【作者】 张镝；

【导师】 孔凡哲；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2011， 硕士

【副题名】以长春某医学高职高专学生为例

【摘要】 自2005年,教育部公布了新的《普通高职高专专业目录》。在新的专业目录中,将高职高专之前招生的相关医学类专业,调整为医学技术类专业。这一调整,对学生、学校、医疗体制改革都有着重大的意义。作为学校方面需要积极的研究专业调整之下的课程改革。但是,目前国内的研究都是立足与学校的基本情况,并没有考虑教育的主体---学生。针对这一情况,在《普通高职高专专业目录》实施五年之际,本研究以实习生、毕业生为调查对象,调查被访者对于高职高专医学技术类专业课程设置的满意度,以便更好的完善高职高专医学技术类专业的课程设置。本研究选取高职高专医学技术类部分专业的第一届学生,采取问卷调查的方式,调查学生毕业后的就业情况。并有针对性的进行访谈。以长春某医学高职高专为例,选取2005级医学影像技术、医疗美容技术、2007级医学营养三个专业的部分毕业生进行问卷调查及访谈。并针对正在实习的2008级学生进行问卷调查以进行相关比较。研究表明:作为专业调整之后的第一届学生,毕业生就业方向与专业调整前的相关专业学生的就业方向有明显差别;学生在不同课程的不同职能上有着不同的要求。一、根据毕业生、实习生对课程设置满意度的调查结果,表明毕业生对课程设置的满意度低于实习学生。同时,从专业符合度来分析,毕业生专业的整体满意度也是低于实习学生的。这一差别,是学生就业单位方向和实习方向不同而直接导致的。随着社会的发展,社会要求的用人方向发生了变化,毕业生的就业结构也必将随之更改。二、学生在不同课程的不同职能上有着不同的要求。(一)在基础课程方面,由于学生的就业方向、职能都发生了变化,学生也有意识的提高基本素质方面的要求。这项调查结果在专业、年级、性别上没有显著差异。在访谈中,学生提出综合素质在就业中的重要性。但也明确表示出,综合素质的培养不应该只体现在公共课程的教学之中,在专业课程的培养更为重要。(二)在专业课程的安排上突出高职高专的特点,将培养学生的应用能力作为重点。第一,对于不同专业不同年级的学生,院校采取的课程设置大都是传统的“三段式”,对于高职高专院校的学生接受起来比较困难。第二,同一课程中理论授课与实践操作的组织形式过于单一。第三,同一门课程或者同一系列课程,理论知识和实践技能的比重划分不清。第四,学生提出,在学习过程中必定会遇到许多未知的领域,对这些问题如何去探索,发现的疑问应该通过哪些途径去解决。针对这些问题,本文也提出了若干建议:第一,确定适应高职高专医学技术类专业课程建设的体系宜突出实用性和综合性。第二,明确高职高专医学技术类专业的课程建设的基本目标在于培养实际应用的能力。第三,不断丰富课程教学资源是高职高专医学技术类专业的课程建设的重要方面。更多还原

【Abstract】 The ministry of education published new Specialty Catalogue of Common Higher Vocational and Professional Schools in 2005. The enrollment of higher vocational and professional schools adjusted from related medical classes specialty to medical technology classes specialty in it. It is significant for students, college and reformation of medical system. The college should research the reformation of courses after adjusting of specialties positively. But all the domestic researches were base on the basic conditions of colleges, ignored the students who are the principle of education. So I defined the research area as the satisfaction investigation of the medical technology classes specialty courses in higher vocational and professional school.This study selected vocational medical technical part of the first professional students, take the way, questionnaire survey students graduate employment situation. And targeted conduct interviews. A medical with changchun vocational college, for example, the selection of medical imaging technology, 2005 level medical hairdressing technology, 2007 level medical nutrition three professional part graduates questionnaire and interview. And for the class of 2008 is internship questionnaire for related comparison.First,Research shows that: as a professional adjustment of the first student, after employment direction and professional adjustment of related professional students before the employment direction significant difference; Students in the different functions of different course has different requirements.The obvious changes show that, with the development of society, the society for employing direction changes, graduate employment structure will change. Meanwhile, graduates on the curriculum satisfaction below students intern. Meanwhile from professional degrees of conformity to analyze, graduate professional overall satisfaction is also lower than students intern. This difference, is the student employment unit different direction and internships are a direct result of the direction.Students in the different functions of different course has different requirements.In the basic courses, because the student identity, and functional changes, students also conscious attention to basic quality requirements. The survey results in professional sex, grades, and no significant differences. In professional course arrangement on the outstanding characteristic of vocational college students, will the application ability as a key.Aiming at these problems, this paper also puts forward some proposals.First, make sure to adapt to higher vocational medical technical professional curriculum construction system appropriate stress practicality and comprehensive. Second, clear vocational medical technical professional course construction basic goal lies in cultivating the ability of practical application.Third, enrich teaching resources are higher vocational medical technical professional course construction basic.更多还原