浅谈如何在高等职业教学中贯穿心理健康教育

高等职业教育是我国高等教育的一个重要组成部分,高等职业教育的重要作用在当今复合型人才急需的社会愈加突出.在我们看到高等职业教育的积极因素同时,我们也应该注意到某些不利的因素也在同样制约着高等职业教育的发展,这其中的一个重要方面就是如何完善高等职业教学中的心理健康教育,这是高等职业教育需要解决的重要问题.     

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。     

适应高等职业教育特点探讨培养能力的教学方法

高等职业技术教育的出现，弥补了培养既具有大学程度的专业知识，又具有高级技艺能力，并能在现场进行技术指导和管理的工程技术人才和管理人才教育的空缺。高等职业技术教育就是培养生产、建设、管理、服务等第一线应用型人才的专门教育。高等职业教育工作者要适应高等职业教育特点，探讨培养能力的教学方法。     

对实现高等职业教育国际化的认识与应对策略

进入21世纪,随着中国加入WTO,中国教育现代化、国际化、全球化也就客观地摆在我们面前.高等职业教育是现代教育的前沿阵地,我国的高等职业教育究竟如何适应现代化、国际化、全球化的大趋势,这是从事高等职业教育工作者所要思考的问题,也是高等职业教育必须回答的问题.     

关于“拓宽基础、淡化专业、强化技能、”的思考

在我国，发展高等职业技术教育已经进行了十几年的探索实践。近两年来，高等职业技术教育有了较快的发展。根据国家积极发展高等职业教育的方针，越来越多的普通高等专科学校、职业大学、成人高等学校正在通过改革、改组、改制积极开展高等职业教育，一些普通高校也开办了高职班。     

以科学发展观为指导,促进学院持续健康发展

以人为本。坚持全面、协调、可持续发展的科学发展观。是促进高等职业教育持续健康发展的关键。为此．高等职业院校必须充分认识到落实科学发展观的现实意义，以科学发展观为指导，深化高等职业教育改革。     

浅谈如何办好高等职业教育

对梅山培训中心从职大教育向高等职业教育转变过程中存在的问题进行了剖析,将高等职业教育与普通高等教育进行了比较,对高等职业教育的特点和现有学生的特点进行了阐述,对梅山培训中心的教学方法、课程设置、师范队伍建设等方面提出整改对策。     

高职学生素质结构及其实现途径的研究现状综述

随着高等职业教育的迅速发展,高等职业教育为社会输送了大量的生产、建设和服务一线的高素质技能人才.然而,随着办学规模的日益扩大,如何为社会培养人才,高等职业教育人才的素质结构具有什么特点,怎么实现它就成为高等职业教育工作者的重大研究课题,本文通过对国内外高等职业教育学生素质结构及其实现状况的研究,为教育者提供一些思路和建议.     

浅谈高等职业教育校企合作的发展

从上世纪90年代中期,高等职业教育在我国已经发展了十几年的时间,随着国家经济的不断发展,企业对专业技能型人才的需要与日俱增.高等职业教育已经成为政府发展教育事业中的重点对象.而校企合作成为发展高等职业教育的必然途径,本文主要阐述了高等职业教育中校企合作的发展现状以及如何解决我国高等职业教育校企合作中存在的问题.     

校企合作和工学结合在高职教育中的作用

高等职业教育对经济发展和产业发展具有越来越重要的推动作用.高等职业教育如何才能办出特色、办出品牌,这是高职院校共同面临的课题.校企合作、工学结合是实现高等职业教育人才培养目标的有效途径,本文对校企合作、工学结合在高等职业教育中的作用进行了分析和论述.     

Special issue editorial: The art and science of trauma-focused training and education.

In spite of the importance of trauma education, efforts on the part of the Division 56 Education and Training Committee to identify higher education programs that emphasize trauma reveal surprisingly few programs (e.g., see http://www.apatraumadivision.org/ resources/apa_doctoral_sites.pdf). Lack of trauma education at undergraduate and graduate levels increases the urgency to develop effective training for postgraduate professionals. Compounding the problem of integrating effective trauma education and training at all stages of professional development, relatively little information about pedagogy is shared in our professional journals. This special issue addresses that gap by presenting articles focused on practices, theory, and data from a wide range of training/education settings (e.g., community clinics, VA settings, classrooms) focused on diverse forms of trauma exposure (e.g., disaster, military, child abuse/neglect, violence against women). The breadth of the topics and ideas conveyed in these articles reveals that we have many stakeholders whose interests lie in the development of high quality education and training practices, from higher education programs involving undergraduate and graduate students to practitioners seeking continuing education and managers/supervisors transforming health care delivery systems. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Distance education in professional training in psychology.

Distance learning methods have had a dramatic effect on undergraduate education and are being incorporated by graduate and professional programs in a variety of areas, including psychology. To address the implications of these developments, an APA task force was organized in 2001 and presented its findings in 2002. This article summarizes key findings of the task force regarding (a) developments in distance education applications to training in professional psychology, (b) significant issues regarding best practices and quality assurance, (c) implications of accreditation standards for programs based on distance methods, (d) licensure and recognition of graduates from online programs, and (e) implications of distance education methods for campus-based programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

推进职业教育改革开创高等职业教育新局面

高等职业教育是我国高等教育改革和发展的新生事物，加快高职教育的改革和发展，稳步提高教学质量为包钢和社会培养生产和管理技术性、应用型人才，必须建立结构合理、自主发展的现代职业教育体系。     

终身教育与职业教育改革

在简介终身教育理念及其传播的基础上,较详细地分析了目前我国终身教育的主要实践内容、职业教育在我国终身教育体系中的主体作用,提出了面向终身教育的职业教育观和职业教育课程改革的若干原则,设计了若干整合职业教育资源的操作方法。     

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)     

Challenges to Professional Psychology Education in the 21st Century: Response to Peterson.

Professional psychology education faces many critical challenges brought about by the major changes occurring in the health care arena. This article shows that professional schools and programs have a good record of responding to these challenges and of taking proactive steps sponding to prepare their graduates for new health care roles and delivery systems. Data on admissions to psychology doctoral training programs demonstrate little support for the toral concerns raised by Donald R. Peterson (2003, this issue) about the preparation of students for graduate training in professional programs. Although quality concerns are important to investigate, such examination best resides with portant the American Psychological Association's Committee on Accreditation, which has the promotion of quality and excellence in professional psychology education and training as its major goal and responsibility. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The internship supply as a common-pool resource: A pathway to managing the imbalance problem.

The shortfall in internship positions available through the Association of Psychology Postdoctoral and Internship Centers' matching process has left doctoral students in professional psychology in a painful bind: take an internship outside the match, or fail to graduate. The quality of education suffers, as does the quality of the profession as a whole. This crisis has worsened as the years go by, and no effective remedy has been found. A widely celebrated literature on the management of scarce but renewable resources has developed over the past 25 years, and it offers a path toward understanding and solving this problem. This literature points to the need, and helps conceptualize the methods, for the educational community in professional psychology to take greater responsibility for the quality of the internship in particular, and for the quality of our graduates' education and competence more generally. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The necessary common knowledge approach to broad and general education for professional psychologists.

This paper advocates the necessary common knowledge approach to meaningful broad and general scientific education (as distinct from professional/clinical education) for professional psychologists. Adopting this plan leads to an explicit core curriculum. The current view of the American Psychological Association's Commission on Accreditation regarding broad and general is described. “Common” and “essential” knowledge in medicine are described along with law's core curriculum. A general rationale for broad and general education is developed, and preferred kinds of experiences are suggested. As an example for psychology, a broad and general course on cognitive and affective bases of behavior is described. The way the necessary common view fits with the educational competency movement is explained. High quality broad and general education will have a positive impact on both research and professional practice. (PsycINFO Database Record (c) 2011 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。