商务英语专业中高职衔接考核方案探索
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摘要
为保持"3+2"贯通模式中人才培养的连贯性和稳定性,更好地服务于商务英语专业学生的人才培养方案,经过长期研讨,制定本考核评价体系。本方案既考虑到学生五年学习的连续性,也兼顾高职专业能力培养的阶段性,并根据不同的学生制定了四个方面、三个梯度的评价衔接标准。
To keep the consistency and stability in convergence of secondary and higher vocational school, we developed the following evaluation system after several months' research and discussion. This evaluation system takes the consistency of five-year study into consideration as well as the cultivation of students' professional ability. There are four aspects and three levels in the evaluation system and they are adjusted to the different students and situations during practice.
To keep the consistency and stability in convergence of secondary and higher vocational school, we developed the following evaluation system after several months' research and discussion. This evaluation system takes the consistency of five-year study into consideration as well as the cultivation of students' professional ability. There are four aspects and three levels in the evaluation system and they are adjusted to the different students and situations during practice.
引文
[1]周佩秋,中高职衔接2+3人才培养模式实施策略[J],教育与职业,2016,(5):21-23
[2]钟清,吴杰,李和明,吴洪生,中高衔接的问题研究与解决方案[J],现代职业教育职业培训,2017,(8):8-10
[3]龙洋,“3+2”中高柱衔接课程体系设计的时间探索[J],中国职业技术教育,2014,(5):79-82
[4]李高芬,基于“3+2”学制的中高职人才培养模式衔接[J],职业与教育,2014,(7):18-20
[5]赵晓宁,毕万新,“3+2”模式中高职衔接一体化过程中存在的问题及对策[J],湖北函授大学学报, 2014,(2):15-16
[2]钟清,吴杰,李和明,吴洪生,中高衔接的问题研究与解决方案[J],现代职业教育职业培训,2017,(8):8-10
[3]龙洋,“3+2”中高柱衔接课程体系设计的时间探索[J],中国职业技术教育,2014,(5):79-82
[4]李高芬,基于“3+2”学制的中高职人才培养模式衔接[J],职业与教育,2014,(7):18-20
[5]赵晓宁,毕万新,“3+2”模式中高职衔接一体化过程中存在的问题及对策[J],湖北函授大学学报, 2014,(2):15-16