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English professional teaching standards for vocational education

2019-03-13 来源: 51due教员组 类别: Essay范文

下面为大家整理一篇优秀的essay代写范文- English professional teaching standards for vocational education,供大家参考学习,这篇论文讨论了英国职业教育的专业教学标准。英国职业教育的专业教学标准是在行业技能委员会和行业技能组织的领导下开发的,其开发过程就是开发从NOS到课程的学习单元,这也正是从职业标准转换为课程的过程。学习单元是QCF的核心要素,主要依据NOS进行开发。

professional teaching standards,英国职业教育专业教学标准,essay代写,作业代写,代写

The main contents of British professional teaching standards include learning unit name, learning result, evaluation standard, credit score and grade. Table 2 shows the presentation of several elements of British professional teaching standards and the additional explanations.

The following is an example of daily maintenance, a learning unit of British automobile maintenance major, to illustrate some contents and text presentation forms of teaching standards for this major. This learning unit includes daily vehicle inspection, debugging, replacement and other work, which are all part of the periodic work of vehicle maintenance. The following QCF learning unit is developed according to the British national professional standard.

In vehicle daily maintenance of the professional teaching standard sample, not only contain the unit name, score and level, is clearly the desired learning outcomes and assessment criteria, learners can be according to the results of the study, carried out with the purpose of learning, and on the basis of evaluation standards, self evaluation, determine if they completed the learning task, access to the corresponding level of qualification certificate. Professional teaching standards are presented by learning units, credits, grades and other elements, so learners can carry out small step learning accordingly and have considerable flexibility in learning at the same time. In the expression of professional teaching standards, we can see the combination of work content and professional knowledge, which not only contains work tasks, but also reflects the importance of professional knowledge.

In the evaluation criteria, we can see that learners should not only have professional knowledge to explain the structure, operation and components of automobile body, but also master some understanding knowledge, requiring learners to be able to explain relevant documents and technical information. It can be seen that the British professional teaching standards also attach great importance to subject understanding and other common cultural knowledge. General cultural knowledge clearly expresses the knowledge and understanding that learners need to complete their learning. In terms of learning results and evaluation criteria, it is not generally described, but further refined in combination with specific work. In addition, apart from relevant professional knowledge and common cultural knowledge, it can also be seen from the evaluation standards that the professional teaching standards require the knowledge of relevant laws, safety and health of learners.

National professional standard is important basis of the professional teaching standards, Britain's national professional standard is set by most of the British government for the national professional standard file, it to specific jobs or positions in the group of professional ability to make the entry, systematic and accurate description and rules, so on the basis of professional teaching standard is worked out very nicely the actual work. It is both nationally available and has strong professional standards. It is precisely because of its high fit with the profession that the British professional teaching standards are highly practical. At the same time, British professional teaching standards can also provide training standards and content framework for the training. Relevant training institutions can provide courses and relevant training materials according to the requirements of professional teaching standards to help learners achieve learning results and obtain corresponding qualification certificates.

In the UK, professional teaching standards are closely developed around corresponding unit tasks, and the content system is more explicit and clear. From the national vocational standards to the learning unit of the course, each step is described in detail, and each development link is closely linked. There is a strong logical relationship between each part of the professional teaching standards. First, the national professional standards of the major are developed, and then the learning unit is developed. The learning unit consists of five parts, including name, learning result, evaluation standard, credit score and level.

Evaluation standard is an important part of the British professional teaching standard system. For each learning unit, its learning results have been clearly explained. It is easy to determine the level of learning by comparing with its evaluation standard. A clear score is easy to quantify the learning results and easy to operate. It is a powerful criterion for judging whether learners have achieved the expected learning results. At the same time, these assessment standards also provide necessary basis for some certification bodies to grant credits to learners.

Learning units are developed on the basis of NOS, in which learning outcomes and evaluation criteria are the core contents. The British professional teaching standards clearly present the expected learning results, and learners can carry out purposeful learning based on the learning results. Clear learning results provide reference for learners' purposeful autonomous learning. In the process of learning, learners have made clear the learning results of this task in advance, so learners have more clear learning goals and more purposeful and directional learning. In British professional teaching standards, we can see that pre-determined learning results are very important.

British professional teaching standards attach great importance to the improvement of the mechanism, and the evaluation and supplement of the professional teaching standards are the important contents of the improvement of the mechanism. In the United Kingdom, there is a prescriptive assessment of the level of development. The assessment requirements must be clear and publicly released, and the relevant assessment materials can usually be found in the "attached assessment requirements" section of the learning unit. As for the supplement mechanism of British professional teaching standards, it means that if there is no relevant national vocational standards in the learning unit of QCF, the research institution of national vocational standards can be introduced through consultation, and the development institution and schedule of national vocational standards can be formed.

It is a beneficial attempt to further improve the quality of vocational education to develop professional teaching standards with international standards and Chinese characteristics, which is of great significance to promote the reform and innovation of vocational education in China. In view of the fact that China is also in the stage of developing national professional teaching standards for vocational education, the experience of absorbing foreign teaching standards for vocational education can strengthen the international exchange of vocational education and provide useful experience for the construction of professional teaching standards in China.

In the process of the development of English professional teaching standards, the development of national professional standards is the basic link in the development of professional teaching standards, which directly affects the determination and selection of unit tasks. The perfect national professional standard plays a very important role in the construction of professional teaching standard, which provides the basis for the development of professional teaching standard. It can be said that the British professional teaching standard is developed on the basis of the national professional standard, and it unifies it according to its mature national professional standard. The national occupational standard is to analyze the occupational ability of posts for specific occupations, and the occupational ability of each post includes its own work field and module. These several parts of the main content and specific tasks in the job are clearly divided and explained. The development of national professional standards is of great significance to the development of China's professional teaching standards.

In the UK, a typical "course-based model" is used to develop professional teaching standards, and the whole vocational education and training is carried out with the curriculum as the main line. Curriculum is the link between vocational competence standard and school teaching practice, and the core of professional teaching standard development is the development of course learning unit. The development process of professional teaching standards in British vocational education is the transformation process from NOS to curriculum, which is realized through the development of learning units corresponding to qualifications. In the process of developing professional teaching standards in China, we should establish a professional course system that is consistent with the development trend of international vocational education courses, well reflects the international level of professional competence standards in terms of structure and content and effectively guides teaching practice according to the concept of task-oriented and project-driven courses. Professional teaching standards should be closely organized around the formation of vocational ability course content, to work task-centered integration of the corresponding knowledge, skills and attitudes, to achieve the unity of theory and practice.

Clear and powerful learning results and evaluation criteria is an important part of the British vocational education professional teaching standards, it gives the learners learning objectives and evaluation criteria, the learner can according to the result of explicit learning to carry out the purpose of study, on the basis of evaluation standards and self assessment, determine whether he had reached the expected results of learning. In the process of developing professional teaching standards in China, we should try to highlight the learning results with objectives so that learners can have clear reference. At the same time, there should be clear evaluation criteria to evaluate the learning results. The content of the evaluation criteria should be both detailed and convenient for the specific operation and assessment of the school.

The teaching standards of vocational education in the UK have a clear and perfect evaluation mechanism, which can reflect the vocational requirements timely and accurately. Similarly, the perfect evaluation system in China is indispensable. The improvement and update of professional teaching standards can make the professional teaching standards timely and accurately reflect the abilities needed by professional supplement. Therefore, professional teaching standards should also be revised on a rolling basis to accurately and timely reflect the requirements of the industry and enterprises, so as to keep up with the demand for talents in the labor market.

In short, the lack of professional teaching standards is one of the most important aspects of the teaching quality of vocational education, facing the current perfect talent training quality standard system, vocational education professional teaching standards construction is on the schedule, the vocational education professional teaching standards in our country is still in development phase, the development of the national professional standards or the development of the unit, so that the improvement of the overall professional teaching standards, these practices in Britain has to develop professional teaching standards in our country has a very important reference value. It is of great significance to develop the professional teaching standards of vocational education with international standards and Chinese characteristics by drawing on the useful experience of foreign professional teaching standards development.

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