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论文作者:英语论文网论文属性:学术文章 Scholarship Essay登出时间:2015-07-25编辑:wangjinjin点击率:7387
论文字数:2128论文编号:org201507241049375629语种:英语 English地区:英国价格:免费论文
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摘要:本文主要讲述到教育目的与理念,在教学的过程中,只一昧地将考试作为衡量学生能力的标准,而忽略了学生本身的所在,他的个人需求,这是不可取的。
What are the learning goals?
The first decision in a learning-centered course is about what we want students to learn. As we consider this, we need to go beyond wanting them learn everything about the major topics; we need to formulate more exciting and challenging
Are their opportunities for self Assessment during and after the course of study is completed?
The requirements of the humanities are very different then the requirements of technical programs. Liberal Arts require the examination of a truth by multiple analyses. Technical programs require the examination of factual truths, singularly.
How can we accomplish the above in technical programs? This can be accomplished by utilizing various techniques to meet the three learning domains; cognitive, psychomotor, and affective.
Lectures, meet the cognitive learning requirements, along with case studies, problem-solving, and decision-making exercises. Role playing, to meet the affective domain requirements. Clinical and laboratory experience and practice to meet the psychomotor and affective domains.
The measurement of curriculum success should be, among other things, answering these questions: Can students, by demonstration, have a basic understanding and retention of the content? Can students actual do something with the information? Can students assess each other, and themselves?
The role of accreditation cannot be over-emphasized. College accrediting bodies such as S.A.C.S. and Middle States have specific, strict criteria for accreditation. A facility which has accreditation from a recognized accreditation agency may be viewed as meeting a high educational standard.
In additional to facility accreditation, each institute of higher education allied health program has an additional accreditation process. The accreditation agency for respiratory therapy programs is the Committee on Accreditation for Respiratory Care, (CoARC). The requirements for initial and continuing accreditation include completing a self-study annually, and providing surveys of graduates, faculty, students, and clinical facilities such as hospitals, doctor's offices, and nursing homes. CoARC has an additional benchmarks regarding attrition rates. Rates above 30% require a plan of correction on the part of the Respiratory Therapy program.
In 2009, Shelledy, Dehm, & Padilla at the University of Texas Medical Center examined issued relating to graduate rates, attrition rates, and graduates' self examination. Measures used to ass本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。