本文選題：職業(yè)教育 + 一體化教學(xué)��； 參考：《天津大學(xué)》2012年碩士論文

【摘要】：在搜集、翻譯整理大量國內(nèi)外關(guān)于“教學(xué)模式”的資料基礎(chǔ)上,論證職業(yè)教育“一體化”教學(xué)模式的科學(xué)性以及在職業(yè)院校實(shí)現(xiàn)技能人才培養(yǎng)目標(biāo)中的重要作用。該模式主要包括教學(xué)環(huán)境的創(chuàng)設(shè)、教學(xué)資源的有效運(yùn)用、師生角色的轉(zhuǎn)化等環(huán)節(jié)。教學(xué)程序包括3個(gè)部分:一是準(zhǔn)備階段,包括確定教學(xué)內(nèi)容、制定計(jì)劃、進(jìn)行診斷性評(píng)定。二是教學(xué)實(shí)施階段,教師向?qū)W生介紹即將運(yùn)用的教學(xué)模式的一般程序和方法,安排一系列形成性測(cè)驗(yàn),鼓勵(lì)學(xué)生通過努力和教師的幫助,都能達(dá)到預(yù)設(shè)的教學(xué)目標(biāo),運(yùn)用多種方式幫助學(xué)生解決問題,在單元授課結(jié)束時(shí),對(duì)學(xué)生進(jìn)行單元的形成性測(cè)驗(yàn)。三是成果驗(yàn)收即評(píng)價(jià)階段。 以機(jī)械制造及其自動(dòng)化和應(yīng)用電子技術(shù)教育專業(yè)為例,從教學(xué)活動(dòng)要素即環(huán)境的創(chuàng)設(shè)、教學(xué)資源的運(yùn)用、師生角色關(guān)系和教學(xué)過程及形式等幾個(gè)方面進(jìn)行分析研究,解決了傳統(tǒng)教學(xué)中的理論教學(xué)和實(shí)習(xí)教學(xué)相脫節(jié)的問題和矛盾,實(shí)現(xiàn)了用理論指導(dǎo)實(shí)踐,通過實(shí)踐檢驗(yàn)理論的雙向過程,大大激發(fā)了學(xué)生的求知欲,提高了學(xué)生的學(xué)習(xí)興趣、認(rèn)知水平和解決問題的能力。教師在提高學(xué)生專業(yè)技能水平的同時(shí),最大限度的縮短了學(xué)生將理論知識(shí)向?qū)嵺`技能遷移的時(shí)間,提高了教學(xué)效率。 職業(yè)教育“一體化”教學(xué)模式充分體現(xiàn)了職業(yè)教育的辦學(xué)特點(diǎn),將企業(yè)與學(xué)校緊密地結(jié)合在了一起,縮短了學(xué)生就業(yè)與適應(yīng)崗位的時(shí)間,是提高職業(yè)教育人才培養(yǎng)質(zhì)量的有效途徑。
[Abstract]:On the basis of collecting, translating and arranging a large number of domestic and foreign materials on "teaching mode", this paper demonstrates the scientific nature of the "integrated" teaching mode of vocational education and its important role in achieving the goal of cultivating skilled personnel in vocational colleges and universities. The model mainly includes the creation of teaching environment, the effective use of teaching resources and the transformation of teachers and students' roles. The teaching procedure consists of three parts: one is the preparatory stage, which includes the determination of the teaching content, the establishment of the plan, and the diagnostic evaluation. Second, at the stage of teaching implementation, teachers introduce to students the general procedures and methods of the teaching model to be used, arrange a series of formative tests, and encourage students to achieve the preset teaching objectives through hard work and the help of teachers. Use various ways to help students solve problems, at the end of unit teaching, the students are given unit formation test. Third, the acceptance of results is the evaluation stage. Taking the specialty of mechanical manufacturing and its automation and application of electronic technology as an example, this paper analyzes and studies the elements of teaching activity, namely, the creation of environment, the application of teaching resources, the relationship between teachers and students, the teaching process and form, etc. It solves the problems and contradictions between the theory teaching and the practice teaching in the traditional teaching, realizes the two-way process of guiding the practice with the theory, and greatly stimulates the students' desire for knowledge and raises the students' interest in learning. Cognitive level and problem solving ability. Teachers improve the students' professional skills, at the same time, it shortens the time for students to transfer theoretical knowledge to practical skills, and improves the teaching efficiency. The "integrated" teaching mode of vocational education fully embodies the characteristics of vocational education, which closely combines enterprises with schools and shortens the time for students to get employed and adapt to their posts. It is an effective way to improve the quality of vocational education personnel training.
【學(xué)位授予單位】：天津大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G712

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 楊凡;;基于工作任務(wù)的《網(wǎng)絡(luò)營銷》一體化課程開發(fā)與實(shí)踐[J];當(dāng)代職業(yè)教育;2013年03期

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本文編號(hào)：1916993