高职教育税务专业课程体系的探索

高职教育具有"职业性"和"高等性"的双重属性,在设计高职专业课程体系的过程中应该体现高职教育的特色.在分析高职教育税务专业现有课程体系存在问题的基础上,依据毕业生就业岗位及其专业能力的要求,探讨了如何设置基础课程、会计类课程、税务类课程、财税一体化课程,并提出高职教育税务专业课程体系改革要想获得实质进展,必须着手建立实习实训基地.培养"实战型"师资队伍,改革教学方式与考核方式.     

重构职业道德教育课程体系彰显高职教育价值

高职教育具有特定的本体性价值和工具性价值,通过实现这些价值才能实现时代的重任.思想道德素质培养是高职教育价值得以实现的基本条件.通过实现高职教育的职业道德(包括道德)培养与高职课程体系同构,将课程的诸要素有机组合,使显性课程与隐性课程相互作用,构建清晰广泛的职业道德教育"四课堂"教育途径,形成职业道德教育网络,实现教学过程与育德过程同向、同步,对学生产生系统全面的影响,从而彰显高职教育的价值.     

浅议高职建筑装饰专业课程发展的新趋势

改革开放以来,我国高职教育得快速发展,高职院校和学生数量快速增长,但是高职课程设置却一直停滞不前,主要原因是缺乏课程思想的指导。课程设置及教材已不适应我国市场经济发展的要求。进行课程整合,规范教材建设成为高职课程发展的一种新趋势。     

高职高专专业文化、课程文化研究综述

高职院校进入内涵发展阶段以来,关于专业文化、课程文化的研究日趋增多。通过分析相关研究文献,梳理了高职专业文化、课程文化的建设意义、内涵、存在问题及建设措施。在此基础上探讨了高职专业文化、课程文化研究的不足之处。结合当前高等职业教育和经济社会发展现状,展望了高职专业文化、课程文化的研究趋势,即研究系统性和深度有望得到新突破。     

高职英语教学现状分析及改革措施

近年来,随着我国高职教育的不断发展,对高职院校课程教学方法的研究也在不断深入.高职英语教学作为高职教育的一个重要部分,虽然在师资队伍建设,课程建设和教学改革等方面取得了一定成就,但也存在许多问题.文章试图结合自身的教学实践,通过分析高职学生的特点和教学中的常见问题,探讨高职英语教学的有效途径,以期达到适应高职教育的发展趋势,形成具有中国特色的高职英语教学体系的目的.     

高职院校项目化课程改革探索——以医疗保险理论与实务为例

当前高职教育的人才培养质量与社会需求之间的矛盾已成为人们关注的重点.产生这一矛盾的深层次原因是课程问题,也就是应用型人才培养目标与课程模式不协调、不适应.如何改变传统的教育模式,更好地培养高职人才,满足社会对应用型人才的需求,是众多高职院校要面对的课题.在这一改革中,课程项目化是突出高职办学特色、促使课程改革走向优质、满足人才培养要求的一条有效途径.本文结合作者在医疗保险理论与实务这门课程中的教学改革实践,对于课程内容体系设置、教学过程的实施、考核体系等方面进行了探讨,并对教学效果进行了反思.     

浅谈高职教育教学管理改革

随着我国高职教育大众化普及的不断深入,高校的各种因素对高校教学管理的影响越来越强,近年来高职教育虽具有广阔的发展前景,但也面临着许多适应性改革问题,主要涉及课程设置、教学组织与教学方式、教材建设、学生日常行为管理和思想教育制度等.这些制度的改革成为高职教育面临的一个重要课题.     

高职心理健康教育课程体系建设略论

在高职院校加强内涵建设的发展进程中,高职心理健康教育工作正处于一个重要的发展时期,即从深层次和发展取向上看,它正面临-个高职心理健康教育课程体系建设的问题.如何探索一套行之有效的心理健康教育模式,构建富有高职特色的心理健康教育课程体系,笔者试从课程定位、教材建设、教学形式以及师资队伍建设等方面对比作一初步探讨.     

高职语文教学促进学生全面成长

高职语文作为高职教育重要的基础课程,在学生的专业性学习、职业性成长及人文性提升方面发挥着不可替代的作用.     

关于高职院校计算机教育的发展现状和对策的思考

目前高职院校计算机专业毕业的学生普遍存在的问题是不少学生不仅理论没学好,实际操作也不够硬.高职院校中的计算机教育仍然存在课程设置不合理、教育方式陈旧、理论与实践脱离等一些问题,不能满足高职教育"以就业为目的,以能力为本位"的办学目的.     

Survey of the National Civil Engineering Curriculum

This paper presents the results of a comprehensive survey of over 40% of the nation’s undergraduate civil engineering programs. This analysis is based on uniform data collected for accreditation and is principally concerned with three major groups of courses: (1) math and science, (2) general education, and (3) engineering topics. The analysis reveals what is currently being taught in our nation’s civil engineering undergraduate programs, what is not being taught, and the implications for future professional practice. The paper discusses how the average national curriculum has changed historically, how well the curriculum satisfies Accreditation Board for Engineering and Technology criteria, and what the current distribution of courses and topics says about the priorities of civil engineering education. Overall, the curriculum was found to be highly specialized in terms of technical subjects but lacking in focus regarding the liberal arts, professional skills, and systems thinking.     

The commodification of specialty nurse education

The nexus between tertiary nursing education and employment was strengthened during the 1990s when universities became involved in delivering a plethora of specialty graduate certificates and diplomas which largely replaced hospital-based post-registration courses. These university-based courses can be seen as contributing to the commodification of education as well as the legitimisation of a stratification of nursing knowledge through which biological sciences and experiential knowledge remain privileged. In the development of specialist nurse education courses, it is vital there is an accompanying examination of whose interests are being served by the models adopted. In particular, there is a need to contest the dominance of service needs in shaping nurse education. Rather than continuing to respond with uncritical acceptance of courses that are characteristically highly technical and vocational in nature, nursing needs to explore curriculum models that enable students to choose their course pathways to develop their practice. It is argued that nurse academics are complicit in reproducing power relations which continue to subjugate nurses within medical and economic discourses.     

Educating school psychologists to work with bilingual/bicultural populations.

Describes a university 66-credit professional diploma sequence that includes 1 yr of internship experience for the training of school psychologists to work with bilingual/bicultural populations. Competence for working with these populations involves 3 general areas: language, cross-cultural expertise, and assessment. An integrated curriculum and faculty offers linguistics, cultural-urban studies, and bilingual education courses in addition to the core courses in professional school psychology. Bilingual students and faculty have been recruited. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integrated Civil Engineering Curriculum: Five-Year Review

An integrated curriculum, which draws material from different areas to teach students about design and problem-solving, offers civil engineering educators an option for accommodating new topics without increasing the number of courses. Freshman engineering and the senior capstone course are two examples of integrated courses, and the writers present a 5-year perspective on an approach that extends the concept of integration to six additional courses, comprised of an 8-course, integrated civil engineering core curriculum. Drawing on their combined experiences with the courses and assessment in a review by the Accreditation Board for Engineering and Technology, the writers conclude that the curriculum offers a useful vehicle by which to add material to the 4-year program without increasing the number of credit hours, and offers flexible courses to meet goals of professional groups. The paper describes lessons learned, challenges that remain, and current approaches to improvement.     

Adrift in the Curriculum

As with any voyage, the successful transit of a university engineering education requires foresight knowledge of curricular objectives and structure. This simple requirement, which often seems overlooked, is especially important at the undergraduate-degree level, where contemporary engineering curricula are becoming increasingly complex in order to provide greater opportunities for subtrack specialization, degree minors, and joint degrees with non-engineering programs. This paper argues that, without foresight explanation of curricular objectives and structure, significant numbers of students soon find themselves effectively adrift in the curriculum, unsure as to where they are headed, undermotivated, and, consequently, underperforming. Foresight explanation also benefits faculty engaged in curriculum subtracks. It prompts them to monitor sequencing of course contents, to better appreciate the context of their own courses, and to coordinate textbook use. Two fairly straightforward ways are suggested to augment student-guidance techniques already used by colleges: course-direction lectures to indicate whence-and-whither guidance at key points throughout the curriculum; and an Internet Web site to help guide students (and faculty) through the curriculum.     

Forensics and Case Studies in Civil Engineering Education: State of the Art

This paper reviews the state of the art in the use of forensic engineering and failure case studies in civil engineering education. The study of engineering failures can offer students valuable insights into associated technical, ethical, and professional issues. Lessons learned from failures have substantially affected civil engineering practice. For the student, study of these cases can help place design and analysis procedures into historical context and reinforce the necessity of lifelong learning. Three approaches for bringing forensics and failure case studies into the civil engineering curriculum are discussed in this paper. These are stand-alone forensic engineering or failure case study courses, capstone design projects, and integration of case studies into the curriculum. Some of the cases have been developed and used in courses at the United States Military Academy and the Univ. of Alabama at Birmingham, as well as at other institutions. Finally, the writers have tried to assemble many of the known sources of material, including books, technical papers, and magazine articles, videos, Web sites, prepared PowerPoint presentations, and television programs.     

Higher education and psychology in the millennium.

This article analyzes the present state of higher education and psychology in relation to the future needs of society. On the basis of the assumption that higher education has historically addressed social issues, it is proposed that our educational system and society negotiate a new "contract" that is appropriate to the coming decades. A model of future higher education is described, involving traditional domains of foundational and professional knowledge and a new emphasis on socially responsive knowledge. Examples are given of courses involving socially responsive knowledge in which students study and learn to act on and help resolve social problems. It is recommended that psychology incorporate socially responsive knowledge in its future curriculum, along with the continuation of foundational and professional education and training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Recent developments in assessing medical students

Most medical schools in the UK are revising their undergraduate courses in response to the recommendations published by the General Medical Council Education Committee in Tomorrow's doctors. However, achievement of the objectives of curricular change is attendant on revision of the assessment process. This paper reviews traditional and more recently developed methods for assessment of medical education in the light of the General Medical Council's recommendations which relate specifically to summative assessment of the core curriculum. The importance of reliability and validity is highlighted, and the case for criterion-referenced assessment is examined.     

Preparing psychologists to work with children: A comparison of curricula in child-clinical and school psychology programs.

This study examined the curriculum requirements of APA-accredited PhD programs preparing psychologists to work with children. A category system for analyzing program curricula is presented. Substantial overlap was found in curriculum requirements between child-clinical and school psychology programs, particularly in "core" psychology, research methods, and intervention courses. Program types were best distinguished by more course work in consultation and education in school programs and more course work in psychopathology in child-clinical programs. Child-clinical trainees, on average, also undertook significantly more supervised experience. The observed commonalities between the program types suggest that a combined approach to training may be feasible. However, variations in requirements within program types make it difficult for the profession to articulate clearly the core competencies possessed by graduates. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Medical education at Universidad de los Andes, Santiago, Chile

Universidad de los Andes School of Medicine started in 1991 with a new medical curriculum aimed at providing a medical education for its students, that is, it attempts to give, together with technical proficiency in medical matters, formation of character and a strong ethical attitude. The curriculum lasts for seven years: five of basic, pre-clinical and clinical theoretical and practical courses, followed by two years of internships in Internal Medicine, Surgery, Obstetrics and Pediatrics, plus a four month period of an elective internship. The courses have an integrated design, in which each matter is presented from multiple perspectives, e.g. in Internal Medicine together with the clinical aspects of disease, the pathophysiology and the pharmacology of the drugs used are presented. Also the Pathology of each disease is given in coordination in the Pathology course. General educational matters such as Anthropology, Psychology, Origin of Living Beings, Theology and Medical Ethics are interspersed in the curriculum. An important feature is the personal counselling system, in which each student may choose an academic counsellor and discuss with him (her) the subjects of his choosing. Clinical practice is given in a system that includes five hospitals and five private clinics that range from general medical practice to Psychiatry or Ophthalmology.