关于职业教育“现代化”的认识.pptVIP

* Refer to “Rethinking Engineering Education”, pp. 88-89 Curriculum structure is the arrangement of content and associated learning activities into instructional units, or courses, to facilitate intellectual connections among the courses. NO INTEGRATION: 1st drawing -- traditional engineering science approach 4th drawing -- traditional apprenticeshp model in which students engage in a sequential series of projects INTEGRATION: 3rd drawing -- Problem-based curriculum), for example,, Aalberg University in Denmark. One of our newest CDIO collaborators, Arizona State University, has a problem-based curriculum 2nd drawing -- Personal, interpersonal, process, product, and system building skills are woven into the disciplines. Most of the current CDIO programs adopt this structure. IMPORTANT: Make the point that this session will focus on designing the curriculum according to this model. The basic principle is weaving engineering skills into (mostly) knowledgee-based courses. NOTE: A problem-based curriculum is different from Problem-Based Learning (PBL). The former refers to the structure of the entire curriculum; the latter refers to a teaching and learning method found at the course or module level. 5.1 人的全面发展之意义 求木之长者，必固其根本； 欲流之远者，必浚其源泉。 （魏征《谏太宗十思疏》） 循本而求用，则用之不竭； 以用代本，虽能喧嚣一时，终难行远。 （北京大学 周齐凤《北大文化与北大精神》光明日报12年12月10日） Knowledge What to do 做什么 Why to do 为什么去做 Skill How to do 怎样去做 Knowledge 知识 Skill 技能 Attitude 态度 Attitude Want to do 愿意去做 5.1 人的全面发展之意义 P=（S+K） a P：PERFORMANCE 成就 S：SKILL 技能 K：KNOWLEDGE 知识 a ：ATTITUDE 态度 5.1 人的全面发展之意义 给学生“干粮”——专业技能； 给学生“猎枪”——职业关键能力； 给学生“指南针”——正确的价值观。 ——高职教育既要指向职业、也必须指向职业生涯 5.1 人的全面发展的意义 国以无德不兴，人以无德不立（习近平） 要把提高职业技能和培养职业精神高度融合，要让受教育者牢固树立敬业守信、精益求精等职业精神。 -----《李克强在全国职教会上得讲话》 一句朝鲜谚语：永远别让你的技巧胜过你的品德 “不能养德，终归末技”。 道德配之方能大智。 道德引之方能大巧。 5.2 加强改进德育 “仁义礼智信”之所以深入人心，就在于它的日常化具体化形象化！ ------袁贵