高职物流金融课程教学难点成因及创新教学模式研究  

Research on Causes of Teaching Difficulties of Higher-vocational Logistic Finance Course and Its Innovative Teaching Model

作　　者：刘念[1] 刘一沙[1] 

机构地区：[1]湖南工业职业技术学院经管系,湖南长沙410208

出　　处：《长沙大学学报》2018年第1期154-156,共3页Journal of Changsha University

基　　金：湖南省"十二五"教育科学规划课题"基于结构方程分析的物流金融课程教学模式研究与践行";编号:XJK015CZY021;湖南工业职业技术学院科研课题"工科高职物流金融课程教学模式探析";编号:GYKYJ2015007

摘　　要：应用结构方程模型分析原理,论证了高职物流金融课程教学中的难点及成因,探究了符合高等职业教育人才培养属性和教学特性的物流金融课程教学模式。首先,构建教师教学情况、学生学习情况、学生实践情况等多维度观测变量的初始课程教学难点成因指标体系,采用相关权重法确定教师教学情况、学生学习情况和学生实践情况等指标权重;然后从准确定位课程目标、合理设置课程、均衡基础性教学资源、优化课程实训资源、提高教师职业能力的角度,探究创新教学模式。Structural Equation Modeling( SEM) is adopted to analyze the principles and research and demonstrate the teaching difficulties of the course of logistic finance and its causes,and then this paper probes into the teaching model of this course,which meets the personnel training properties and the teaching characteristics of higher vocational education. This paper establishes the cause index system of teaching difficulty of initial course with such multiple dimension observation variables as teaching situation of teachers,learning situation of students,practice situation of students,etc. The weighting method is adopted to ensure the balance among teachers' teaching situation,students' learning situation,students' practice situation,and other indexes. And then this paper explores the innovative teaching model via accurately making the course goals,properly setting the courses,balancing the basic teaching resources,optimizing the practical training resources of course,and improving teachers' vocational ability.

关 键 词：高职教育 教学难点 指标体系 教学模式 

分 类 号：F830-4[经济管理—金融学] G712[文化科学—职业技术教育学]