This paper, concentrating on improving teaching quality on mechanical drawing, discusses the ways of teaching reform in five aspects, i e , teaching content optimization, teaching method improvement, exam system reformation and teachers enhancement in number and quality, etc
At present a lot of problems such as indefinite teaching purpose,conservative teaching methods,and similarity of teaching contents existing in the upholster art design education in high vocational universities and colleges.
By means of documents study, field survey, questionnaires and interview, this paper has made systematic research and conclusion about content of courses, teaching forms, teaching targets, teachers' ability etc of RMVTE in China from point of view of economy, sociology, pedagogy.
the training objective is unreasonable and indifferent for the agricultural service, the content of courses is outmoded, the teaching form is single, and the link breaks away from thereal agricultural production;
The present article analyses the function and construction of the training center for higher vocational education, approaches the reform on content of courses, teaching methods and conditions. and discsses for to strengthen the construction and managernent of the training center for universities, improve the teaching quality and foster the talented persons for vocational education entering the 21st century so as to meet the needs of socialist construction of our modemization.
These training models all attach importance on the close combination of theory with practice, on the guidance of enterprise demands in choosing content of courses and practical teaching and on the training of the comprehensive professional ability of students.
The Key toit is to take the consciousness in quality, benefit and development as its leading principles, fully consider the profes-sional background of the society, and construct curriculum and teaching materials with application as its gist andfeature.
Based on the present situation and features of the higher vocational education,the article analyzes the existing problems on the reformation of the higher vocational education,and states the factors that influence the quality of the higher vocational education from the aspects of the orientation of training target,courses system and teaching techniques,condition of experimentation,abilities and structures of teachers,teaching contents and construction of teaching materials,and suggests some basic thoughts and methods of reformation.
The first is that the discussion is intentionally limited to the content of courses of initial training; the more intensive treatment of the topics under review that can undertaken in advanced courses of in-service training is not considered.
Especially noted is research that can serve to prepare instructors, to enrich the content of courses, and to stimulate further research.
This article argues that sociology can make a unique contribution to the integration of service experiences into the academic content of courses across the curriculum.
This should be reflected in the changing content of courses.
This syllabus concentrates on content of courses and does not deal with learning approaches or assessment methods.
We describe our primary pedagogical tools of case discussion and the development of student expert role assignments as a locus, and how they relate to the learning community, course content and course objectives.
This paper provides a retrospective analysis of our course: "Homelessness in the United States: An Interdisciplinary Approach." It analyzes how such a course reveals social distress on two distinct levels: course content and course process.
Approaches to teaching applied (practice) sociology in departments and to integrating service learning and course content show the "natural synergy" between the two types of learning.
This approach could be useful to social work programs and other disciplines interested in measuring the effects of changes in course content.
Positive responses were given by 85.2% of the students for course arrangement, by 92.0% for course content, by 88.3% for clinical correlation, by 95.2% for level of teaching and by 87.2% for overall judgment.