论我国职业教育与经济发展的关系

本文通过对我国职业教育体系结构的分析,着重从职业教育对经济发展产生的影响,阐述了职业教育与经济发展的相辅相成关系,认为职业教育必须和社会需求及经济发展相适应,职业教育是终身教育在职业生涯中的理念体现.     

职业技术教育发展问题的探究

职业教育是现代教育的重要组成部分,是构建终身教育体系的重要组成部分,发展职业教育是实施科教兴国战略,全面提高劳动者素质、发展先进生产力的必然要求,也是拓宽就业渠道、促进劳动就业的重要举措.目前我国理论人才过多,技术人才奇缺,更加体现职业教育的重要性.     

拓展与融合:终身教育背景下的中职教育功能解析

终身教育背景下,提倡"全民职业教育"与"职业教育终身化",其对中职教育的功能定位提出了更新、更高的要求,使中职教育服务涵盖职业预备、就业、职业转换以及技能提高和再就业培训等,更加关注人的可持续发展,主动融入"大职教"体系,更好地实现面向人人、面向全社会的教育,进而成为终身教育重要组成部分.     

民族传统体育对高职高专体育教学的渗透

随着素质教育的逐步推进,随着职业教育的不断发展,随着终身教育的指导思想不断深入人心,在高职高专体育教学不断改革的大背景下,如何能更好的完成高职高专体育教育的育人任务跟体育文化的历史传承,更好的为中国的体育事业提供职能服务,为中国职业教育的发展增辉添彩,一直以来,这是摆在广大职业体育教育工作者面前的重要问题.     

教育部将推进职业教育“双证书”制度

教育部日前发布《关于充分发挥行业指导作用推进职业教育改革发展的意见》。意见提出推进建立和完善“双证书”制度，实现学历证：传与职业资格证书对接。意见称，行业是建设中国现代职业教育体系的重要力量。构建适应经济社会发展方式转变和产业结构调整要求、体现终身教育理念、中等和高等职业教育协调发展的现代职业教育体系，     

中英继续教育及技能培训合作开启新篇章

7月11日至15日，英国继续教育、技能和终身教育副部长，国会议员约翰·海耶兹（John Hayes）来华访问，期间与中国教育部，中国人力资源及社会保障部进行交流与座谈，并将与中国教育部签署两国职业教育合作备忘录。     

关于职业教育课改的实践与思考

职业教育是我国教育的重要组成部分,随着我国新课程改革的日益深入,职业教育也开始面临着课程改革的发展需要.本文主要分析了职业教育在发展过程中存在的问题,通过借鉴外国经验、采取工学结合的教学模式等对我国目前的职业教育进行课程改革,使之更加符合市场经济对高素质专业技术人才的需要,推动我国职业教育走向更加稳定健康的发展道路.     

关于普通中专学校改革与发展的思考

改革开放以来，党和国家非常重视职业教育工作，采取了一系列措施，大力发展职业教育，取得了显著成效。党的十四届五中全会和八属人大四次会议确定了我国国民经济和社会发展九五计划和2010年远景目标．重申要大力发展职业教育。为了实施科教兴国战略，发展职业教育，提高劳动者素质，促进社会主义现代化建设，1996年9月又颁布实施了《中华人民共和国职业教育法》，这标志着我国职业教育走上了制度化、法制化的轨道，职业教育在我国现代化建设。     

提高教师队伍的素质和能力推动成人高校的改革与发展

《中国教育改革和发展纲要》指出：“成人教育是传统学校教育向终身教育发展的一种新型教育制度，对提高全民族素质、促进经济和社会发展具有重要作用”。原国家教委1998年工作要点指出：“根据产业结构调整、区域特色经济发展和再就业的迫切需要，积极发展各种形式的职业教育和成人教育，进一步加快职业教育和成人教育改革”。这些为成人教育明确了积极发展、加快改革的方向。成人高校作为成人教育重要组成部分，改革与发展问题值得认真研究。     

试论我国职业教育的发展史及所面临的挑战

我国的职业教育历史悠久,近年来我国的职业教育也在迅猛发展,在发展过程中遇到了一些问题,本文针对这些问题进行分析,并对未来的发展提出自己的看法.     

浅谈高职教育的几个问题

阐述了高等职业教育的培养目标、职业定位、素质教育、学生管理模式等方面的问题,对提高高等职业教育的教育教学质量有重要的现实意义。     

高职高专英语网络教学理论与应用

为提高高职高专英语教学效果,简述了网络教学的相关理论,详述了高职高专网络教学的实际应用,列举了一些有用的网站名称。     

高等职业教育的适应性和协调性与可持续发展

高等职业教育持续、健康发展要解决好高等职业教育的适应性和协调性两个问题。适应终身教育体系构建、国家产业结构调整、地区和行业经济发展需要是促进高等职业教育可持续、健康发展的前提条件;正确处理高等职业教育发展中的协调性问题是促进高等职业教育可持续、健康发展的根本保障。     

高等职业教育发展的前景与定位

分析高职教育的发展前景,是给高职教育正确定位的前提;高等职业教育定位准确与否,是直接影响其可持续、健康发展的关键.因此,在制定发展战略的过程中,要认真解决好高职教育的定位问题,构建一个适应于我国可持续发展的高等教育体系,培养大批量的实用型专门职业人才.     

Unintended Consequences: Ventures and Misadventures in the Education of Professional Psychologists.

Increasing professionalization of psychology, accelerated by expansion of professional schools, has evoked concern among critics, who claim that many practitioners ignore scientific research and engage in practices that are demonstrably useless or harmful. Recent data on admissions to professional schools and performance of professional school graduates show cause for concerns of the critics. If psychology is to maintain its stature as a profession, exclusionary controls as well as hortatory requirements for the practice of psychology and the education of practitioners must be established and enforced. Before more stringent standards can be imposed, convincing means for evaluating competence in professional work and quality in professional education must be developed. Local and institutional actions to advance those aims are proposed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

高职教育课程体系改革的探讨

高等职业院校课程改革必须树立以就业为导向,以能力为核心的“能力本位”思想,面向社会经济发展需要,主动调整与拓展学校课程,围绕培养目标整合专业基础课和专业课,构建新型高职教学模式,按照21世纪知识经济对人才知识结构、能力结构的要求,培养社会所需要的应用型人才。     

Student Assessment of a Problem-Based Learning Experiment in Civil Engineering Education

This paper describes an experiment with problem-based learning (PBL), an instructional methodology used in response to the challenges posed by today’s professional education. Contrary to the conventional model that places an application problem after concepts or topics have been introduced, PBL uses the problem to initiate learning. Besides promoting the construction of knowledge, it may also contribute to the development of some skills and attitudes deemed important for engineers’ professional practice. This research, of a qualitative nature, intended to investigate how students evaluate this methodology and its potential to attain the educational goals set for the course. In order to answer the research question, the methodology was implemented in the civil engineering curriculum of a Brazilian public university. The results herein presented, deriving mainly from classroom observations and an end-of-course questionnaire, show that most of the students evaluate the methodology positively. Even considering the short duration of the course and its small number of credits, it may also have promoted the development of some skills and attitudes besides knowledge acquisition.     

Model for Education, Professional Preparation, and Licensure of Civil Engineers

In October 1998, ASCE’s Board of Direction adopted Policy Statement 465: First Professional Degree, which supports the concept that the master’s degree or an equivalent would be required for a graduate engineer to practice civil engineering at the professional level. In the writer’s opinion, this requirement alone may not be enough to narrow the gap between the education, professional preparation, licensure, and continuing education requirements of engineering and those of other traditional professions such as medicine, law, architecture, and accounting. Data from the U.S. Department of Labor, Bureau of Labor Statistics, indicate that engineering does not compare well with those four professions in those areas. Other data suggest that undergraduate civil engineering education has not changed significantly over the past 40 years to keep pace with major advances in civil engineering practice, even though the bachelor’s degree has been the entry-level degree for engineering practice during that period of time. A model is presented for the development of a process that will lead to the entry-level degree of professional civil engineer. This degree will carry with it not only recognition by the granting university of completion of all the academic requirements, but also satisfaction of all the licensing requirements of the state board of technical registration. It will allow the graduate to practice civil engineering lawfully in the state of issuance and to use the title of professional civil engineer in all his or her professional dealings. The development of this process will take time and require input from academia, practice, and licensing agencies under the sponsorship of one or more professional societies.     

Does Clinical Psychology Education Enhance the Clinical Competence of Practitioners?

Until now there has been little evidence that graduate programs in clinical psychology make any difference to practitioners' abilities. The authors present a quasi-experimental study designed to evaluate the effectiveness of postgraduate education in clinical psychology. Clinical psychology students from Australian universities were compared with psychology graduates who had elected to practice under Australian provisional registration rules (i.e., without a postgraduate education). Results showed that after 1 extra year of education, postgraduate trainees performed better than those with no postgraduate training, but only to a modest degree. The authors explore the implications of these results for trainers, trainees, and professional organizations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)