各环节,创新课程思政教学方法,构建课程思政教学质量评价体系,初步实现知识传授与价值引领的有机融合,着力培养德才兼备、全方位发展的中西医结合专业人才。

新课标视域下中学历史课程“四维融合”教学模式的探索

在中学历史教学中,把握历史课程的特征,树立“述史、释史、论史、评史”四个维度的学习方式极为重要,有助于历史知识的有效掌握。述史是对基本历史知识、历史过程的叙述;释史是对知识重难点的深入阐释;论史是引导学生“以史为据”“论从史出”,参与历史讨论;评史是使用唯物史观对基本历史现象、事件和人物的客观评价。通过“四维融合”的模式,引导授课对象全过程的参与课堂学习,从而通过深度学习,促进学生形成正确的历史观,实现学生对历史知识的深度学习与掌握,实现中学历史课程教学目标的深度达成。

Informationist roles and collaborations in curriculum innovation at the University of Michigan＇s A.Alfred Taubman Health Sciences Library

To address the ultimate mission to be ＂ a valued partner,fully integrated into the work of the university and providing leadership in knowledge management for education, research, patient care, and community outreach＂,the University of Michigan A. Alfred Taubman Health Sciences Library(THL） has transformed from retitling librarians as informationists to shifting from a service to a collaboration focus. Infomationists at THL have spent several years building relationships and expertise to be true partners in curriculum integration and innovation within the health sciences schools and colleges at the University of Michigan and the curricular integration has becoming a constantly evolving process for THL informationists. Current article focus on how THL convert the librarian into informationist and how to make collaborations in curriculum innovation within different departments to furtherly improve the status of THL library in the University.

新医科背景下基础与临床融合式教学的研究与实践

为探索新医科背景下医学人才培养新模式,中南大学湘雅医学院积极推动临床五年制教育教学改革,在基础医学学科和临床学科协同开展系统性研究,从教育理念、教学内容、教学模式、教学资源、评价体系等方面进行改革实践,构建以知识整合为抓手的基础-临床融合式教学模式,建设优质共享资源,多学科整合与渗透、多种教学方法并用,为培养卓越医学人才综合素质提供了新思路。

基础医学整合式创新实验教学课程体系构建与实践

基础医学实验课程是实现医学生素质教育和创新人才培养目标的重要实践环节。河北医科大学以学生为中心,以岗位胜任力为导向,以临床问题或生命健康为主线,以实现素质教育和培养创新人才为目标,按照基本技能训练为基础、综合性实验为核心、设计性实验为创新的思路,构建基础医学整合式创新实验教学课程体系,为推动医学教育创新发展,提升医学人才培养质量提供重要的支撑和保障。

职业教育科教融汇的课程转化

科教融汇是我国职业教育面临的新命题和新挑战,其本真价值在于培养拔尖创新型技术技能人才,本质内涵在于实现职业教育与科技元素的融合交汇。课程是推动职业教育科教融汇落地实施的关键,遵循服务国家战略驱动与融合的顶层逻辑、职业教育提档升级的中层逻辑以及技术知识生成的底层逻辑,职业教育科教融汇课程体系形成三重导向、三元视域、三层进阶、三维一体的实践框架。在此基础上,职业教育科教融汇课程体系要真正落地实践,一要构建从壁垒到统合的主体协同机制,二要完善从单一到多元的资源供给机制,三要形成从祛魅到超越的运行保障机制。

“新工科”背景下工科专业毕业设计与思政要素的融合与创新

“课程思政”是专业课程与思想政治理论同向同行、协同育人的重要抓手,是新时期高校思政教育的必然趋势,符合“新工科”建设的内在要求。但在知识融会贯通与能力培养最重要的毕业设计环节,存在课程思政明显缺失的现象。为了解决这一问题,以过程装备与控制工程专业毕业设计环节的课程思政融合为研究对象,详细分析毕业设计与思政要素融合过程中存在的问题,从顶层设计、师资建设、思政元素融入策略、形式多样化方法、学生兴趣引导策略、评价及推广体系改革等方面提出针对性改进措施,进一步探索毕业设计融合课程思政的创新方式,为其他专业毕业设计环节思政要素的融合与创新提供经验与思路。

From Small Activities to Big Life:The Dilemma and Implementation Path to Discipline Integration in Middle Schools Pointing to Qualities

The cross-integration of middle school disciplines is the current trend and the need of education,but it is faced with difficulties in practice.The article mainly adopts the observation method and literature research method,analyzes the dilemma with three aspects,and put forward the progressive four-step implementation path.Respectively,schools and teachers can set up teaching objectives pointing to the core qualities of disciplines firstly,organize teaching materials to carry out small interdisciplinary activities in class secondly,then integrate teachers to launch big project-based learning and interdisciplinary activities,finally create comprehensive curriculum pointing to comprehensive qualities.

中华优秀传统文化进课程:历史考察、逻辑生成与实现路径

党的十八大以来,党和国家高度重视中华优秀传统文化教育。中华优秀传统文化进课程,是落实中华优秀传统文化教育的重要保障。历史考察发现,中华优秀传统文化进课程有着悠久的历史传统,是时代发展的现实需要。中华优秀传统文化进课程遵循进课标—进教材—进课堂—进学生生命这一内在逻辑演进的过程。要深入而有效地落实中华优秀传统文化进课程,须结合学科特点,合理定位各门课程的文化育人功能;优化课程内容的文化表达,科学构建各门课程的中华优秀传统文化内容体系;丰富课程学习过程的文化体验,使学生在深度体验中学习中华优秀传统文化。

学科特色型课程思政体系构建——以“病理学”课程为例

高校课程思政建设普遍存在专业课教师思政能力薄弱、思政元素与专业知识结合度差、融合路径生硬以及思政教学考核系统不完善等实际问题。课程思政体系有效地和特色地融入专业课教学是破解难题的核心环节。病理学系通过专项培训、集体学习和统筹管理等方式,打造思政能力过硬和目标明确的专业课教师团队;广泛收集并提炼加工课程思政素材,建立病理学科特色型课程思政教学案例库,满足不同专业教学需求;设计“课前准备→课中实施→课后提升→第二课堂补充”逐级递进的教学过程,优化进阶式课程思政融合路径;开发思政元素协同专业知识的线上线下混合过程性考核系统,健全课程思政考核评价体系;多措并举探索课程思政内容整合和路径融合的可靠方法,构建“病理学”学科特色型课程思政教学体系。