《护理学类教学质量国家标准》解读:教育计划
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摘要
教育计划是专业培养方案的核心,决定了人才培养的质量。该文以进一步明晰培养目标为逻辑起点,根据国家标准教育计划部分中课程计划、主要课程、教学方法、科学方法教育、课程计划管理、与毕业后和继续护理学教育的联系6个评价指标,从基本标准和发展标准2个层面详细解读了各评价指标的基本内涵,并根据先前院校试认证过程中发现的问题,提出了在专业达标建设中应重点关注的每个指标的质量环节、应注意的评价要点,并提供了可供参考的护理学专业教学质量建设举措。
Educational plan is the core of specific training of a major and determines the training quality of talents. Training objectives as the logical starting point were further clarified in this article. The connotations of six evaluation indexes in educational plan including program plan,main courses,teaching methods,scientific methods,course management,and relationship with postgraduate and continuing education,were clearly interpreted at two levels of basic standards and developmental standards. Based on problems found in trial professional accreditation for some universities and colleges,key aspects of every index and evaluation points for reaching the professional standard were suggested. Measures taken to improve nursing teaching quality were provided.
Educational plan is the core of specific training of a major and determines the training quality of talents. Training objectives as the logical starting point were further clarified in this article. The connotations of six evaluation indexes in educational plan including program plan,main courses,teaching methods,scientific methods,course management,and relationship with postgraduate and continuing education,were clearly interpreted at two levels of basic standards and developmental standards. Based on problems found in trial professional accreditation for some universities and colleges,key aspects of every index and evaluation points for reaching the professional standard were suggested. Measures taken to improve nursing teaching quality were provided.
引文
[1]推进健康中国战略关注紧缺人才培养---本刊专访全国政协委员中华护理学会李秀华理事长[J].中华护理杂志,2016,51(4):511-512.
[2]牛跃辉,李莎.美国“通识教育”的特点及其对中国高等教育的启示[J].中国校外教育(下旬刊),2014(12):10-11.
[3]全继刚.美国高校通识教育的模式及其意义[J].继续教育研究,2017(4):118-120.
[4]国务院办公厅关于深化医教协同进一步推进医学教育改革与发展的意见(国办发2017,63号)[EB/OL].(2017-07-11).http://www.gov.cn/zhengce/content/2017-07/11/content_5209661.htm.
[2]牛跃辉,李莎.美国“通识教育”的特点及其对中国高等教育的启示[J].中国校外教育(下旬刊),2014(12):10-11.
[3]全继刚.美国高校通识教育的模式及其意义[J].继续教育研究,2017(4):118-120.
[4]国务院办公厅关于深化医教协同进一步推进医学教育改革与发展的意见(国办发2017,63号)[EB/OL].(2017-07-11).http://www.gov.cn/zhengce/content/2017-07/11/content_5209661.htm.