专业法 大中专文科专业法律 张晖
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北京丰台
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作者张晖
出版社北京大学出版社
ISBN9787301288405
出版时间2017-11
版次1
装帧其他
开本16
页数280页
字数399千字
定价39元
货号xhwx_1201616184
上书时间2024-12-11
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专业法是、部职业院校教师素质提高计划本科专业职培养资源开发项目中"专业师资培训包开发项目（vtne073 ）"的结题成果之一。本书围绕中等职业学校专业教师的职业能力要求，以认知特点、心理特点为基础，并结合专业职业要求、实践要求，归纳结出适合专业的理论和方法，符合规律，达到要求。
目录：
篇 专业的常用方法 章行动导向型法概述··················31.1 行动导向型法的理论基础·············41.1.1 活动理论································41.1.2 个体—环境互动的优化理论········51.2 行动导向型法的含义···················51.2.1 行动导向型法的概念················51.2.2 行动导向型法的特点················51.2.3 实施行动导向型法的意义··········71.2.4 行动导向型法具体内容·············81.3 行动导向型法的基本原则··· 101.3.1 能力本位原则·························· 101.3.2 自主活动原则·························· 111.3.3 领域学原则·························· 12第2 章情境法······································ 162.1 情境法概述·································· 172.2 情境法应用示例·························· 212.3 情境法在中应用的注意事项 ···· 26第3 章案例法······································ 333.1 案例法概述·································· 343.2 案例法应用示例·························· 353.3 案例法在中应用的注意事项 ········· 39第4 章角扮演法······································ 484.1 角扮演法概述·································· 494.1.1 在课程中开展角扮演法的必要 ······· 494.1.2 实施角扮演法进行应做好的几个环节 ······· 494.2 角扮演法应用示例·························· 504.3 角扮演法在中应用的注意事项······· 54第5 章项目法······································ 575.1 项目法概述·································· 585.2 项目法应用示例·························· 605.3 项目法在中应用的注意事项·· 695.3.1 要处理好与教师的关系··· 695.3.2 确定的项目要恰当、实用······ 695.3.3 项目的实施过程要完整有序··· 695.3.4 教师的指导要恰到好处·········· 695.3.5 注意的两极分化·············· 69第6 章任务驱动法····························· 726.1 任务驱动法概述·························· 736.2 任务驱动法应用示例·················· 766.3 任务驱动法在中应用的注意事项···· 85第二篇 专业概论第7 章专业理论概述················ 937.1 专业的基本含义··················· 947.2 专业的研究对象与内容体系 ··········· 977.2.1 专业的研究对象······ 977.2.2 专业的内容体系······ 987.3 专业的基本目标·················· 997.3.1 目标的含义······························ 997.3.2 目标确定的依据······· 997.3.3 目标的结构····· 1007.4 专业的基本原则················· 1027.4.1 原则的内涵············· 1027.4.2 原则的本质············· 1027.4.3 原则的构成············· 103第8 章行业发展与专业能力需求分析 ································ 1218.1 行业的发展································ 1228.2 专业能力要求及岗位工作要求····· 1238.3 专业中等职业人才的典型职业能力分析·· 127第9 章中职专业课程体系·············· 1449.1 中职专业课程体系设置原则····· 1459.1.1 中职课程体系含义········· 1459.1.2 研究中职课程体系的意义 ······················· 1459.1.3 设置中职课程体系的原则······················· 1469.2 中职专业课程体系的层次结构···· 1479.3 中职专业核心课程的内容········· 1480 章中职专业教材分析··········· 15610.1 中职专业教材分析依据··········· 15710.1.1 中职专业教材分析的基本理念·················· 15710.1.2 中职专业教材分析的基本原则··············· 15810.1.3 中职专业教材分析的程序 ······················ 15810.1.4 中职专业教材分析的方法 ····················· 15910.2 中职专业《基础》教材分析文本体例 ········ 10.2.1 课程质···························· 10.2.2 设计思路···················· 10.2.3 课程目标···················· 10.2.4 课程内容和要求················ 16210.2.5 建议··························· 16410.2.6 评价建议···················· 16410.2.7 课程资源的开发与利用···· 16410.3 中职专业《出纳实务》教材分析文本体例····· 16410.3.1 课程质··························· 16410.3.2 设计思路···················· 16410.3.3 课程目标···················· 16510.3.4 课程内容和要求················ 16510.3.5 建议··························· 16710.3.6 评价建议···················· 16810.3.7 课程资源的开发与利用···· 16810.4 中职专业《初级实务》教材分析文本体例 ···· 16810.4.1 课程质··························· 16810.4.2 设计思路···················· 16810.4.3 课程目标···················· 16910.4.4 课程内容和要求················ 16910.4.5 建议··························· 17310.4.6 评价建议···················· 17410.4.7 课程资源的开发和利用···· 1741 章中职专业的特点分析·············· 17711.1 中职专业智力因素特点分析················ 17811.2 中职专业非智力因素特点分析················ 17911.2.1 非智力因素及其对智力因素的作用················ 17911.2.2 中职专业非智力因素的现状················ 18011.2.3 中职专业的非智力因素培养················ 1802 章专业设计···················· 19212.1 专业设计概述·················· 19312.1.1 设计的内涵················ 19312.1.2 设计的特点················ 19412.1.3 设计的功能················ 19412.2 目标设计·································· 19512.2.1 目标的含义················ 19512.2.2 目标体系···················· 19612.2.3 目标的编写················ 19712.3 策略设计························· 20212.3.1 策略的含义················ 20212.3.2 策略的特点················ 20312.3.3 策略的功能与制定策略的依据 ······ 20412.3.4 活动的安排················ 20512.3.5 方法的选择················ 20812.3.6 组织形式的选用········· 21712.4 媒体设计·································· 22212.4.1 媒体的概念与意义····· 22212.4.2 媒体的选择················ 22512.4.3 媒体的应用················ 22912.5 过程设计·································· 23212.5.1 过程的要素················ 23212.5.2 过程的层次结构········ 23212.5.3 过程的特点与功能···· 23312.5.4 过程的优化················ 23512.5.5 过程设计的方法········ 23812.5.6 设计实施方案的编制··· 23912.6 设计评价·································· 24012.6.1 评价的概念与功能···· 24012.6.2 评价的原则与类型···· 24212.6.3 设计评价的过程与技术 ··································· 246参文献·························································· 265
内容简介：
专业法是、部职业院校教师素质提高计划本科专业职培养资源开发项目中"专业师资培训包开发项目（vtne073 ）"的结题成果之一。本书围绕中等职业学校专业教师的职业能力要求，以认知特点、心理特点为基础，并结合专业职业要求、实践要求，归纳结出适合专业的理论和方法，符合规律，达到要求。一部分介绍情境法、案例法、角扮演法、项目法、任务驱动法等专业常用方法；第二部分介绍专业的理论、专业行业发展与能力需求分析、中职专业课程体系及专业教材分析、中职专业特点、专业设计等。
作者简介：
张晖，浙江师范大学经济管理学院专业教师，从事师资专业15年，承担专业法学管理和财务分析等课程。参与或主持省部级及其他课题4项。是、部职业院校教师素质提高计划本科专业职培养资源开发项目中“专业师资培训包开发项目（vtne073 ）”的项目组主要成员，承担子项目“专业核心课程大纲研发”的研发。
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