Research and Analysis of SWOT on Connection between Vocational College Education and Vocational Training

The connection between vocational college education and vocational training is a new way for vocational colleges and enterprises to develop together. At present, vocational college education focusing on the education level of talent training, however, it ignores the needs of workers’ vocational training based on enterprise development planning and training of professional career development. Therefore, we should strengthen the connection between vocational training and vocational education. For the establishment of modern vocational education system, we should enhance the value of human capital of workers in order to adapt to the new economic norm with important practical signifi cance.

Implications of The Gift of the Magi for Moral Education of Teenagers From the Perspective of Interaction Ritual Chains

Adolescence is a pivotal moment in shaping one’s character and holds great implications for one’s values and personal growth.The Gift of the Magi by O.Henry portrays how an ordinary young couple in difficult financial circumstances managed to show their love for each other,eulogizing truth,goodness,and beauty in humanity.We conducted a thorough examination of the significance of moral values conveyed in The Gift of the Magi for teenager education using the“situation-emotion-symbol”model that is based on Randall Collins’theory of interaction ritual chains in order to establish an interaction ritual chain model for moral education of teenagers.Our study reveals that situated cognition is useful in constructing the focus of attention for the moral education of teenagers;that shared emotion is the driving force for achieving moral education of teenagers;and that symbolic connections help teenagers put the virtues they’ve learned from The Gift of the Magi into action and provides effective measures that can significantly contribute to the cultivation and implementation of moral education among teenagers.

Debugging Strategies for Parents' Educational Anxiety in the Transition from Kindergarten to Primary School--Based on the Theory of Mature Forces

Due to the rapid growth of the economy and society,the burden of social security has been increasingly escalating,resulting in a continuous rise in parenting stress among certain groups of parents.On one hand,these parents aspire for their young children to grow through play;on the other hand,they are acutely aware that early childhood education constitutes the foundational stage of basic education and serves as the commencement phase of lifelong learning.Thus,they recognize the importance of emphasizing early childhood education.Therefore,preschool education has been given important significance.Parents place particular emphasis on education during this stage.They actively leverage their educational,financial,and social advantages to create favorable educational resources and opportunities for their young children.However,to a certain extent,this exacerbates educational anxiety among a segment of parents.Despite the implementation of various governmental measures,it appears that these initiatives have not fundamentally addressed parental educational anxiety at its root.This study employs interview techniques and literature review methodologies to gain a profound understanding of parental educational anxiety during the transition from early childhood to primary education.By integrating Gesell's Maturation Theory,this research aims to scientifically explicate the developmental patterns of children.Consequently,it endeavors to enable non-professional parents to adopt a"professional"perspective in their approach towards early childhood education.

Establishment of Long-term Mechanism for Preventing Poverty Return through Education in Rural Revitalization in Southern Shaanxi

General Secretary of CPC Central Committee Xi Jinping has stated that education must be emphasized in order to fundamentally eliminate poverty and achieve effective linkage with rural revitalization.According to the Outline of China's Rural Poverty Alleviation and Development(2011-2020),Shaanxi Province has 29 poverty-stricken counties,of which 27 are in southern Shaanxi and 11 are deeply poverty-stricken counties,accounting for nearly 40%of the contiguous poverty-stricken areas in Qinling-Daba mountains.Therefore,the key to poverty alleviation and rural revitalization in Shaanxi lies in southern Shaanxi.Although the current poverty alleviation in southern Shaanxi has achieved remarkable results,there are still high risks and hidden dangers of poverty return.Therefore,taking southern Shaanxi as the field survey point,based on the problem orientation and the main line,this paper deeply explored the common risks and causes of establishing education anti-poverty mechanism to connect with the rural revitalization strategy,and effectively put forward the feasible ideas and countermeasures for establishing long-term mechanism for preventing poverty return through education.

Study on the Connection Problems and Countermeasures of the Integration of Ideological and Political Courses in Colleges and Primary and Middle Schools

The integration of ideological and political curriculum which exists in colleges and compulsory education is a powerful guarantee for enhancing the effectiveness of the course.Putting theoretical content as well as teaching practice into effect contributes to every improvement and new idea about the curriculum.Facing the new circumstances,new tasks,and new challenges under the social background,it is necessary to reinforce the connection of the integration of the subject in universities and colleges and compulsory education,and take problems as the research direction for the sake of expanding the channels for courses ideological and political construction,and understand the integrated evolution of ideological and political theory courses of undergraduate and specialist education and compulsory education to a higher degree.Grasping the current situation and problems of the theory curriculum in colleges and compulsory education,and exploring the content of the theory in undergraduate and specialist education and compulsory education are of great significance,both in the integrated construction of ideological and political theory courses of undergraduate and specialist education and compulsory education and in making the best of the courses to implement the basic task of fostering people.

Strengthening Education Connections between India and China

Enhancing joint efforts on education is essential for building a community with a shared future for humanity.Buildinga community witha shared future for humanity is a complex and multifacetedendeavor that requires collaboration and understanding from nations around the world.Among these nations.

2023年版《理工科类大学物理课程教学基本要求》内容细化修订解读

本文介绍了对2010年版《理工科类大学物理课程教学基本要求》修订的意义和过程,并对2023年版《理工科类大学物理课程教学基本要求》中修订内容进行了解读。

德国职业教育与学术教育关系变革背景下的教育融通发展及启示

德国职业教育与学术教育间的关系经历了分隔、渗透、竞争到融通的嬗变。当前这两大教育领域仍是相对独立的教育类型,但在渗透性教育体系建设背景下,两类教育的接口部分出现了越来越多的贯通与融通发展,并对两类教育的新关系和新秩序的重塑产生影响。德国职业教育与学术教育的关系发展强调不同类型教育的协调与融通发展,促进两类教育的潜能发挥、形式衔接和实质耦合,这对我国当前探寻作为类型教育的职业教育发展理念、构建一体化职业教育体系、实现职普融通等提供思考与借鉴。未来,职业教育与学术教育之间的教育融通需进一步寻求类型定位下的职业性与学术性动态平衡,实现职业教育的体系内贯通与体系外融通,发展融合职业教育与学术教育的创新模式。

中高本职业教育贯通衔接的成效、问题及实践策略

有效推进中高本不同层次职业教育的贯通衔接是构建现代职教体系的关键。经过多年的“贯通衔接”实践,中高本职业教育贯通衔接的顶层设计已基本形成,实践探索也在向纵深开展,积累了不少宝贵的实践经验。但是在具体实践中依然存在着关系协调通畅不够、内涵衔接缝隙较多、教学质量差强人意和社会认可依然偏低等突出问题。破解“贯通衔接”实践难,实现中高本职业教育高质量贯通衔接须对标对表疏“堵点”,强化政府主导下的协调机制;对点对卯连“断点”,健全上下一体化管理的运行机制;上下同行“聚焦点”,优化提升教学质量的激励机制;跨界合作“攻难点”,全力推进“类型化”发展的办学机制。

乡村振兴战略下乡村教育转型衔接的三重向度与现实进路

乡村教育是实现农业农村现代化的重要支撑,是脱贫攻坚与乡村振兴有机衔接的重要领域。在全面推进乡村振兴战略下,乡村教育转型衔接既是立足时代的应然之变,也是现实观照的必然之举,其“价值-功能-实践”的三重向度面临深刻转变,应朝着“价值理性”、“三生空间”“长效性治理”的方向发展。然而,乡村教育“为农”与“离农”的冲突博弈,教育资源有限供给与乡村发展复杂需求的供需矛盾,以及治理手段的外源依附惯性和内生动能不足问题,为转型衔接带来了诸多难点与挑战。为此,要进一步深化“一体融合”的发展理念,进行“统一灵活”的规划部署,完善“多元共治”的体制机制,以乡村教育振兴带动乡村全面振兴。

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。

初高中法治教育有效衔接的教学探索与反思——以“国家司法机关”和“公正司法”为例

当前初高中法治教育有效衔接仍面临着若干困境。实现初高中法治教育有效衔接,教师需要推动初高中协同教研,在准确把握教材及学生特点的基础上,通过差异化的目标和过程设计,实现素养进阶。同时,需要创新体制机制,为协同联动提供制度保障;创新实践活动,为法治教育提供学习氛围;创新平台建设,为共建共享提供资源支持。

连通性视域下高校师生互动类型、机制与策略

人际互动的基本前提是人与人之间的关系连通。在连通性视域中,高校师生关系可以区分为“无连通、弱连通和强连通”三种状态,并因此发展出“互动缺失、弱互动、强互动”三种互动类型。师生互动强度与教学效果之间存在明显正相关。师生强互动和关系强连通的获得机制主要是个体层面的特征同质性机制和群体层面的结构平衡化机制。实践中,通过调整教学策略、完善制度保障、建构支持合力等举措,可以增进师生之间的同质性因素,强化师生群体的结构平衡,进而建构起师生强互动和关系强连通,有效提升教学效果。

职业院校中高职协同培养研究

本文以北京信息职业技术学院大数据技术专业为立足点,对中职教育衔接高职教育的衔接现状进行了深入的调研分析,研究发现在中职衔接高职的过程中存在一些共性问题。本文汇总分析了这些共性问题,并提出了职业院校中、高职教育衔接的对策与建议,以期为实现职业教育中高协同培养提供理论借鉴。

高分何以上职校?——社会生态系统理论视角下初中毕业生教育抉择探究

在普职协调发展背景下,初中毕业生在普职分流的选择中逐渐有了更加理性的抉择。随着职业教育贯通培养政策的落实和推广,越来越多的初中毕业生高分选择通过攻读职业院校实现学业进阶,引起社会公众的强烈反响,并呈现出两种完全相反的态度。为进一步探究考生“高分上职校”这一现象背后的深层原因,研究使用网络爬虫技术在新浪微博中收集数据,以社会生态系统理论为分析框架,从宏观、中观、微观以及时间系统四个层次分析贯通培养项目选择背后的社会文化体制、家庭资本和同伴文化、个体个性等原因以及生态变迁的逻辑。社会原因主要表现为体制之风及女性刻板印象、科举制遗留下的“学历至上”思想,家庭原因主要表现为家庭文化经济资本以及同伴文化,个体原因表现为性格和兴趣,生态变迁逻辑表现为积极、消极变化以及物理、精神变化方面。为此,建议进一步拓展职业教育贯通培养项目的合作类型、专业类别、定向领域,从而切实提高职业教育的吸引力。

土建类专业“三接三合”的工匠型人才培养模式研究

在我国由“建造大国”向“建造强国”的转型升级过程中,新技术不断涌现,对土建类专业人才培养也提出了新的要求,在此背景下确立“能设计、能施工、能创新、有证书、能上岗、德技双修的工匠型人才”为土建类专业人才培养目标,围绕培养目标,构建了土建类专业“三接三合”的工匠型人才培养模式,实施以工程建设全过程为导向的课程体系,采用过程积分的考核评价方法,建设了建筑工程岗位教学中心,开展社会服务,为建筑行业培训岗位人才,成立工程咨询公司锻炼学生的实战能力。实践证明“三接三合”的工匠型人才培养模式成效显著。

类型教育视域下职业本科专业人才培养方案开发的基本逻辑、问题分析与实践路径

探索以职业本科专业人才培养方案开发为突破口,遵循一体化提升专业人才培养的适应性、一体化设计各层次专业人才培养定位和专业教学标准体系的基本逻辑,衔接贯通职业教育人才培养体系。面对专业人才贯通培养方案开发路径不清晰、课程体系衔接不到位、实践教学体系对接不紧密的问题,需要实践深入进行基于类型教育的人才需求调研、创新与类型教育相适应的专业人才培养模式、构建与类型教育相衔接的专业课程体系、完善紧密对接类型教育的专业实践教学体系及组建结构化“双师型”高水平专业教师团队的职业本科专业人才贯通培养方案开发路径。

导师责任制在医学生本硕贯通培养模式中的实践与思考

“5+3”一体化作为目前新的医学生本硕贯通培养模式,旨在短时间内培养出双轨并进的医学高等人才,为医学教育带来了新的挑战。将导师责任制贯穿于医学生的本硕阶段全程更有利于完成本硕之间平稳过渡,平衡临床与科研,从而提高教学质量,实现教学目标。本文通过对学院引入本科生导师制后教学情况的观察,对已产生的效果及存在的问题进行阐述,并对导师责任制在本-硕过渡阶段及研究生阶段的改革实践展开进一步设计与思考。

教师教育创新发展的行动者网络构建:问题与路向

教师教育是教育事业的工作母机,是教育质量提升的源泉。基于行动者网络理论分析,教师教育行动者主要包括政府、师范院校、中小学校与教师发展机构,其中政府是教师教育的奠基者,师范院校是教师教育的践行者,中小学校是教师教育的参与者,教师发展机构是教师教育的助推者。当前构建教师教育职前职后一体化培养的行动者网络存在单向度的行政力量僵化网络转译行为、主体力量不足致使网络支撑乏力、集体公共性缺失导致网络构建低效等问题。基于此,提出新时代教师教育创新发展的三大行动路向:以理念聚合达成行动者共识、以利益赋予构建网络切入点、以网络联结形成教师教育共同体,促进教师教育持续性优化与提质增效。

初高中地理教学中国家安全教育的衔接:要求与策略

做好初高中地理教学中国家安全教育的衔接,是推进国家安全教育一体化建设的内在要求。研究认为,要想做好初高中地理教学中国家安全教育的衔接,教师需在全面践行总体国家安全观、落实《大中小学国家安全教育指导纲要》与地理课程标准、突出地理学科的独特贡献、坚持循序渐进的教育原则等要求之下,提升地理教学中国家安全教育的衔接意识,明确中学地理课程国家安全教育目标体系,捕捉不同学段国家安全教育内容的衔接点,选取国家安全教育有序实施的方法和媒体,推行国家安全教育评价理念和方式一体化。