Research on the Design and Implementation of Middle School Physical Education Curriculum Based on the Process Model

For a long time,the education work in China has been deeply affected by the target model.With the development of the times and the continuous reform of education,the impact of process model on education has become increasingly prominent.It does not only give full play to the internal value of the curriculum content,but also cultivate students5 personality and subjectivity.Taking the middle school physical education curriculum design as an example,this paper explores the practical application of process model for reference.

Design and Implementation of Vocational English Teaching from the Perspective of Curriculum Ideology and Politics:Taking“English for Careers”as an Example

Based on the ideological and political perspective of the curriculum,this paper explores the design and implementation of English teaching in higher vocational colleges.Through the effective integration of ideological and political elements,this paper aims to cultivate students’English application ability and professional quality,improve students’comprehensive quality and social responsibility,and at the same time,innovate teaching methods and means,adapt to the needs of different industries and professions,and stimulate students’learning interest and participation.This study provides some useful guidelines for enhancing the quality of vocational English teaching.

EFL Learner-Focused Curriculum Redesign,Implementation and Evaluation——a case from China Agricultural University

The paper investigates the learner-focused English as a Foreign Langue(EFL) curricular innovation in China Agricultural University(referred to as CAU in the following text) from the perspectives of curricular formulation,implementation and evaluation of EFL learning & teaching in the one-year duration from Autumn semester of 2016 to Spring semester of 2017.A discussion of the effects of the curricular restructuring is presented.

Pre-service Teachers’ Beliefs of Competence With Teaching Socially Sensitive Issues

This paper is part of a larger cross-sectional, phenomenological study that examined pre-service teachers’ belief of the competencies they possess to teach socially sensitive issues at secondary level in Trinidad and Tobago. Purposive sampling resulted in 39 pre-service social studies teachers (Years 2 to 4) who were exposed to a methodology course in a social studies specialisation programme and nine social studies lecturers, at the University of Trinidad and Tobago. The study is located in the mixed methods paradigm, with a quan/QUAL design. This paper represents discussions and findings from two questionnaires and four focus groups analysed through the IBM SPSS Statistics 22 software for the quantitative analysis and content and micro-interlocutor analyses for the qualitative analysis. The findings show that pre-service teachers believe they have the competencies to teach socially sensitive issues;yet they had not obtained these from the designated methodology course. Further that both contextual and personal factors affect the teaching of socially sensitive issues. Six themes, with accompanying competencies emerge from the data and frame affective teaching of socially sensitive issues. Arising out of the findings, the author developed a competency-based framework that has implications for curriculum development and transformational pedagogy.

Implementing the Curriculum and Assessment Policy Statement: A Case Study of the Vhembe West District, South Africa

This qualitative study was undertaken to investigate how district officials implemented Curriculum and Assessment Policy Statement in the Vhembe West District in South Africa.Interview data were collected and used for themes identification.The study identified the following challenges that the district officials experienced as they performed their duties:insufficient resources,lack of finances to buy learning and teaching support materials,infrastructure failures,the district’s inadequate support to schools,shortage of district officials in certain disciplines,unclear roles,lack of collaboration,unavailability of followup visits,the shortage of computers for the district officials and teacher support materials,bribery and corruption of selling principalship posts,slow filling of district officials posts,and inappropriate skills for school management and leadership.The study concluded that qualified district officials should be appointed,ongoing support from the Department of Basic Education and provision of resources in ensuring smooth curriculum implementation is needed,and bribery and corruption should be stopped when school principal appointments are made.This study also concludes that the district officials should be continuously capacitated so that they should be able to meet curriculum challenges,and the Department of Basic Education should speed up the curriculum delivery by ensuring that the vacancies are filled up.

The Reform and Implementing of English Curriculum of Vocational College

English curriculum reform for the students of engineering and technology in vocational college is to be implemented in that the structures of the English curriculum is not updated to the current teaching requirement.The ways of reforming and implementing is stated in order to give guidance of how to actualize the structure of English curriculum.

Exploring Paths of Preschool Teachers’Effective Implementation of SEL Curriculum

Teachers play a vital role in the implementation of social-emotional learning(SEL)curriculum.This study focuses on the Second Step program of the Committee for Children(CFC)and its roll-out at two kindergartens in Shanghai.It aims to assess how Chinese preschool teachers effectively put into action the SEL curriculum,considering knowledge,emotions,perception,and behavior dimensions.Utilizing NVivo12 software,interviews with 10 teachers are analyzed,revealing that advancements in teachers’social and emotional competencies correlate with their ability to transform SEL knowledge into practice.Teachers’perceptions of SEL significance reflect their level of SEL knowledge and influence their daily practice.Moreover,education integrating knowledge with emotions is achieved by combining knowledge,emotions,and perception.The findings highlight the following approaches to be adopted for better SEL curriculum outcomes,suggesting enhancing teachers’cultural sensitivity and exploring SEL within the Chinese cultural context,establishing a community of SEL practices to facilitate dialogue between teachers’personal knowledge and authoritative knowledge,and providing targeted support for teachers’work integrating knowledge with emotions.

医学生“生命关怀与死亡教育”课程的设计与实施

目的:基于医学生的需求设计并开展了“生命关怀与死亡教育”课程,初步评价其效果,以期为国内其他医学院校开展生死教育课程提供参考。方法:以“围死亡期”为时间框架,课程主线贯穿理论内容及实践主题活动,通过“行走的课堂”体验式实践教学方式带领医学生直面生死真实场景,提高照护理念和产生照护行动。结果:课程内容包括“生命与关怀”和“死亡与告别”两大理论授课主题及“生命之旅”“照护力量”“自我关怀”“死亡之思”“告别之日”五大实践授课主题。课程初步实践效果好,多方相关利益人群给予课程高度评价。结论:该课程设计合理,实施方案明确、清晰,在一定程度上满足了医学生对生死教育的学习需求,能够促进医学生对生死问题在思想上的自知和照护行动上的自觉,可推广性强,能够为各医学院校开展生死教育课程提供参考。

高职院校专业群课程思政教学体系重构及实施策略

随着高职院校专业群内涵建设和课程思政建设的深入推进,本着立德树人、德技兼修、全面发展的价值理念,亟需重构高职院校专业群课程思政教学体系,为专业课程教师开展课程思政建设提供实践遵循,弥补专业群内涵建设的不足。针对目前高职院校专业群课程思政教学体系构建存在教学目标缺乏系统设计、教学内容不契合人才培养目标、教学方法不贴近高职学生实际、教学评价缺少指标体系及脱离人才培养效果等现实困境,从二级学院中观层面提出设计专业群“系统分层”的课程思政目标体系、构建专业群“师史事势”的课程思政教学内容、创新专业群“价值引领”的课程思政教学方法、实施专业群“增值赋能”的课程思政教学评价等构建进路及实施策略。

新医科背景下《儿科学》专业教育课程思政建设的探讨

课程思政是教育部对各高校教育教学的基本要求,也是高校达到立德树人目标的重要途径,是一项重大的政治任务和战略工程。新医科背景下,医学教育工作者要顺应时代发展要求,拓展自己,提高专业教育和思政教育的水平。文章就目前医学教育课程思政存在的问题进行总结,探索新医科背景下提高医学教育课程思政的措施,并对《儿科学》各章节内容内含的思政元素进行挖掘和总结,坚持“以学生为中心”,将思想政治教育切实融入《儿科学》的专业教学中,培养学生的家国情怀、社会责任感及求真务实、积极创新的科学精神,希望对医学教育工作者,尤其是儿科教育工作者提供帮助。

A Tentative Approach to Hidden Moral and Political Education in English-Major Courses in China-A Case Study of the Audio-Visual English Speaking Course

This essay proposes a tentative approach to the implementation path and construction of teaching design mode of hidden M&P(moral and political)education in English-major courses in China.The main research literature review about this theme in recent years can roughly fall into three categories,namely,studies on the integration of M&P elements in teaching,studies on tentative system construction of M&P education or of a certain English course for English majors,and studies on using a certain teaching mode as vehicle of M&P teaching content.An open mode for curriculum design is thereby proposed based on a case analysis of the main textbook of AESC(the Audio-visual English Speaking Course)offered by Taizhou University,in the hope that the power of hidden M&P education will be manifested as it is integrated into English-major courses.

新文科数学课程体系的构建与实施路径

在新文科建设与人才培养视域下,培养新型社会所需优秀文科人才的关键在于不同学科之间的交叉融合,而数学与文科的交叉融合尤为重要。随着社会的发展,文科专业对学生数学能力的要求不断提升,原有的文科数学课程在教学目标、教学内容和教学模式等方面已不能满足新文科专业建设与人才培养的需要。新文科数学课程体系要在融合与守正的平衡中建立新的目标,深入挖掘数学在新文科建设中的价值。在内容上进行更新或重构,在教学模式上紧跟教育数字化转型的步伐,重视数学技术的应用,构建适应新文科建设与发展要求的大学数学课程体系,发挥数学类优质课程与教材在培养高素质文科人才方面的积极作用。因此,在对新文科数学课程体系的构建依据和课程体系的构建理念、体系结构和课程设置进行深入分析的基础上,文章从教学目标、课程内容、新形态文科数学教材开发、数字化资源建设、考核评价模式和保障制度几个方面探讨了新文科大学数学课程体系的实施路径,并在吉林大学进行教学实践,取得了较好的效果。

高职院校财经类通识课“课程思政”的建设路径

高职院校财经类通识教育立足课程思政、课程思政融入通识课程开展隐性教育,体现了“立德树人”与“全人教育”一致性的育人理念。当前,高职财经类通识课存在着“去价值化”“弱实践性”等突出问题,亟待通过推进课程思政建设予以解决。结合高职院校实际特点,提出财经类通识课课程思政建设需要明确课程定位与特点、课程思政的建设原则、思政要素的设计依据,在教学规范流程中重构教学内容、在教学场景搭建中建立叙事对话、在教学评价中促进情感价值内化,形成财经知识传授与价值观融入的协同路径,加快高职院校财经通识课课程思政的建设步伐。

探析高职院校职业生涯规划教育课程的实施策略

当前社会发展下,职业生涯规划教育是一项长期、系统工程,是一项推动社会良性循环、职校教育事业持续发展和学生就业竞争力不断提高的重要教育工作。故而高职院校从始至终都需要根据课程改革对学生的职业生涯规划教育给予高度重视,并根据实际情况优化策略实施相关课程。

以课程为中心的学校自我诊断

课程是学校育人的重要载体。以课程为中心的学校自我诊断,既是提升学校办学质量的重要途径和手段,也是引导学校回归立德树人主责主业,推进国家课程转化落地的重要内容。以课程为中心的学校自我诊断,聚焦提高师生学校生活质量、关注课程实施的实践场域、注重国家课程适应性转化。国家课程实施的忠实度、情境因素和结果水平是以课程为中心的学校自我诊断的基本框架,其核心指标覆盖了主体、内容与过程三大维度。推进以课程为中心的学校自我诊断,应以校本化诊断为基本原则、加强第三方课程监测机构建设与定制化监测、秉持持续改进的方法论,促使学校自我诊断—结果反馈—自我改进成为不断循环、螺旋式上升的过程,最终推动学校高质量发展。

艺术课程实施如何有效助力学校课后服务

艺术课程作为学校课后服务的重要组成内容,其发展的内在逻辑是学校美育事业的持续进步、学生全面发展的现实诉求、课后艺术教育的承续创新。在中小学课后服务中,艺术课程实施面临的挑战有:艺术课程供给如何满足学生个性发展的需求差异;艺术课程资源如何实现城乡均衡发展的现实需要;艺术课程目标如何立足学生素养提升的价值旨归;艺术课程实施如何加强校外课程资源的有机融合。未来推进学校课后服务中高质量艺术课程建设的路径包括:探索多样艺术课程形式,关注学生个性学习发展需求;强化城乡教育资源供给,实现课后艺术课程相对均衡;聚焦艺术学科核心素养,促进学生身心健康全面发展;整合校外艺术教育资源,推动课后课程建设提质增速。

高职院校专业课《生物化学》融入思政元素的实施路径探索——以“蛋白质的结构”为例

《生物化学》作为药品生产技术专业群的一门重要的专业基础课,贯穿整个专业学习过程.课程团队在对本门课程进行思政教学改革的过程中,以“蛋白质的结构”这一教学单元为例,从单元在课程中的定位、思政教学目标、思政教学融入点以及思政教学考核与评价等方面,对思政元素融入的实施路径进行了探索与实践,为后续深入的思政教学改革提供了思路和借鉴.

新时代高校物流管理专业课程思政实施路径探析

物流管理专业课程的思政教育在提高学生思想道德素质和实践能力方面发挥着至关重要的作用。文章通过对国内外相关文献和实践案例的研究,初步探讨了物流管理专业课程思政教育的实施路径。提出了物流管理专业课程的思政教育应该从四个方面开展实施:一是加强理论教育,引导学生正确理解物流管理的社会价值和职业道德;二是注重实践教育,通过实践课程和实习等方式提高学生的实践能力和职业素养;三是强化案例教学,通过案例教学培养学生的分析思维和解决问题的能力;四是促进学科交叉,通过多学科交叉融合的方式,提高学生的综合素质和创新能力。文章通过系统研究,对物流管理专业课程思政教育的实施提供一定借鉴和参考。

校企合作课程开发与实施初探——以智慧停车应用系统开发为例

产教融合和校企合作是职业教育课程改革的必由之路,扬州工业职业技术学院通过校企合作开发了“智慧停车应用系统开发”这门技能拔尖课程,对课程的整体教学设计和实施进行了探索实践,取得了一定成效,可为其他同类课程的开发提供借鉴与参考。

学校课程实施的逻辑与路径

学校是课程实施的责任主体,学校层面的课程实施是学校课程集体通过相关课程专业活动,将国家课程理念与规划转化为系统的育人实践规划与育人实践活动的过程。其本质指向教师领悟的课程,而不是班级层面运作的课程。学校课程实施是静态学校课程实施规划的理论逻辑和动态学校课程实施行动的实践逻辑双重转化的结果。而理论逻辑与实践逻辑转化的中介正是教师的课程惯习。教师课程惯习所遵循的实践优先原则,要求提升学校课程场域的专业性,增进教师的课程资本,以现实课程问题助推教师课程惯习的创生,构建学校课程实施的实践活动体系,以促进学校层面的课程实施。