基于DQP的世界港口与航线课程规范构建研究
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摘要
在学历资格框架基础上,结合高等职业教育的实际情况,构建"世界港口与航线"课程规范,并对课程定位、课程预期学习成果、教学内容与安排、教学方法与手段、考核方法与考核标准等形式进行改革。该资格框架下学习成果导向理论强调以学生为中心的课堂设计,提高了"世界港口与航线"课堂的活跃度,提高了学生主观能动性,有利于学生个性、差异性发展和学生专业技能及综合素养的提升。
On the basis of DQP,considering the actual situation of higher vocational education,this thesis constructed the course specification of World Ports and Shipping Lines.From this thesis,you can learn how to reform the course orientation,subject outcome,teaching content and arrangement,teaching methods and means,evaluation methods and evaluation standards,etc.Results-oriented theory emphasizes student-centered classroom design.It greatly improves the classroom activity of World Ports and Shipping Lines and improves students' subjective initiative.It is conducive to the improvement of students' professional skills and comprehensive qualities.
On the basis of DQP,considering the actual situation of higher vocational education,this thesis constructed the course specification of World Ports and Shipping Lines.From this thesis,you can learn how to reform the course orientation,subject outcome,teaching content and arrangement,teaching methods and means,evaluation methods and evaluation standards,etc.Results-oriented theory emphasizes student-centered classroom design.It greatly improves the classroom activity of World Ports and Shipping Lines and improves students' subjective initiative.It is conducive to the improvement of students' professional skills and comprehensive qualities.
引文
[1]赵亚杰.基于DQP五大学习领域的珠海市港口物流企业人才需求调研与分析[J].湖南邮电职业技术学院,2017(16):59-61.
[2]邓叶青.基于美国学历资格框架的护理学基础课程规范的构建与研究[J].护理研究,2018(5):773-776.
[3]聂健,杨水莲,崔淑莲,陈雯燕.基于DQP成果导向的高职食品类课程规范的构建[J].教育观察,2018(23):123-125.
[4]陈松燔.基于DQP框架的翻转课堂过程性评价体系的构建[J].文教资料,2018(13):200-201.
[5]翟树芹,殷明,郑继昌.基于DQP框架的物流管理专业人才培养课程体系构建的研究[J].中国市场,2015(11):32-34.
[2]邓叶青.基于美国学历资格框架的护理学基础课程规范的构建与研究[J].护理研究,2018(5):773-776.
[3]聂健,杨水莲,崔淑莲,陈雯燕.基于DQP成果导向的高职食品类课程规范的构建[J].教育观察,2018(23):123-125.
[4]陈松燔.基于DQP框架的翻转课堂过程性评价体系的构建[J].文教资料,2018(13):200-201.
[5]翟树芹,殷明,郑继昌.基于DQP框架的物流管理专业人才培养课程体系构建的研究[J].中国市场,2015(11):32-34.