A Discussion innovation doubtsinteractive teaching of applied foreign trade personnel training毕.docx
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ADiscussioninnovationdoubtsinteractiveteachingofappliedforeigntradepersonneltraining毕
ADiscussioninnovationdoubts-interactiveteachingofappliedforeigntradepersonneltraining
Abstracts:
collegesanduniversitiesisanimportantinnovationandpersonneltrainingpositions,teachingisthemainchanneloftheuniversitypersonneltraining.Explorationandpracticeofthepartoftheteachereducationreform,itdidnotalterthestudentlearningwithoutthinking,learninginsteadoflearningwithoutstudyofthestatusquo“questioned-interactiveteachinginquestioningeachothertoachieveaharmoniousteacher-studentinteraction,studentsinteraction,individualstudentswithlearningintermediaryandindividualenvironmentinfluenceeachother,canbequestioned-Interactivetrainingincriticalthinking,cultureandraiseawarenessofinnovation,innovativespiritandabilitytoachievethegoalofinnovativeapplication-orientedforeigntradepersonneltrainingistheoptimalchoicetoachievetheirteachinggoals.
PaperKeywords:
questioning-Interactive;innovativeapplication-oriented,foreigntrade,criticalthinking,personneltraining
First,thebasisforinnovationandtheappliedforeigntradepersonneltrainingteachingmodeselectedThemodeofteachingisthepeopleobjectthroughaseriesofteachingactivitiesforpersonneltrainingcountermeasuresbasedontheunderstandingoftheeducationlaw,andundertheguidanceoftheeducationlaw,mainlyrelatedtotheteachingideas,teachingobjectives,teachingcontentandcurriculumsystem,teachingmethodsandmeans,teachersandsecuritysystem.Teachingpracticeisacombinationoftheabove-mentionedsixareas.
Innovativeapplicationsofforeigntradepersonneltraininggoalistofocusonthetrainingofforeigntradeprofessionalsorstudentsinterestedinengaginginforeigntradeindustry,researchandinnovationcapacityandprofessionalpractice,sodorelatedtheoreticalstudies,thenexthillockstartedwithCreativeAbilityservethelocaleconomy.
Theestablishedtrainingobjectives,constraintsanddependenciesintheteachingmodechoiceatleastthefollowingaspects:
(Teachingthinkingapeople-oriented,motivatingprogresswitnessedthegrowthofinnovativeideasthroughouttheentireteachingactivities,achieveknowledgebasedshifttocompetency-basedteachingphilosophyitwillaffectandpromotetheteachingwork,andcomprehensivelyimprovethequalityofeducation.
(Twoteachinggoals.Spiritofpeople-oriented,motivatingprogressandtowitnessthegrowthofteachingphilosophy,promotestudentcomprehensivedevelopmentandpersonalitybothintheactualteachingactivities,guidingstudentstohandletheautonomouslearningandlifelonglearningabilityandhabitsdevelopstudents’criticalthinking,creativethinkingandinnovativethinkingtoimprovestudents’practicalabilityandscientificresearchability.
(Three-coursesystemflexiblenewcurriculumphilosophyemphasizescurriculumknowledge,diversity,non-systemic,culturalandopennessofthecontentofthecourseitselfisnotlearning,justlearningconditionstooccurandplatform.Goalsofthecurriculumshouldbeyondtheknowledgeandreachedtheattentionofthelearners.availableforstudentstheflexibilitytochooseavarietyofcoursesenvironment,protectstudentsaccesstosuccessfullearningexperiencebasedonpersonalized,diversifieddevelopment.
(Fourteachingorganizationteachingcontent,teachingmethodsandmeans,thispartoftheimplementationoftheprocessofteachingphilosophyandobjectivesestablishedinstructor,teachingpractice,thecentrallinkofpersonneltraining,andalsotheabilitytoachieveteachingobjectivespersonneltrainingobjectiveskey.teachersshouldgobeyondtheorganization-specificteachingknowledgeandreachtheattentionofthelearners,focusingoncreatingademocratic,harmonious,relaxedteachingatmosphere,toarousestudents‘interestinlearningthroughthejoyofteachingtoinspirestudents’enthusiasmforlearning,improvingThestudents‘enthusiasmforlearning,cultivatestudents’creativethinkingspark.
(Fiveteachers.Theinnovativecollegepersonneltrainingteacherslieswithasenseofinnovation,innovativespiritandability,theconceptofinnovationisthatteachers’knowledgeinnovation,technologicalinnovationandeducatingpeople.Strengtheningteachertrainingtoimproveteachingability.Soadaptinginnovativeforeigntradepersonneltrainingrequirements.
(Sixsecuritysystemstructureandsystemsecurity,qualitysupervision,protection,andsecurityserviceproviders.Teacherevaluationandincentiveswhichstructureandsystemsecurity,StudentManagement,theschoolsystem,attendancesystem;qualitysafeguardsToensurethequalityofteachersteachingandstudentslearningthequalityofteachingevaluation(examinationsystem,theserviceproviderprotectionisprovidedbytheschooltomaintainthenormalorderofteachingavarietyofservices,suchaslogistics,academicaffairs,studentmanagement,asset,laboratories,etc.Seriesdepartmentsforteachingnormalconductefforts.
“Questioned-interactiveteachingmodeistheoptimalchoiceforteachingpurposes.
Teachingisthemainchannelforschoolinnovationpersonneltraining,referencetothepreviouslyselectedonthebasisofthecontrolcurrentteachingsituation,wequestioned-interactiveteachingmodelisabletoachieveaharmoniousteacher-studentinteraction,canprovidestudentswiththestageoftheapplicationofknowledgestudentsinuseknowledge,befoundtocultivateandimprovecriticalthinking,innovativeconsciousness,innovativespiritandabilityofthisteachingmodelundertheguidanceofteachers,emphasisonlearnerparticipationandteachingandlearninginteraction,emphasisontheexchangeofknowledgeandexperiencebetweenthelearner,isadynamicdevelopmentofteachingandlearningwitheachotherunifiedinteractionandinteractiveactivitiesinthecourseofactivities,preaching,Tuition,FAQregardedisemotionalexchangesbetweenteachersandstudents,tocommunicate,toformaharmoniousteacher-studentinteraction,studentsinteractionandmutualinfluenceofindividualstudentswithlearningintermediaryandindividualenvironment,resultinginteachingresonance,toimprovetheeffectivenessofteaching
Basedontheinnovativeapplication-orientedtalentsofforeigntradethedoubts-interactiveteachingmodeisnotasinglemodel,butanoverallarchitecture,thepatternofthreeinterrelatedparts:
questioning+moduletype,questioned+casetypeandquestioned+exploratoryteachingsystem.
(A)questioned+moduleteachingsystemAccordingtotheknowledgeofthestructureandpracticeofforeigntradeprofessionalcoursesoperability,andinnovativeapplicationsofforeigntradepersonneltrainingobjectivesandrequirements,takingintoaccountthecognitivelevelofcollegestudents,theteachingmoduledividedintofivequestions,bothforthestudentstomasterthevariousstagesofthelearningpoints,butalsoconducivetothedeepeningoftheoreticalteachingandinstagestocarryoutteachingpracticeactivities.Secondly,accordingtothedirectionalcharacteristicsofthestudents’practicalandvocational,academic,skillsandengagedinsocialworkinthefutureneedtoteach,decidedtolearntheprioritiesandrequirements.ForstudentscommittedtheKaoyanorofconsiderableresearchtalentsandinterests,youcanfocusonstudyingLiberaltheoryofknowledge,methodologiesandprofessionalproblemmoduleinwholeorinpart,committedtolookingforwork,andwanttoengageintheconcreteforeigntradeoperationsbusinessstudentsfocusesongeneraleducationknowledge,methodologies,standardsofprofessionalpractice,operationskillsmodule,justwanttoengageinaspecificforeigntradeprofessionalbackgroundwork,withasingle,customsclearance,commodityinspection,transportation,insuranceandotherfocusongeneraleducationknowledge,professionalpracticeprofessionalskillsmodulessuchteachingwouldbemoretargeted,morestudents’interestinlearning,betterteaching.LinkstofreepapersDownloadCenter
(twoquestioned+CaseTeachingSystemQuestioned+casebasedteachingsystemtotrainstudentstoidentifyproblems,analyzeproblems,problem-solvingskills,candevelopstudents’practicalabilityandinnovativequality,isaneffectivemethodofteachingininternationaltradeandothereconomicmanagementcoursesteaching.Choosethepathofteaching,teachersneedtocarefullypreparethecase,theselectedcaseshouldhavearealistic,targeted,enlighteningandtimeliness,itsconclusionsshouldbeteachingdiversityreflectsthecoursecontent.casestobedistributedtostudentsinadvancealsobeteachersbibliographyandgiveenoughtimetothestudentstoreadthecaseandreadthebibliographyendofthecasediscussionisnotthecaseafterlearning,teachersshouldalsodoagoodjobsummaryofthediscussionsofthecase,toconsolidatetheoutcomeofthecaseteaching.
(Cquestioned+inquiryteachingsystemQuestioned+inquiry-basedteachingsystemisalearnerinself-inquiry,teachersprovideappropriateteachingandlearningenvironmentandclassroomteachingsystemofactiveconstructionofknowledge.Exploreautonomousknowledgetoproduceorusespecificenvironmentforstudentslearningactivities,bothstudentsaccesstoinformation,organizecontent,designprograms,includingstudentexchangesandlearningandteachingofthispathisgeneratedintheteacher-studentinteraction,teacher-ledimplementationprocess,studenttoexplorethethemeofknowledgeorusetheenvironmentasthemainline,thisteaching