Artykuły w czasopismach: „Curriculum construction”

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Mo, Haiwen, i Fengjuan Luo. "A Study of the Construction of English Hidden Curriculums at Primary Schools in China". English Language Teaching 12, nr 9 (16.08.2019): 66. http://dx.doi.org/10.5539/elt.v12n9p66.

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The hidden curriculum is an important part of curriculums, and constructing the primary school English hidden curriculum is helpful for the implementation of the new National English Curriculums, the development of students’ key competencies and the reform of basic English teaching in China. However, according to the survey conducted with 40 primary school leaders, 60 primary school English teachers as well as 300 primary school students, the hidden curriculum is always ignored in primary school English teaching in China. Schools should meticulously design the educational environment on campus, highlighting the characteristics of English hidden curriculums, integrate English into the class culture, optimizing English educational environment. It is necessary to build a harmonious relationship between teachers and students, to enhance students’ motivation of learning English, to mobilize social and family participation, and to build multiple hidden curricular resources of English so as to promote the reform of English teaching and improve the quality of English teaching at primary schools in China.

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Yue, Hongwei, Hanhui Lin, Yingying Jin, Hui Zhang i Ken Cai. "Opening Knowledge Graph Model Building of Artificial Intelligence Curriculum". International Journal of Emerging Technologies in Learning (iJET) 17, nr 14 (26.07.2022): 64–77. http://dx.doi.org/10.3991/ijet.v17i14.32613.

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The knowledge points setting of artificial intelligence curriculum has shortcomings in connection between theory and practices. To overcome the problem, this study designs an open knowledge point design model based on knowledge graph. Fist, to promote the construction of the knowledge graph (KG) of curriculums, associated teaching research was analyzed visually. Then the order and hierarchical structure of the knowledge points were defined, and the ontology structure of curriculum knowledge and the relationship between knowledge points and posts were designed as well. Moreover, an overall logic structure for the construction of the open KG of curriculums was proposed. Results demonstrated that high attention should be paid to the construction and concern of teaching teams for artificial intelligence algorithms and the KG of curriculum construction. Additionally, the opening model can strengthen the openness of the KG of curriculums to reinforce the close connections between classroom knowledge and practices. Research conclusions are conducive to understand the existing problems in the KG of curriculums and provide beneficial references to the integration of information technology and education.

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Chant, Richard H., Rachelle Moes i Melissa Ross. "Curriculum Construction and Teacher Empowerment". Journal of Invitational Theory and Practice 15 (15.02.2022): 55–68. http://dx.doi.org/10.26522/jitp.v15i.3800.

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This case study demonstrates how the Osborne-Parnes Creative Problem-solving Model (CPS) can be used to enhance teacher creativity through the collaborative and inviting processes found within Invitational Education, which counter the individualistic and product-oriented enterprises often associated with creative endeavors. Conclusions indicate that the model’s three stages guided, via sequenced divergent and convergent thinking strategies, teacher curricular decision-making and, ultimately, the learning opportunities provided to students. The CPS framework encouraged participants to engage in and experience optimism, trust, respect, care, and intentionality, which are the five value-based assumptions of Invitational Education.

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Wang, Mei-qian, i Xu-dong Zheng. "Embodied cognition and curriculum construction". Educational Philosophy and Theory 50, nr 3 (16.06.2017): 217–28. http://dx.doi.org/10.1080/00131857.2017.1339342.

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Menezes, Adriane, i Vânia Chiella. "PUBLIC POLICIES, THE BNCC AND THE CURRICULUM IN THE BILINGUAL SCHOOL FOR THE DEAF". Momento - Diálogos em Educação 31, nr 02 (28.07.2022): 350–73. http://dx.doi.org/10.14295/momento.v31i02.14500.

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This article presents the Brazilian context in which Bilingual Education for the Deaf is inserted. We understand that such a context of linguistic minorities in deaf communities requires, in addition to the linguistic right in education, the construction of a bilingual curriculum, a reference for the insertion of the Brazilian Sign Language (Libras) as a curricular component. Such elements are fundamental in the integral process of schooling of deaf children, and they are in agreement with the evidence of international and national research according to which sign language in the curriculum should promote the consolidation of linguistic competence and the mastery of metalinguistic awareness of Libras, in order to constitute competent meanings in the languages that circulate in the school. In this paper, we aim to promote reflections on the context of implementing the Bilingual Education for the Deaf curriculum in line with the standardizing and guiding document for all Brazilian schools, the National Common Curricular Base. The focus is on this document, as an important ally for the construction of the curricula of bilingual schools for the deaf, in a perspective of guaranteeing the learning rights of these students.

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Čuřín, Michal, i Michala Mikolášíková. "Teacher Preferences of Literature Curricula at Higher Secondary Schools in the Czech Republic". European Journal of Social & Behavioural Sciences 30, nr 3 (31.08.2021): 306–16. http://dx.doi.org/10.15405/ejsbs.306.

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The current revision of national curricula documents in the Czech Republic is motivated by the increasing digitalization of society as well as the need to prepare students for future challenges linked with economic restructuring. The revision includes the reduction of teaching content as well as the establishment of a new range of student learning outcomes. This paper focuses on identifying teacher preferences with regard to the literature curriculum in terms of the curricular content and scope at higher secondary schools. Based on a thorough content analysis of current school curricula documents and textbooks, a so-called model maximum curriculum of literature was established as a basis for the construction of a questionnaire for teachers to express their preferred content. 20 secondary school teachers were selected according to their gender, type of school and duration of working experience as the sample for this study. The analysis found that teachers are satisfied with the current curriculum in terms of content and scope. However, two common tendencies were observed. Firstly, the majority of respondents agreed on the reduction of the curricular content devoted to older literature. Secondly, the reduction of curricular content was consistent in rejecting foreign thematic blocks and minor national literatures. The analysis also confirmed the teachers' lack of interest in including Asian, African, and Central and South American literature in the curriculum.

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Xu, Qun, i Xiaofang Yao. "Research on Construction and Implementation of Kindergarten Vitality Curriculum". Science Insights Education Frontiers 10, S1 (13.09.2021): 10. http://dx.doi.org/10.15354/sief.21.s1.ab040.

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The research is based on the construction concept of “teaching with life, teaching for life” and was designed from “clearing curriculum goals” and “constructing curriculum content”. Also, it focuses on improving the implementation level of teachers’ courses in the theme review, enhancing the children’s vitality in project forwarding, and promoting children’s viability at play, which realized the practical vitality enhancement of children. As a result, children will be fond of learning, knowing how to play, becoming more self-independent, and more active participating. The teachers’ professional development has been highlighted, which manifested in the transformation of teaching curriculum perspective and the achievement; the initial scale of curriculum construction preliminary expressed the environment and system of life education.

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WANG, Yilei, i Jun LI. "Curriculum Construction of Computational Chemistry Experiments". University Chemistry 33, nr 10 (2018): 25–32. http://dx.doi.org/10.3866/pku.dxhx201805020.

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Feng, Xue Dong, Yan Fei Ma i Jia Di Liu. "Curriculum Construction Research of Environmental Engineering". Advanced Materials Research 282-283 (lipiec 2011): 51–54. http://dx.doi.org/10.4028/www.scientific.net/amr.282-283.51.

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With the changes of domestic environmental policy, the curriculum provision of environmental engineering should be continuous improved. This paper analyzes the current teaching situation of environmental engineering and brings up rationalization proposals. According to the found problems of theory course, experimental course and practical training, it is very necessary to adjust the training program and curriculum system of environmental engineering. The specific measures are adding some new courses to teaching system, and changing the assessment methods. There are different characteristics among theory course, experimental course and different courses, so the teaching methods and assessment methods are different, too.

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Chen, Jianwen, i Jianbing Yang. "Development and Application of Workbook Teaching Materials – Taking the Curriculum Construction of Pharmacy and Traditional Chinese Medicine Pharmacy in Higher Vocational Colleges of Pharmaceutical Specialty Group as an Example". Education Reform and Development 3, nr 1 (30.06.2021): 5–9. http://dx.doi.org/10.26689/erd.v3i1.2612.

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In higher vocational colleges, professional construction is the core, curriculum construction is the basis of professional construction, and textbook construction is the support for curriculum construction. The quality of textbooks directly affects the quality of curriculum construction. Curriculum construction and professional construction are linked. In this article, the three major courses of drug operation and management are reconstructed, the content structure is reorganized, the ability points guided by work tasks are screened, and the development of loose leaf work manual teaching materials is explored in order to ensure that curriculum construction would serve professional construction as well as achieve the real goal of cultivating compound talents with technical skills and innovation in higher vocational colleges.

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Macdonald, Doune, i Lisa Hunter. "Lessons Learned … About Curriculum: Five Years on and Half a World Away". Journal of Teaching in Physical Education 24, nr 2 (kwiecień 2005): 111–26. http://dx.doi.org/10.1123/jtpe.24.2.111.

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The knowledge, skills, and attitudes manifested in health and physical education school curricula are an arbitrary selection of that which is known and valued at a particular place and time. Bernstein’s (2000) theories of the social construction of knowledge offer a way to better understand the relationship between the production, selection, and reproduction of curricular knowledge. This article overviews contemporary knowledge in the primary field (production) upon which curriculum writers in the recontextualizing field may draw. It highlights tensions in the knowledge generated within the primary field and, using a case of the USA’s National Standards for Physical Education (NASPE), demonstrates how particular discourses become privileged when translated into curriculum documents in the recontextualizing field.

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Fourie, Robert. "Problem Based Learning and the Construction of an SLP Curriculum". South African Journal of Communication Disorders 55, nr 1 (31.12.2008): 77–90. http://dx.doi.org/10.4102/sajcd.v55i1.771.

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Problem Based Learning (PBL) is a learner-centered, small group learning pedagogy that emphasizes knowledge as an emergent and socially constructed property of learners' relationships to information; and which is thought to bridge some of the issues related to the theory-practice gap in professional education. The current paper aims to explore the philosophical groundings of this method, some of the research pertaining to its use in SLP curricula; and practical suggestions for its application, based on the author's experiences of implementing this method in a new SLP curriculum at University College Cork (UCC), Republic of Ireland. More specifically, this paper examines the theoretical basis for PBL, problem construction and suggestions for how the method can be incorporated into an SLP curriculum at tertiary level.

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Yan, Xiaoling, Liming Wang, Xing Xu i Xiangjun Wang. "Discussion on Political Construction of Circuit Course". SHS Web of Conferences 157 (2023): 03018. http://dx.doi.org/10.1051/shsconf/202315703018.

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Under the background of engineering, in order to achieve the teaching goal of “Cultivate people with virtue”, the ideological and political construction of engineering courses pays more attention to strengthening students’ engineering ethics education, cultivating students’ spirit of striving for excellence as a great country craftsman, stimulating students’ feelings and mission of serving the country with science and technology, so that to help students get better knowledge and skills. The paper takes the course of circuit as an example, organically integrates the ideological and political elements of the curriculum into the learning process of the circuit curriculum so that to eliminate students’ fear of difficulties in curriculum learning, and increase their self-confidence by excavating the ideological and political elements in the circuit curriculum, carrying out reasonable curriculum design.

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Li, Yan, Yuhua Guo i Xijuan Zhai. "Research on the implementation path of red cultural resources into the ideological and political construction of college curriculum". Advances in Education, Humanities and Social Science Research 2, nr 1 (20.09.2022): 117. http://dx.doi.org/10.56028/aehssr.2.1.117.

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Curriculum ideological and political construction is a strategic measure for colleges and universities to implement morality and cultivate people, and ideological and political elements are the key elements affecting the curriculum ideological and political construction and reform of colleges and universities. As China's red cultural resources with outstanding political value and educational value have rich connotation and broad extension, effectively integrating them into the ideological and political construction of college courses can provide them with high-quality ideological and political elements and teaching resources. In order to effectively promote the practical exploration of integrating red cultural resources into college curriculum ideological and political construction, starting from the significance of integrating red cultural resources into college curriculum ideological and political construction, this paper analyzes the pain points of integrating red cultural resources into college curriculum ideological and political construction, and then puts forward the implementation path of integrating red cultural resources into college curriculum ideological and political construction.

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Li, Yan, Yuhua Guo i Xijuan Zhai. "Research on the implementation path of red cultural resources into the ideological and political construction of college curriculum". Advances in Education, Humanities and Social Science Research 1, nr 2 (20.09.2022): 117. http://dx.doi.org/10.56028/aehssr.1.2.117.

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Curriculum ideological and political construction is a strategic measure for colleges and universities to implement morality and cultivate people, and ideological and political elements are the key elements affecting the curriculum ideological and political construction and reform of colleges and universities. As China's red cultural resources with outstanding political value and educational value have rich connotation and broad extension, effectively integrating them into the ideological and political construction of college courses can provide them with high-quality ideological and political elements and teaching resources. In order to effectively promote the practical exploration of integrating red cultural resources into college curriculum ideological and political construction, starting from the significance of integrating red cultural resources into college curriculum ideological and political construction, this paper analyzes the pain points of integrating red cultural resources into college curriculum ideological and political construction, and then puts forward the implementation path of integrating red cultural resources into college curriculum ideological and political construction.

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Tabas, Brad, i Klara Kövesi. "Sustainable Development and Diversifying Competencies Curricula". Információs Társadalom 20, nr 2 (20.10.2020): 118. http://dx.doi.org/10.22503/inftars.xx.2020.2.8.

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This paper explores the question how to approach thinking about curriculum construction for European engineering schools in the age of sustainable development. We present a theoretical argument that curriculum thinkers need to broaden their focus from the “restricted competences” paradigm (RCP) in curriculum thinking to consider how to make curricula within a diversifying competences paradigm (DCP). We claim that the best response to the challenge of sustainability is to produce more skill-diversity among engineers while simultaneously training engineers to make the most of this diversity. We support this claim with two arguments. First, we explore the problem-solving power of diversely skilled collectives, suggesting that this increases relative to homogenous collectives when confronting complex problems. Then we show that sustainable development is not only a complex problem, but an extremely complex or wicked problem. Based on these two conclusions, we propose a mixed-medium curricular model which illustrates how engineering schools might be reformed in order to produce greater student competence diversification.

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Huo, Xiuzhen. "Construction of Applied Undergraduate Course Evaluation System Based on BP Neural Network". Mobile Information Systems 2022 (22.06.2022): 1–12. http://dx.doi.org/10.1155/2022/4476279.

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The curriculum standard is a programmatic document that integrates the content of curriculum objectives, curriculum resource construction, students’ academic performance, and important reference and basis for teachers’ curriculum teaching and curriculum management evaluation. The purpose of this paper is to study how to analyze and study the evaluation of applied undergraduate courses based on the BP neural network and describe the construction of the system. This paper proposes the construction of the course evaluation system, which is based on the BP neural network and then elaborates on its concept and related algorithms and designs and analyzes the construction of the application-oriented undergraduate course evaluation system. The experimental results show that 90.74% of the currently used curriculum standards meet the requirements of applied talents training, 88.89% indicated that the course content was well aligned with professional standards, and 5.19% believed that the design of practical teaching links had a great effect on improving students’ skills. The curriculum is the basic way of education, teachers are the main body of curriculum implementation, and students are the carriers of curriculum effects. Taking teachers, students, and courses as evaluation elements in curriculum evaluation can highlight the core position of curriculum evaluation in curriculum construction.

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Nonato, Karla Jocelya, i Nielce Meneguelo Lobo da Costa. "Connections between the Pedagogical Project of an Undergraduate Course in Mathematics and the Content Technological and Pedagogical Knowledge". Acta Scientiae 23, nr 3 (30.06.2021): 241–64. http://dx.doi.org/10.17648/acta.scientiae.6513.

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Context: As Digital Information and Communication Technologies (DICT) evolve, they enable to implement innovations that reflect on social life, including school and its curricula, requiring various teachers' knowledge to act in the new educational scenarios. Objective: To identify the presence of DICT in the curriculum and the possibilities of integration in the future pedagogical practice of Undergraduate course students in Mathematics. Design: In order to answer the question of how the Course Pedagogical Project of the Course (PPC) is organized, in the face of current technological advances, a documental analysis, of an interpretative nature, was developed at the PPC of the Undergraduate Course in Mathematics of Federal University of Grande Dourados (UFGD), located in Dourados, Mato Grosso do Sul (MS), Brazil, deployed in 2017. Data collection: Syllabuses and bibliographies presented in PPC were analysed. Results: Choosing as categories those established in the project itself and interpreted in the light of the theoretical framework constituted by the TPACK (Technological Pedagogical Content Knowledge), Web curriculum and Mathematical Enculturation. The following were considered: the social context, the technologies integration into the curriculum and the new knowledge construction by the graduation students. Conclusions: PPC prescribes a curriculum that, by being transformed into practiced curriculum, it can integrate the DICT and promote the construction of technological and pedagogical knowledge of the graduation students’ content and the Web curriculum construction is seen in this process.

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Jin, Lin, i Tong Zhao. "Network Courses Construction and Research". Advanced Materials Research 482-484 (luty 2012): 2253–56. http://dx.doi.org/10.4028/www.scientific.net/amr.482-484.2253.

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Network courses construction and research, explained the concept and the content of Network curriculum, the main technical keys of the network course construction, and discusses the methods of using Dreamweaver Web Editor developing network course based on Web platforms. "Digital Electronic Technology" online course design and implementation of an example, introduced the principle of network curriculum design, and the technical Specifications of teaching development.

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Hsu, Wei-Ling, Yi-Sian Chen, Yan-Chyuan Shiau, Hsin-Lung Liu i Tian-Yow Chern. "Curriculum Design in Construction Engineering Departments for Colleges in Taiwan". Education Sciences 9, nr 1 (24.03.2019): 65. http://dx.doi.org/10.3390/educsci9010065.

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Science, technology, engineering, and mathematics (STEM) education has become a new trend in international education curriculum reform. This study analyzed the teaching of seven subjects and performance indicators by collecting data from literature of diversified fields, proficiency training courses, and syllabi of construction management curricula provided by Taiwanese higher education institutions. Research incorporated both qualitative and quantitative methods. Qualitative approaches comprised a literature review and in-depth interview with experts; the quantitative approach was the fuzzy Delphi method, which was used to identify the syllabus constructs of major subjects and rate their performance indicators of secondary subjects. Interpretive structural modelling helped construct a systemic structure and relationships among different types of subjects to analyze curriculum frameworks and systematize teaching models. This study can be referenced to design syllabi for systemic courses in departments of construction engineering and management to educate future construction engineers at higher education institutions.

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Santos, Romércia Batista dos, Ana Cláudia Sousa Mendonça, Iarley Pereira de Sousa i Veruska Pedrosa Barreto. "School education and curriculum: Common National Curriculum Base and inclusive education". JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 3, nr 1 (30.05.2022): e13635. http://dx.doi.org/10.20952/jrks3113635.

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This study aims to foment reflections on School Education and the historical perspective of curriculum theories, within the institutions, having the Common National Curriculum Base (BNCC) as one of the references, while asking how Inclusive Education is placed in this construction that is thought of as an education for all. This is a documentary and bibliographic research that dialogues with authors who discuss the curriculum such as Ribeiro (2017), Arroyo (2014), among others. In conclusion, it was evident that it is worth reflecting on the current proposal of the BNCC, analyzing its foundations and the ideological aspects hidden in the content of the document, due to inconsistencies regarding the curricular thinking and its structuring for a curriculum that is fair, democratic, comprehensive and that serves everyone with inclusive public educational policies.

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김향란 i 최화숙. "Tao Xingzhi’s Learner-Centered Curriculum Construction Principle". Journal of Educational Idea 23, nr 3 (grudzień 2009): 191–208. http://dx.doi.org/10.17283/jkedi.2009.23.3.191.

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Covaleskie, John F., i Ivor F. Goodson. "The Changing Curriculum: Studies in Social Construction". Canadian Journal of Education / Revue canadienne de l'éducation 24, nr 1 (1999): 101. http://dx.doi.org/10.2307/1585778.

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Spodek, Bernard, i Olivia N. Saracho. "Early childhood curriculum construction and classroom practice". Early Child Development and Care 61, nr 1 (styczeń 1990): 1–9. http://dx.doi.org/10.1080/0300443900610101.

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de Mejía, Anne-Marie, i Harvey Tejada. "Bilingual Curriculum Construction and Empowerment in Colombia". International Journal of Bilingual Education and Bilingualism 6, nr 1 (luty 2003): 37–51. http://dx.doi.org/10.1080/13670050308667771.

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Crawford, Keith. "The Political Construction of the 'Whole Curriculum'". British Educational Research Journal 26, nr 5 (grudzień 2000): 615–30. http://dx.doi.org/10.1080/713651578.

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Sinha, Sunil K., H. Randolph Thomas i John R. Kulka. "Integrating Ethics into the Engineered Construction Curriculum". Journal of Professional Issues in Engineering Education and Practice 133, nr 4 (październik 2007): 291–99. http://dx.doi.org/10.1061/(asce)1052-3928(2007)133:4(291).

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Polsby, Nelson W. "No quiche, no spinach in curriculum construction". Academic Questions 9, nr 4 (grudzień 1996): 60–63. http://dx.doi.org/10.1007/bf02682987.

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Jamatia, Fancy, i Nagaraju Gundimeda. "Ethnic identity and curriculum construction: critical reflection on school curriculum in Tripura". Asian Ethnicity 20, nr 3 (marzec 2019): 312–29. http://dx.doi.org/10.1080/14631369.2019.1568861.

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Dowling, Fiona, i Anne Flintoff. "A whitewashed curriculum? The construction of race in contemporary PE curriculum policy". Sport, Education and Society 23, nr 1 (30.12.2015): 1–13. http://dx.doi.org/10.1080/13573322.2015.1122584.

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Ding, Yiran, i Lijie Lv. "Are Students Satisfied with the Current School-Based Curriculum of Chinese Traditional Culture? A Survey of 120 Elementary and Middle Schools in China". Best Evidence in Chinese Education 6, nr 2 (23.11.2020): 863–79. http://dx.doi.org/10.15354/bece.20.ar079.

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The school-based curriculum is one of the crucial ways of Chinese traditional culture education. Therefore, it is essential to discuss the current elementary and middle school students’ satisfaction with the traditional cultural school-based curriculum. A survey of the curriculum satisfaction of 120 elementary and middle schools in China with a traditional cultural school-based curriculum found that students’ satisfaction with these curriculums is generally average. However, students believed that the quality of the curriculum is still low. Its main manifestations were passive satisfaction, compromise satisfaction, excellent satisfaction, fall satisfaction, and autonomous satisfaction. This highlighted the problems of some traditional cultural school-based curriculums like the positioning is based on subjective guesswork, the content has not been effectively screened, and the implementation method is a single indoctrination. Based on this, we suggest that: (i) create an all-round atmosphere for students to learn traditional culture actively; (ii) reshape the traditional culture in the curriculum according to the value of the times; (iii) guarantee the cultural resources and professional teachers of curriculum implementation with discipline construction, and (iv) focus on the experience of the implementation process.

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Nguyen, Thi Van Su, i Kevin Laws. "Changes in higher education teachers’ perceptions of curriculum". Journal of Applied Research in Higher Education 11, nr 1 (4.02.2019): 76–89. http://dx.doi.org/10.1108/jarhe-06-2018-0097.

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Purpose The purpose of this paper is to examine the degree to which a compulsory induction program for Vietnamese higher education teachers influences participants’ perceptions of curriculum and course design. Design/methodology/approach This case study uses a qualitative, interpretive approach to data collection. Semi-structured interviews were conducted with 15 program participants before they started the program and immediately after they completed the program. Five program presenters also were interviewed and documents related to the program were analyzed. Findings The findings reflect the influence of Biggs’ (2003) constructive alignment approach on participants’ curriculum perceptions, although this approach was not explicitly stated in the program guidelines. Upon the completion of the program, participants realized the importance of their voices in curriculum construction and course design, which was absent from the pre-program findings. However, students’ agency in co-constructing the curriculum and the “being” of curriculum were not perceived. Research limitations/implications The paper adds to the growing literature on induction programs and their relation to curriculum perceptions. Practical implications The paper provides examples of the changes in participants’ perceptions of curriculum and accentuates, what is neglected in the construction of curriculum. Originality/value The paper invites reflection on the design and implementation of curriculum from academic developers, education practitioners and researchers in similar contexts.

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Tri Wibowo. "The Ideal Construction of MI/SD Curriculum Designs: Interpretation and Implementation". IJPSE : Indonesian Journal of Primary Science Education 2, nr 2 (24.04.2022): 48–57. http://dx.doi.org/10.33752/ijpse.v2i2.2000.

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This research aims to describe and elaborate in depth the ideal construction of curriculum designs that can be implemented at the elementary education level (MI/SD). Referring to the data obtained, the researcher found several problems related to the curriculum design applied at the elementary education level (MI/SD) such as the educators are not ready to develop the newest curriculum (curriculum of 2013), the lack of role models for curriculum design that are ideal according to the needs of the students and the demands of society, and also the rapid and hasty changes in curriculum design driven by the government (Kemdikbud) without paying attention to the capacity of the educational institutions to accept the latest curriculum. The research method used is qualitative research design categorized as a literature study. The data collection technique is a documentation method and content data analysis. This research contributes to produce the conceptions and praxis related to the ideal construction of the curriculum design at the level of elementary education (MI/SD) in the form of a process of implementation of the ideal curriculum design that consists of determining substantive learning objectives, identifying domains of learning objectives, identify the learning styles of the students participant, determining relevant curriculum designs, tentatively preparing curriculum designs, and identifying requirements for curriculum implementation.

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Yu, Jia. "Exploration on Curriculum System Construction of Ideological and Political Education Integrating into College Students' Career Planning". Asia Social Science Academy 8, nr 2 (30.08.2022): 145–56. http://dx.doi.org/10.51600/jass.2022.8.2.147.

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The initial intention of education is to cultivate people with virtue, and career planning in colleges and universities is the most important basic course for college students. Under the background of ideological and political education, it is an important task for colleges and universities to build a career planning curriculum system. The purpose of this paper is to construct the curriculum system of career planning from the aspects of curriculum objectives, curriculum contents, teaching staff construction and curriculum evaluation under the guidance of ideological and political spirit.

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Supriadi, Ghaida Sekarlita Fadha, Bambang Supriatno i Sri Anggraeni. "Analisis Lembar Kerja Peserta Didik (LKPD) Praktikum Uji Urin Berbasis ANCORB". Bioscientist : Jurnal Ilmiah Biologi 9, nr 2 (30.12.2021): 286. http://dx.doi.org/10.33394/bioscientist.v9i2.3797.

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Student Worksheet (LKPD), is a useful guide in conducting a practicum. This study aims to analyze, test, and reconstruct Student Worksheets (LKPD) that do not meet the established standards. The research method used is using a qualitative descriptive method, which analyzes the Student Worksheet (LKPD) of the urine test practicum contained in the Biology package book for class XI SMA from several curricula. The analysis was carried out on 10 Student Worksheets (LKPD) for urine testing from the Competency-Based Curriculum (KBK) (2004), Education Unit Level Curriculum (KTSP) (2006), and the 2013 Curriculum from competency aspects, practical aspects, and knowledge construction aspects. The results showed that, there were discrepancies in the Student Worksheet (LKPD) of the urine test on competency aspects, practical aspects, and knowledge construction aspects. Practically, the urine test Student Worksheet (LKPD) analyzed can be carried out properly, but some Student Worksheets (LKPD) are not in accordance with the predetermined standards. In addition, the existing Student Worksheets (LKPD) from the Competency-Based Curriculum (KBK) (2004), Education Unit Level Curriculum (KTSP) (2006), to the 2013 Curriculum, there is no change in the working procedures from the Competency-Based Curriculum (KBK). (2004) to 2013 Curriculum. Therefore, it is necessary to reconstruct the urine test Student Worksheet (LKPD) as an alternative to practicum in order to construct knowledge and develop students' thinking skills, so that practicum activities become more meaningful.

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Zhang, Ying. "College Aerobics Curriculum System Construction in Perspective of Systems Theory". Advanced Materials Research 989-994 (lipiec 2014): 5078–81. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5078.

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The physical education curriculum is an important part of the school curriculum system, is to achieve the goal of school physical education, quality education, promoting students to adapt to society, students complete an effective way to cultivate individuality. In this study, aerobics as the college physical education curriculum reform and the practice object, on the base of the comprehensive analysis the development status, according to “National College of Physical Education Curriculum Guidelines” spirit, combining with the college aerobics teaching characteristics and rules, system theory is curriculum ideas, from the target system of aerobics courses, teaching content, teaching form, teaching methods, curriculum evaluation, and other aspects, to construct the aerobics curriculum system of higher education. Effectively cultivate student's sports consciousness, physical ability and innovation capabilities, to meet the needs of the student physical and mental health, and lay a solid foundation for lifelong physical reserves.

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Ma, Hing Keung, Miranda K. Y. Chu i Winnie W. Y. Chan. "Construction of a Teaching Package on Promoting Prosocial Internet Use and Preventing Antisocial Internet Use". Scientific World JOURNAL 11 (2011): 2136–46. http://dx.doi.org/10.1100/2011/672898.

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In the construction of the teaching package on the Internet use, two major moral characters, respect and responsibility, form the core theoretical basis. The respect character consists of respect for others and self-respect while the responsibility character contains social, civil, and global responsibility. There are a total of nine units on the Internet use in the junior secondary curriculum. There are two units in Secondary One curriculum: the first unit deals with cheating behavior and privacy issues concerning the Internet, and the second one discusses the effect of excessive use of the Internet on life and study. In Secondary Two curriculum, we discuss the following social phenomena on the Internet with students: online shopping, pornographic materials on internet, and infringement of a copyright. Finally, we have designed four units on the Internet use in Secondary Three curriculum which focuses more on the relationship between the Internet use and our health. We try to answer the question on how we can use the Internet healthily and also the possibility on how it may hurt us. Similar to the second unit in Secondary One curriculum, we have designed three more units on discussing the effects of excessive use of the Internet with students. We would like to alert students that ineffective use of the Internet will hurt us mentally and physically. For illustrative purposes, two units in the Secondary One and Two curriculums are outlined in this paper.

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Wolffenbüttel, Cristina Rolim, i Lucas Pacheco Brum. "Art Curriculum: Reflections, Discussions, and Concerns". International Journal of Social Science Studies 8, nr 2 (12.02.2020): 55. http://dx.doi.org/10.11114/ijsss.v8i2.4715.

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This essay problematizes the resistance processes present in art school curricula. Some curricula are legitimized by the constant emphasis on sequentiality and chronological succession grounded in the history of art, which often comes only from a scholarly conception centered on the work and life of consecrated artists over the centuries, or rereading of works of art. Besides that most of the school curricula are guided by textbooks that legitimize the continuity of these practices, privileging elitist, ideological, sequential aspects that may exclude other artistic manifestations. There is an imposition of good or bad art. There are several discourses in Art that can produce operations and subjectivations of bodies in and out of school, demanding new ways for subjects to be in and out of the classroom in order to produce resistance in curricula and school spaces as a whole. This essay calls these processes urgencies. It is understood that these urgencies are in conflict and have the power to create reliefs with what is legitimized by the school system as a curriculum in Art. In this process, there is a flow of forces between what is put, the status quo and the urgencies, implying lifestyles, aesthetic choices and the construction of discourses, people, bodies, as well as attitudes, actions and ways of walking, speak and behave, that is, ways of managing life that operate in the processes of subjectivation. This essay deals with the resistance that permeates the art curriculum at school, in view of the curricular conceptions already legitimized by the system.

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Freitas, Adriano Vargas, Eliane Lopes Werneck de Andrade i Francisco Josimar Ricardo Xavier. "Subjectivities in curricular practices in Mathematics in Youth and Adult Education". Acta Scientiae 23, nr 8 (29.09.2021): 24–46. http://dx.doi.org/10.17648/acta.scientiae.6487.

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Background: The curriculum practices, especially those related to Mathematics, developed in EJA, can exert a strong influence on the students' sentiment of self-efficacy and, in turn, influence the cognitive processing of mathematical knowledge. Objective: To investigate which meanings of curricular practices in Mathematics are subjectived by EJA teachers. Design: Narratives of 5 teachers who work at EJA, whose data collection was through interviews. Environmente and participants: The research took place in a rural municipal public school located in a city in the interior of Ceará. Data collection and analysis: Textual Discursive Analysis. Results: The curricular practices developed in EJA, especially those related to mathematics, can exert a strong influence on the student's sentiment of self-efficacy and influence their cognitive processing of mathematical knowledge. The moments of collective pedagogical planning and training influence the selection of curriculum content and teaching materials, guiding the construction of the teachers' curricular practices, influencing the construction of their subjectivities, in a permanent relationship between subjects who interact and confront each other from different ways for their pedagogical work, including the support they seek from their peers. Conclusions: Thinking about the subjectivities of the actors involved in EJA should mean turning the attention to the teaching and learning processes, which encompass a range of diversities of social groups with very different cultures, expectations, ages and interests, meaning greater attention to production and implementation of appropriate curricula and teaching for these groups of students, considering their cultures, experiences and previous experiences.

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Bu, Yihong. "Based on the background of college curriculum construction music education theory implementation approach analysis". Journal of Education and Educational Research 1, nr 2 (28.11.2022): 56–59. http://dx.doi.org/10.54097/jeer.v1i2.3097.

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Under the background of the new era, it has become an irresistible trend for music education theory to be deeply integrated into the curriculum construction of colleges and universities. Offering music education theory courses in colleges and universities is not only beneficial to improve college students' aesthetic ability, but also beneficial to cultivate college students' creative ability. On the basis of in-depth analysis of the actual situation of the theoretical curriculum construction of college music education, it is found that the low efficiency of the curriculum teaching and the weak strength of the faculty team are the main shackles that hinder the implementation of the national quality education goal and the promotion of the curriculum construction. Based on this, this paper puts forward three ways to expand the teaching resources of music course, cultivate the innovation consciousness of the teachers and enrich the teaching methods of music course, so as to provide a reference for the decision of integrating music education theory into the curriculum construction of colleges and universities. Under the background of the new era, it has become an irresistible trend for music education theory to be deeply integrated into the curriculum construction of colleges and universities. Offering music education theory courses in colleges and universities is not only beneficial to improve college students' aesthetic ability, but also beneficial to cultivate college students' creative ability. On the basis of in-depth analysis of the actual situation of the theoretical curriculum construction of college music education, it is found that the low efficiency of the curriculum teaching and the weak strength of the faculty team are the main shackles that hinder the implementation of the national quality education goal and the promotion of the curriculum construction. Based on this, this paper puts forward three ways to expand the teaching resources of music course, cultivate the innovation consciousness of the teachers and enrich the teaching methods of music course, so as to provide a reference for the decision of integrating music education theory into the curriculum construction of colleges and universities.

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Bakopoulou, A., A. Antonarakou, S. Lozios i A. Zambetakis - Lekkas. "Holistic approach of the curriculum of Greek junior high school on lithosphere and the implementation of the GeoCause – PaP – CoRe baseline approach on geoscience curriculum development". Bulletin of the Geological Society of Greece 49 (11.01.2017): 29. http://dx.doi.org/10.12681/bgsg.11048.

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This paper examines the effectiveness and the thoroughness of the Greek curriculum on lithosphere of 1st class of junior high school. It discusses the curriculum and textbook ambiguities that lead to conceptual and cognitional gap. We list the criteria (new, revised, existing) for the development of geoscience curriculum. We propose a revised lithosphere curriculum mainly based on a new approach named GeoCause – PaP – CoRe, which considers Earth as a giant geosystem and emphasizes on the cause, parameters, processes and result of the phenomenon. During the pilot implementation of the experimental lithosphere curriculum, we used the GCI tool in order to enhance and revise it. The preliminary results of the research showed that students constructed a robust cognitive framework which consequently led to conceptual change. This approach can become the baseline for the construction of all geoscience curricula and the teaching and learning techniques. The GCI tool can offer continuous feedback and revise of geoscience curricula in general.

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Mondaca Rojas, Carlos Enrique, Elizabeth Del Carmen Sánchez Gonzalez i Raúl Antonio Bustos Gonzalez. "La importancia de la construcción de la memoria histórica aymara en estudiantes de educación primaria desde un enfoque curricular intercultural bilingüe crítico en el norte de Chile". education policy analysis archives 28 (26.10.2020): 157. http://dx.doi.org/10.14507/epaa.28.4731.

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The general objective of this study is to analyze the importance of constructing an Aymara historical memory from a critical and bilingual intercultural curriculum theoretical approach for its implementation in primary education in schools in northern Chile. Methodologically, the design and construction of the proposed contents originate from a qualitative perspective in semi-structured interviews and focus group to inhabitants and organizations of the original Aymara Chilean people. This would allow the structuring of an intercultural curricular proposal based on the Aymara criteria and principles of systematization of their historical memory and indigenous knowledge from a critical theoretical perspective. Therefore, it is possible to sustain that this type of curricular model raises the possibility of eradicating the folklorization of Bilingual Intercultural Education in the classrooms of the northern border of Chile and manifesting the eventuality of being a complement to the national curriculum by developing intercultural competencies for all students from the north border of Chile.

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康, 洁. "Research on the Curriculum Construction of Entrepreneurship Education in Chinese Universities—Inspiration from Harvard University’s Entrepreneurial Education Curriculum Construction". Vocational Education 06, nr 01 (2017): 15–20. http://dx.doi.org/10.12677/ve.2017.61003.

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Zhao, Xue Qin. "Construction and Practice of the College Course System of Self-Management". Advanced Materials Research 1008-1009 (sierpień 2014): 1560–63. http://dx.doi.org/10.4028/www.scientific.net/amr.1008-1009.1560.

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This paper studies the college opened a public elective "self-managed learning" how to combine the actual situation of the contemporary college students curriculum content system design, including the background of the curriculum, the limitations of the course, the teaching objectives, course contentstructure, curriculum practice link. Keywords: College Students' Self Management; curriculum content system

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Watagodakumbura, Chandana. "Principles of Curriculum Design and Construction Based on the Concepts of Educational Neuroscience". Journal of Education and Learning 6, nr 3 (15.03.2017): 54. http://dx.doi.org/10.5539/jel.v6n3p54.

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With the emergence of a wealth of research-based information in the field of educational neuroscience, educators are now able to make more evidence-based decisions in the important area of curriculum design and construction. By viewing from the perspective of educational neuroscience, we can give a more meaningful and lasting purpose of leading to human development with enhanced consciousness or wisdom as the goal of a curriculum. We can better decide on the essential contents of a curriculum that is carried out within a limited time, using the emerging and validating information. Knowledge of educational neuroscience can also be used effectively for instructional design or conveying important messages to learners in the learning support material provided. Further, educators can be better directed in forming appropriate assessment so that learners are prepared for active and deep engagements in the teaching-learning process developing the skills of independence and discovery learning. Educational practitioners, as well as policy-makers, can also promote inclusive practices by directing, designing and constructing a curriculum appropriately especially taking into consideration the characteristics of right cerebral hemispheric oriented visual-spatial or gifted learners. Overall, education professionals can be benefited immensely to take more informed decisions in the process of curriculum design and construction by embracing emerging educational neuroscience principles.

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Stafford, Janaína Ribeiro. "O currículo e o trabalho por meio de projetos: construindo alternativas pela prática investigativa - Curriculum and work in projects media: building alternatives for practice investigative". Revista de Gestão e Avaliação Educacional 5, nr 10 (7.06.2016): 55. http://dx.doi.org/10.5902/2318133821972.

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Neste artigo tem-se como objetivo apontar alternativas de reconstrução do currículo escolar por meio do trabalho com projetos. Vale salientar que o currículo se refere à organização do conhecimento escolar, sendo uma construção social do conhecimento, real, significativa, com intencionalidade político-pedagógica, aberto o suficiente para ser percebido como um processo, no qual as questões oriundas da relação ensino e aprendizagem possam dar-lhe um caráter dinâmico e transformador. Um instrumento relevante para reconstrução curricular são os denominados projetos de trabalhos, pois o ponto de partida do processo de construção do conhecimento é a prática social concreta e a realidade em que acontece.Palavras-chave: currículo, projetos de trabalho, conhecimento. CURRICULUM AND WORK IN PROJECTS MEDIA: BUILDING ALTERNATIVES FOR PRACTICE INVESTIGATIVEAbstractThis article same has the objective of pointing reconstruction alternatives of the school curriculum by working through projects. It is worth noting that the curriculum refers to the school knowledge organization, being a social construction of knowledge, real, significant, with political-pedagogical intent, open enough to be perceived as a process in which issues arising in the teaching / learning can give you a dynamic and transforming character. A relevant tool for curricular reconstruction is the so-called work projects, because the starting point of the knowledge construction process is the concrete social practice and reality where it happens.Key-words: curriculum, work projects, knowledge.

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Redden, Lauren, Wesley Collins i Jeff Kim. "Integration of Construction Mobile Technologies into Construction Management Curriculum: A Case Study". Procedia Engineering 196 (2017): 535–42. http://dx.doi.org/10.1016/j.proeng.2017.08.026.

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Sun, Yi Hua, Min You, Hai Zhou Yu i Cai Hua Huang. "Discussion on High-Quality Curriculum Construction of Welded Structure in Local Comprehensive Universities". Advanced Materials Research 785-786 (wrzesień 2013): 1502–5. http://dx.doi.org/10.4028/www.scientific.net/amr.785-786.1502.

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The curriculum construction is a very important work leading to the excellent course. Welded Structure (including 40 class hours) is one of main and compulsory course for the major of Material Molding and Control Engineering in our university. It is very important and necessary to construct the course in time. Based on the project of High Quality Curriculum Construction for Welded Structure undertaken by the authors, this paper makes a discussion on the original ideas, goals and contents, strategies and measures of the project. Meanwhile, the course construction and reform of Welded Structure are introduced from following aspects, such as curriculum setting, teaching contents and methods, teaching staffs, teaching quality management and supervision, online teaching resource construction. The purpose of the paper is to provide beneficial references and experiences to facilitate the further curriculum construction and reform in higher school.

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Wu, Mu Hui, i Qing He. "Research on the Training Mode of Applied Talents in Construction Engineering". Applied Mechanics and Materials 584-586 (lipiec 2014): 2722–25. http://dx.doi.org/10.4028/www.scientific.net/amm.584-586.2722.

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Based on the reform and practice in the curriculum of construction engineering in higher education, this study explores and obtains the “1-2-3-4” training mode of applied talents in Construction Engineering, from the aspects of the training target, teaching idea, curriculum, practice and training, through reform and optimization experiment on theoretical curriculum and practical curriculum system. This mode focuses on improving students' practical ability, and their comprehensive analysis and problem solving ability.

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Zhang, Nan. "Research on the Construction of Ideological and Political Teaching Team of College Courses Based on Competency". E3S Web of Conferences 245 (2021): 03028. http://dx.doi.org/10.1051/e3sconf/202124503028.

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Strengthening the construction of the ideological and political teaching team in the course of ideological and political teaching in colleges and universities can improve the level of ideological and political teaching in a certain degree. In the course of curriculum ideological and political implementation, there are new requirements for the various abilities of college teachers. Under this circumstance, teachers should study and analyze the construction of college curriculum ideological and political teaching team from the perspective of competency model based on curriculum ideology and politics. This article discusses the professional quality of ideological and political course teachers under the requirements of mastering the competency model and the relevant strategies for constructing the ideological and political teaching team of college courses. This article aims to improve the level of ideological and political teaching team building in colleges and universities.

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