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一体化教学的核心是“工学一体”即学会如何工作,对应具体的工作任务来讲就是使学习者明确如何做,为什么?怎样能更好。因此,对从事一体化教学的“双师型”“一体化”教师的综合素质要求更高,教师除具备专业知识和技能外,对教学组织、课堂管理、工学教室规划、专业的发展设计等能力都有一定的要求,而目前很多学校的一体化课程师资都是直接由原实习指导教师或理论教师考取职业资格证后,直接转型而来,从而导致师资成为影响一体化教学效果的瓶颈。
The core of integrated teaching is “one work and study ” that is how to learn how to work, in terms of specific tasks is to make the learners clearly how to do, why? Therefore, the comprehensive qualifications of teachers who are engaged in integrated teaching are more demanding. Teachers not only have professional knowledge and skills, but also have great influence on teaching organization, classroom management, engineering classroom planning, professional The development of design and other competencies have certain requirements, and now many integrated curriculum teachers are directly from the original internship instructor or theoretical teacher to obtain a vocational qualification certificate, the direct transition, resulting in teachers become integrated teaching The bottleneck of the effect.