“动物医学实验”课程教学改革初探

围绕动物医学人才综合能力的培养,以现代实验教学理念为导向,构建以专业技能培养为核心的实验项目体系、创新以学生为主体的实验教学模式、建立以学生能力考核为主的评价体系,为培养综合素质高、应用能力强的动物医学人才提供了有效保障。     

基于“大商科”理念的创新创业人才培养模式研究

创新创业能力是高校培养应用型人才的重要能力。在国内经济形势需要更多的创新创业人才和大学生就业压力下,基于大商科理念,以商学院为主体,以市场营销专业为依托,构建了创新创业教育的"三段式"人才培养模式,并提出了形式多样化的创新创业教育手段。     

电力企业人才评价体系与能力管理研究

针对目前电力企业人才评价体系所存在的问题,根据能力管理的思想,提出了以能力和业绩为导向的人才评价体系,为员工能力提升提出了新的思路。其构建思路是以岗位职责作为能力分析依据,以胜任能力模型作为能力获取方法,构建人才评价体系以进行能力测评,并对员工能力提升进行培训,建立了"能力分析—能力构建—能力评价—能力提升"环环相扣的能力闭环管理。     

“国际贸易单证实务”课程设计理念探析

“国际贸易单证实务”是国际贸易实务专业的一门核心课程,强调实践操作与动手应用.依据职业能力培养目标,本课程确立了以教、学、做为一体的教学指导思想,建立了以学生为中心的“实务、实训、实战”三维教学“三实”系统,形成了培养学生技能与企业工作岗位对接的理念,以培养适合企业岗位的人才,满足社会对高职人才的需求.     

基于“卓越计划”的“C程序设计”教学改革研究

程序设计是工科院校的重要基础课程,现就"C程序设计"课程教学提出了"以能力为导向"的指导思想,并在课堂教学、课程实验、评定考核以及创新实践等诸多方面进行了积极的探索与改革,其目的在于培养创新能力强且具有较强工程意识和较高工程设计能力的实用型软件技术人才,以达到"卓越工程师教育培养计划"的培养目标。     

“两园”对接、“三堂”互动下创新创业人才培养研究

高等学校作为培养人才的基地,其根本任务是培养学生的创新意识、获取知识的能力、实践能力和创业能力。创新创业人才培养机制是多元的。通过"两园"(即大学校园与大学科技园)对接、"三堂"(即校内第一课堂、第二课堂和校外企业课堂)互动的模式推进创新人才的培养,提升大学生的创新创业能力,探索培养创新创业人才之路。     

“大学计算机基础”课程教学体系的构建与实施

计算机应用技能已成为评价人才综合能力的一项重要指标,根据当前计算机基础教学中存在的问题,提出以计算机能力培养目标为主线,以课堂教学平台与网络自学平台建设为切入点,以了解基本知识、掌握应用技术、提升设计能力为目的,构建了“一主线、两平台、三层次”的“大学计算机基础”课程教学体系,实践表明,该体系具有一定的应用和推广价值。     

“卓越工程师”背景下“工程制图”教学新模式探索

为了适应教育部推动的"卓越工程师计划",提出"工程制图""一体两翼"的教学新模式,即以"传统的工程制图内容为主体,着力学生徒手绘图、设计能力和CAD绘图能力的提高"的教学模式。该教学模式可拓宽学生的视野,调动学生学习积极性,提高"工程制图"教学效果,培养出更适合需求的卓越人才。     

“自控原理与系统”课程改革与研究

针对高职高专院校技能型人才的培养目标,根据"自控原理与系统"课程的特点以及目前教学过程中存在的问题,提出了基于项目驱动教学模式的课程改革与研究。以项目为目的,以理论教学为过程,培养学生对控制系统的分析能力、工程实践能力和创新能力,经过初步尝试,取得了预期的教学效果。     

国网聊城供电公司:“体系化评价+多元化激励”创新青年人才培养模式

正国网聊城供电公司(以下称"公司")认真落山东省政府和国家电网有限公司工作部署,对青年人才培养体系进行了深入的研究和探索。以入职1～10年的青年员工作为培养对象,以"价值链、路径图"为重点,探索创新青年人才培养机制。通过搭建"两类五维"人才能力评价模型,建立"一模型两平台六步骤"的人才评价机制,采取以"四类激励"为主的培养方式,完善支持青年人才成长的系统性、普惠性、长期性机制,对有效提高青年员工队伍的素质、能力发挥了重要的作用。     

面向高新技术的我国高等职业技术教育课程模式构想(续)

技术的发展是高等职业技术教育发展最根本的动力,因此,从本质上看,高等职业技术教育课程必须反映高新技术的要求。我国高等职业技术教育课程模式可从以下方面构想:以问题解决能力为课程的主要目标;突出专门化职业能力的培养;按实践能力形成的需要选择实践知识和理论知识;课程内容反映技术发展的最新趋势;课程内容兼顾人文科学知识;以项目为单位组织课程内容。     

面向高新技术的我国高等职业技术教育课程模式构想

技术的发展是高等职业技术教育发展最根本的动力,因此,从本质上看,高等职业技术教育课程必须反映高新技术的要求。我国高等职业技术教育课程模式可从以下方面构想:以问题解决能力为课程的主要目标;突出专门化职业能力的培养;按实践能力形成的需要选择实践知识和理论知识;课程内容要反映技术发展的最新趋势;课程内容要兼顾人文科学知识;以项目为单位组织课程内容。     

An educational tool for fuzzy logic-controlled BDCM

Fuzzy logic controllers (FLC) have gained popularity in the past few decades with successful implementation in many areas, including electrical machines' drive control. Many colleges are now offering fuzzy logic courses due to successful applications of FLCs in nonlinear systems. However, teaching students a fuzzy logic controlled drive system in a laboratory, or training technical staff, is time consuming and may be an expensive task. This paper presents an educational tool for fuzzy logic controlled brushless direct current motor (BDCM), which is a part of a virtual electrical machinery laboratory project. The tool has flexible structure and graphical interface. Motor and controller parameters of the drive system can be changed easily under different operating conditions     

Helping computing students develop a personal ethical framework

The teaching of computer ethics has taken on a new focus and importance in Australia since the publication in 1997 of the Australian Computer Society's (ACS) body of knowledge for computing professionals. This includes the teaching of ethics in computing courses as mandatory for professional level accreditation of a tertiary degree. The ACS core body of knowledge states that computing students should be "encouraged to develop a personal ethical framework." In order to achieve this I believe it is essential to include the teaching of ethical theory in computer ethics courses as this knowledge gives students the means to analyze and resolve any ethical dilemma be it professional or personal. There are a number of different ways that computer ethics can be presented to students during a computing degree. Some of these are as a junior or senior stand alone course, as modules in other courses or integrated into the technical course. The course described is a senior stand-alone course     

A Communication Curriculum in Engineering Education: An Alternative Model

Typical model curricula in engineering disciplines assume that training in communication will occur early in the students' academic career in the courses taken to meet the general liberal arts requirements of the university. This paper argues that this assumption defines communication as a preliminary skill to be learned as a prelude to technical study. An alternative view perceives increasing sophistication in the technical disciplines as requiring a simultaneous increase in sophistication in communication. The Program in Scientific and Technical Communication at the University of Washington is designed according to the latter view. Our courses address the needs of engineers as these needs emerge and change across the academic and professional life of the engineer.     

工科专业课课程思政建设方案:以《电力系统分析》课程为例

把立德树人作为教学中心环节已成为我国高等教育事业新趋势,如何在工科专业课程中润物无声地融入思政元素是一个需要探讨的问题。为了培养德才兼备的复合性人才,高校必须尽快建立适用于工科专业课程的思政建设方案。该文分析工科专业涉及到的科学、技术、工程的国界属性,充分挖掘基于工科专业课程的培养模式与思政元素,构建工科专业人才培养的课程思政教学体系。文章分析传道受业解惑三者在课程中的辩证关系,针对六项课程思政培养目标,将工科专业课解构为5个典型教学环节,在这个课程思政教学框架下,提出十类课程思政在专业课中的融入策略,以期为我国工科专业的人才全方位培养提供参考。并以电气工程专业的核心专业课《电力系统分析》为例,探讨所提出的工科专业课程思政建设方案的有效性和可行性。     

A Microcomputer Training Course

A major effort to upgrade training programs to include microcomputer concepts is becoming necessary in many government, industrial and educational institutions. Professional and technical staff who are familiar with conventional digital logic design need to learn new techniques and new technical jargon. This paper will describe training objectives which must be kept in mind when designing or evaluating microprocessor courses. These objectives include giving the student a detailed understanding of the operation of all elements in the basic CPU-memory-I/O microprocessor system configuration. The relationship between the hardware operation and the instruction set of the machine must be emphasized, and machine level programming must be understood. Laboratory exercises are suggested.     

Western Electric's Corporate Education Center

The Western Electric Corporate Education Center in Hopewell, NJ, was opened in 1969, centralizing the Company's corporate technical-professional and management educational programs under one roof. The technical-professional curricula is administered under the Graduate Engineering and Information Systems Program, which has gone through an evolutionary period over the years, changing when necessary to keep in the forefront of new knowledge and teaching methodologies. Two major technical curricula are taught at the Center-manufacturing and telecommunications engineering, and computer science and information systems. In addition to experienced company instructors, the teaching staff also consists of outside educators from local university faculties and specialized consultants. Over 2000 technical-professionals annually attend varied technical courses taught in modern campus-like facilities that can accommodate up to 300 resident students.     

Educating leaders in information assurance

Information assurance is a new and rapidly evolving field. The best way to prepare professionals for the information age in light of the increasing security threat is not clear. There is an attempt to educate future leaders in information assurance at the undergraduate level. At this level, the authors found two distinct types of students and determined that their needs could be met only with separate courses. A course was developed for nontechnical majors that focuses on strategy and policy, but with a strong technical component. The course for computer science majors is highly technical, but does not neglect the strategy, policy, ethics, and laws of information warfare. In both courses, the authors have relied heavily on active learning activities, reducing the content, and focusing on teaching the students how to teach themselves. Each course culminated in a major project that required the students to demonstrate mastery of the course objectives. The accomplishment of course goals was extremely successful. These courses can be models for information assurance education at other undergraduate institutions     

Engineering ethics cases for electrical and computer engineeringstudents

Rarely is electrical technology at the focus of the classic case studies used in engineering ethics courses and textbooks. This makes it sometimes difficult to excite and to motivate electrical and computer engineering students to study and discuss these cases. In teaching engineering ethics to these students, it can be valuable to employ case studies that involve technical issues that electrical and computer engineers have already studied in other courses. In this paper, four engineering ethics case studies covering topics that have been shown to interest electrical and computer engineering students are presented