以就业为导向加强高职学生综合职业素质培养

高等职业教育蓬勃发展,为社会经济发展和现代化建设培养了大量高素质技能型人才。随着创新型国家建设和新型工业化道路的推进,面对经济建设的快速发展和经济结构的调整以及发展方式的转变,目前,高等职业学校毕业生的质量和数量均不能完全满足经济发展及市场的需求。因此,加强高等职业院校学生综合职业素质培养是当前高等职业教育面临的社会责任和紧迫任务,要认真研究,创新高职学生综合素质培养的有效途径和方法。     

对高等职业学校"工学"实训教材开发的思考

高等职业教育肩负着培养面向生产、建设、服务和管理第一线需要的高技能人才的使命,逐渐从学科理论的课程模式走向职业能力要求的教学模式.工学结合人才培养模式顺应了这一转变,是目前高职院校大力推行的培养模式.工学结合的实训教学是培养学生技能的主要环节.实训教材是是实训教学的指南,但目前市场上出现的高职技能实训教材既不完善又不成熟,在使用过程中存在很多问题,有的在工学结合过程中没有教材,只能出现师傅带徒弟,规模效益差.     

发展高职教育 办出高职特色

教育部在《面向 2 1世纪教育振兴行动计划》中明确指出 :“积极发展高等职业教育 ,是提高国民科技文化素质、推迟就业以及发展国民经济的迫切要求”,“高等职业教育必须面向地区经济建设和社会发展 ,适应就业市场实际需要 ,培养生产、服务、管理第一线需要的实用人才 ,真正办出特色”。为此 ,抓经济必须抓职教 ,抓职教就是抓经济已成为我们的共识。一、发展高等职业技术教育的必然性江泽民总书记在“十五”大报告中指出 :培养同现代化要求相适应的数以亿计的高素质劳动者和数以千万计的专门人才 ,发挥我国巨大人力资源优势 ,关系 2 1世纪社会主义事业的全局。我们的经济工作正在实现经济体制和增长方式的“两个根本性转变”,在这种新形势下 ,我们的教育工作必须进一步解决好两个重要问题 :一是教育要全面适应现代化建设对各类人才培养的需要 ;二是教育要全面提高办学的质量和效益。所以 ,我们培养人才既要立足于现实 ,又要着眼于未来 ,统筹考虑各级各类人才的培养。江总书记的指示阐明了当前高等教育改革的方向 :高等教育的人才培养应该服务于社会经济发展 ,服务于现代化建设。高等教育不仅应该培养研究型人才 ,还要培养大量地动手能力、实践能力较强的...     

浅谈校企合作在高职院校中的发展

高等职业教育的培养目标是复合型的高级技能性人才,校企合作作为一种实践教育模式,在实践教学中占有非常重要的地位,有助于提高学生的专业素质及实践能力的培养.文中介绍高等职业院校校企合作的发展方向.     

浅谈校企合作在高职院校中的发展

高等职业教育的培养目标是复合型的高级技能性人才,校企合作作为一种实践教育模式,在实践教学中占有非常重要的地位,有助于提高学生的专业素质及实践能力的培养.文中介绍高等职业院校校企合作的发展方向.     

再谈体育课的合作学习法

初中体育教学应充分发挥学生作为学习者的主体作用,在师生互动中主动构建知识和技能,实现从"要我学"到"我要学"的转变.在初中体育"合作"教学模式下,学生既学习了知识、掌握了技能,又开发了智力、陶冶了情操、培养了意志,使身心得到了健康的发展,本文主要介绍了初中体育课应如何培养学生进行合作学习的.     

从注重专业技能向注重全面发展——技能型人才培养路径的回归

技能型人才在社会主义现代化建设中发挥着重要的作用,作为这类人才培养主体的职业院校,对技能型人才的培养路径出现不同程度的偏离.理想的技能人才培养路径不是技能至上,而是注重学生的全面发展.因此,职业院校应重点从转变人才培养观念、解构现有课程体系、变革传统教学方法这三方面入手,使技能型人才培养路径从注重专业技能回归到注重全面发展.     

基础课教学融于职业技术教育的探讨

当今世界是个人才竞争的世界,不仅从专业知识与技能方面体现,更体现在人才的基本素质.主要包括远大的理想、科学的思维、高尚的情操、健康的心理和可持续发展的能力.作为注重动手能力的高职教育来说,基本素质的提高尤为重要,只有充分重视公共基础课、人文课在职业教育中的作用,高等职业教育才能更适应社会发展的要求,才能具有更广阔的发展前景.     

培养学生全面发展的教育实践与探索

教育是为培养未来社余发展所需要的人才,我们在加大教育特别是基础教育改革力度和投入,力求提高学生创造能力和实践能力的同时,更要把学生全面发展作为教育的一个重要环节加以重视.本文从注重知识结构的"博学与专攻"相结合,情感心里的"智商与情商"相结合,社会能力的"事业心与责任感"相结合等方面,加以对如何培养学生全面发展儆一些粗浅的探索.     

在语文教学中如何培养学生的创新能力

创新能力是推动历史前进和社会发展的不竭动力,一个没有创新的民族,难以屹立于世界先进民族之林.当今世界知识更新速度很快,学生学习的性质应当由传授性、继承性转变为探索性、创新性.语文教师不仅要重视知识传授和能力培养,更应重视激发和培养学生的学习兴趣,使他们形成有效的学习策略,养成良好的学习习惯;在教学内容上要从单纯的语言教学转向既学习语言又学习文化和科技知识;在教学方法上.不仅研究教法,而且要研究学法,以便真正实现培养学生创新能力的目的.那么语文教学如何培养学生的创新能力呢?     

Psychotherapy training: Suggestions for core ingredients and future research.

Despite our considerable depth and breadth of empirical knowledge on psychotherapy process and outcome, research on psychotherapy training is somewhat lacking. We would argue, however, that the scientist-practitioner model should not only guide practice, but also the way our field approaches training. In this paper we outline our perspective on the crucial elements of psychotherapy training based on available evidence, theory, and clinical experience, focusing specifically on the structure, key components, and important skills to be learned in a successful training program. In addition, we derive specific research directions based on the crucial elements of our proposed training perspective, and offer general considerations for research on training, including method and measurement issues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Strategic information provision and experiential variety as tools for developing adaptive leadership skills.

The development of adaptability skills is critical for organizational success and survival, yet traditional training interventions are not sufficient to promote adaptive expertise. In this article, we summarize prior research on two training techniques that develop such expertise: experiential variety and strategic information provision in the form of instructions, performance feedback, and cognitive/behavioral guidance. Prior integrative reviews have described how these strategies can promote adaptability by fostering skills in cognitive frame-switching and flexibility. We extend these arguments in the present article by reviewing prior research that supports the use of experiential variety and strategic information provision as elements of an adaptability training strategy. We examine the use of these elements not only in formal training (which was the prime focus of prior reviews), but also in developmental work experiences and in self-development. Additionally, we include a more specific focus on developing cross-cultural adaptability skills through these training techniques. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On Private Practice.

Comments upon David Shakow's article "Seventeen Years Later" (see record 1965-13316-001) which offers a scholarly review and informed opinion on the multifaceted challenge of training. Shakow holds an interesting view that private practice is an escape holds validity to some extent. So also does its obverse: Institutional practice is an escape (from full independence?). The author of this comment discusses Shakow's view and provides additional information concerning private practice and the market atmosphere that influences it. He feels that private practice should not be summarily dismissed from training conferences nor be poorly represented, but should be called upon for its full contribution to training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology graduate student training in developmental disability: A Canadian survey.

Psychology graduate student training in developmental disability has received very little attention in North America, and no study has examined the state of training for clinical and counselling psychologists in Canada, despite their involvement in the controlled act of diagnosis and their use of standardised instruments used regularly with this population. This study sought to examine psychology graduate student training in the area of developmental disability across Canada. We invited students from every Canadian Psychological Association accredited Clinical Psychology, Clinical Neuropsychology, and Counselling Psychology program to participate in an online survey, distributed through university email lists. Three hundred and three students reported on the developmental disability content within their training and coursework, their perception of the adequacy of that content, and their ideas for program improvement. Results indicated that the majority of students believed it important to have training in developmental disability, yet struggled to obtain adequate didactic and experiential opportunities. The lack of sufficient training was most pronounced for students whose training was adult-focused, but was also high for students with a life span or child focus. We discuss different possibilities for increasing developmental disability training opportunities, including integrating its content within courses on assessment and diagnosis, psychotherapy, and ethics, and providing students with supervision from psychologists who work with this population. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdoctoral Training in Psychotherapy.

During the past year, a number of articles have appeared in the American Psychologist on the general issue of whether psychologists should or should not do psychotherapy. While it is indisputable that a problem of this kind deserves attention as long as enough people are concerned to give it substance, we confess to a sense of bewilderment: Is not a long dead horse receiving a rather severe whipping? In settings ranging from hospitals and clinics to private practice, psychologists are doing psychotherapy, have been doing it for some time, and are likely to continue doing it as long as there is a social need for this kind of service. This fact has been clearly acknowledged by such national organizations as the VA and the USPHS and, through ABEPP and the Education and Training Board, by the APA itself. Much more central questions, it seems to us, are those of whether psychologists are being adequately trained for their therapeutic function and of what can be done to make training opportunities more available. First, we recommend that a comprehensive survey be made, through the Education and Training Board or other appropriate agency, of precisely what postdoctoral training resources are available in the nation for psychologists. Second, we urge that the APA investigate the possibility of establishing postdoctoral training programs in strategically located universities. Third, suspecting that one or another of the major foundations would be interested in this kind of venture into professional training at postdoctoral levels, we suggest that the APA take responsibility for investigating potential sources of financial support. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training Ethical Psychologists: An Acculturation Model.

This article presents an approach to graduate (and professional) training that views becoming an ethical psychologist as an acculturation process. J. W. Berry's (1980, 2003) model of acculturation strategies is used as a framework for understanding ethical acculturation, a developmental process during which students can use several types of adaptation strategies. Students enter training with their own moral value traditions and concepts but are confronted with new ethical principles and rules, some of which may be inconsistent with their ethics of origin. The article explores several applications of the framework to ethics courses, practicum supervision, and other areas of training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The supervision genogram: A tool for preparing supervisors-in-training.

The purpose of this article is to introduce the supervision genogram as a training tool that can be implemented in supervisor training. The supervision genogram is a unique training tool that may be used to enhance supervisors'-in-training self-awareness and understanding of the supervisory process. Psychological trainers who are responsible for training supervisors may also find that the supervision genogram can aid them in assessing the needs of supervisors-in-training and in creating corresponding supervisory environments and experiences. A detailed account of how to develop and process the supervision genogram is given. An overview of supervision genogram symbols and a completed supervision genogram are also provided. Implications for training, such as flexibility of application, ethical and professional issues, and developmental considerations for using this tool are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When training with a partner is inferior to training alone: The importance of dyad type and interaction quality.

Dyad training, where trainees learn in pairs but ultimately perform individually, has been shown to be an effective method for training some skills. The effectiveness of this approach, however, may be tied to the type of task to be trained and the quality of the interaction in the dyad. We report two studies on the effectiveness of dyad training and the role of metacognitive activity for learning a software program. In Study 1, participants completed training alone or with a partner. Performance was assessed individually immediately after training and again after a 1-week nonuse interval. Results of Study 1 suggested that learning retention is superior when people are trained individually. Study 2 examined performance for individuals, task-switching dyads, and interdependent dyads. Results also showed that performance for individuals was superior to dyads and that the type of dyad collaboration did not affect performance. However, partner-prompted metacognitive activity was helpful for interdependent dyads and harmful for task-switching dyads, suggesting that the quality of collaboration varies by dyad type. Our findings suggest that dyad training may not be effective for all types of tasks. Possible boundary conditions for effective dyad training are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social justice in practicum training: Competencies and developmental implications.

This article addresses the challenge in the predoctoral education of professional psychologists of providing practicum training experiences with a strong social justice focus while also ensuring that students are acquiring the full range of foundational competencies expected of practicing psychologists. The theory-based distinction between interactional, procedural, and distributive justice will be discussed as a framework for considering a developmental progression in practicum training, moving from individually focused skills to more advanced competencies emphasizing social/institutional change. The article concludes with aspirational recommendations for any academic program seriously committed to the pursuit of social justice as part of its training mission. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Awards for distinguished education and training contributions.

Awards for Distinguished Education and Training Contributions are given by the Education and Training Awards Committee in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. Each year the Committee presents two of these awards. The Distinguished Career Contribution Award recognizes continuous significant contributions made over a lifelong career in psychology; the Distinguished Contribution Award recognizes a specific but major contribution to education and training. This article includes biographies of the awardees. (PsycINFO Database Record (c) 2010 APA, all rights reserved)