医学院校成人教育论文

【摘要】成人教育是属于特质的高等教育类型，其主要是为了培养技术型的实用性人才，因此其必须要采纳“特定”的教学模式。本文通过以成人教育教学模式的涵义为切入点，讲述了建设成人教育教学模式应遵守的相关基则，构建了务实有效的成人教育教学模式。下面小编整理了一些《医学院校成人教育论文 (精选3篇)》，欢迎大家借鉴与参考，希望对大家有所帮助！

医学院校成人教育论文 篇1：

医学院校成人教育工作中校本部和分教学点管理工作初探

摘 要： 本文根据医学院校成人教育的规章制度、政策法规和管理现状，探讨医学院校成人教育工作中校本部和分教学点的管理，提出了“三统一”原则，将管理学细化运用到工作中。在现有的规模和模式下，应当继承与发展同行，规范操作但又不失创新。

关键词： 医学院校成人教育 管理工作 校本部 分教学点 “三统一”原则

成人教育工作的管理首先要认清成人教育规章制度的定义、形式、分类及执行方式，通过学习将规章制度具体落实到工作中。规章制度分为劳动纪律、工作职责、工作程序、工作要求规范和成效的检验。其中工作程序包含了总体思路、工作规划和落实方案，对成人教育的认识，政策法规和如何把握政策法规方面，强调了成人教育是社会经济发展的需要，应当依法办教，依法治学，规范办学行为。把握政策法规首先要认真学习政策法规;其二，贯彻执行政策法规;其三，制定与之相对应的管理制度。

1.校本部和分教学点管理中的“三统一”原则

校本部对各地分教学点采取的是“利用、限制和改造”政策。通过收费统一、教学统一和考试统一，利用各地分教学点的有利于校本部的积极因素，限制不利于校本部的消极作用，鼓励和指导各个教点从利益主导型转变为教育主导型的机构，以规范有序代替混乱无序。

1.1收费统一。

以阜阳分教学点为例，承办我校成人教育较大的教学机构有3到4个，每个大的教学机构下往往还带有几个小的教学点，这些小教学点有招生和收费的权利，管理模式是混乱的，所以在阜阳各教学点收回录取学生的报名费有一定难度。应该限制其收费的权力，而利用其招生的便利。“限制”、“利用”的目的是“改造”。“改造”的实质，就是逐步消除分教学点办学管理模式中不规范的地方，尤其是收费的不统一。但必须是“温水煮青蛙”，循序渐进。因为我们和分教学点主要是合作的关系，强迫往往反而带来负面效应，不利于工作。在自愿的原则下，通过思想教育的方式，进行收费统一的改造管理。思想教育有三个途径：理论教育，典型教育，驻站教育。(1)理论教育。必须形成规章制度的书面材料，有据可查，有章可循，具体发文告诉分教学点哪些该做，做了有哪些书面材料的益处;哪些不该做，有什么严重的弊端。简短扼要为宜，过于冗长，阅读者不易接受。(2)典型教育，以物质奖励为主。根据各教学点中希望校本部回款的数额占其总额的百分比高低，合作态度的表现，给予适当奖励，并在理论教育的书面材料中体现，对其他教学点进行示范，提高“三统一”的认识，引导各教学点学习、对照和仿效。(3)驻站教育。每个教学点在招生收费宣传期的1至2月期间，可安排我校本部的成员到分教学点驻站，进行招生收费宣传的指导和规范，做好个教学点招生收费把关工作，统一收费主要靠“宣传、说服、协商、讨论，再由点到面逐步推广。这是我们利用分教学点掌控办学规模和管理模式的主要方式，是我们将“三不统一”逐步过渡到“三统一”的主要环节。

1.2教学统一。

对于“教学统一”，我们必须面对现实。因为我校学生大多是医药专业，他们都已在一定的医疗岗位上工作，尤其是护理和临床专业，所以要使学生到课率达到百分之百，让所有值班的护士和医生学生请假一周以上的时间来上课，是不现实的。对此，我们采取了三项措施：(1)灵活机动地确定上课时间，让学生回短信，说明上课的时间段中哪几天有空，选大多数人都方便的时间段上课，做到人性化管理，保证到课率。(2)运用多种形式，形成资源信息体的，加强教学的联系与沟通，采用短信、QQ群、电话为学生布置修改作业和解答学习中的疑惑。(3)开发网络教学，提高教学质量。网络教学和面授相结合，让错过面授机会的学生在空闲时间能够到分教学点进行网络上课。

1.3考试统一。

“考试统一”也是存在一些问题。一是通知不到位，分教学点管理混乱，有时还对校本部隐瞒学生真实的联系方式;二是有些考生住址偏远，难以及时赶到学校考试;三是缺乏一整套规范化的规章制度。所以，第一，必须把学生通知到位，采取提前通知的办法，给学生留下准备时间，并积极整理联系方式，杜绝联系方式的造假，建立网上学生数据库，让所有学生注册，留下真实信息。其二，立规矩，完善继续教育培训管理体制与运行机制，建立长效规范的管理模式，结合收费统一的思想教育，约法三章，赏罚分明。

2.细化工作管理中的思考

以寄录取通知书为例，共分为6个步骤：核实通讯地址，信封上写明地址，录取通知书盖章，信封和通知书按学号排序，将通知放入信封和粘好信纸。因为录取人数众多和本院职工人数有限，所以该项任务除了分管的科室，还需要其他科室共同参与。本项工作涉及我校全体成员的分工协作、团队建设和规章制度的执行。

2.1分工明确，制定详细精确的进度表。

分工明确包括人员明确，时间明确和进度明确。(1)必须建立详细的分工表，避免互相推诿。比如打电话确认学生通讯地址，可根据每位老师完成本职工作后盈余的时间，规定每人200到300人数的核实量。(2)时间明确，避免无时间概念，第二项工作的完成时间必须定在后续工作开展的前一天，留下一定的时间改进微调和总结思考，避免上级领导检查落实情况等，才发现还未完成，影响后续工作。(3)进度明确，制定详细精确的进度表，把重要工作的各个进程衔接好，处理好可同时进行的关系，节约时间，避免措手不及等后续工作不能及时完成。比如录取通知书还在盖章时，就陆续有分教学点来取，但是通知书章还没盖好，只能白跑一趟，或留下来等一天。所以工作进度一定要认真安排。(4)由分管领导将分工进度表分发每位执行者，一起发挥监督效应，过程中发现问题，可及时改进。比如将通知书放入信封，一个人放时，有可能放错，会造成录取学生不必要的麻烦，对我校产生不好的影响，所以应当由两人合作完成，一人通过信封学号找到通知书后，递给另一人，再检查一遍是否匹配，降低出错率。

2.2避免重复工作。

当教务科，培训科和学生科三个科室共8人用十几天的时间，进入寄通知书的最后一道工序。粘信封时，各地分教学点陆续前来直接取走录取通知书，就是说，前面核实通讯地址、在信封上写明地址、录取通知书盖章、信封和通知书按学号排序和将通知放入信封都白做了，这样就影响了员工工作积极性，浪费了相当一部分的人力、物力和时间。为避免重复工作，应该事先沟通各教学点，需要自己来取的，应该排好时间表，确认后由专人索取，不能及时赶到就发送信息，以便及时在核实表中剔除，防止重复工作。因为在核实地址时有大量的错误联系方式，可能是分教学点怕校本部和学生直接联系，进而失去在学生中的利益和威信。所以在做好思想工作的同时，以规章制度的形式进行约束。最后，以人为本，通过明确分工与奖励问责，发挥每位员工的主人翁意识，杜绝遇到问题不作为的现象。

2.3切实可行的奖励与问责制度。

与分工协作配套的就是成效的检验，具体可以表现在切实可行的奖励与问责制度上。科室奖励制度的设立，一可提高员工积极性，二可引入正向的竞争机制，三可更加注重对工作完成时间和质量的追求。可以物质奖励与精神奖励相结合，每次大型的工作任务，对积极工作并作出突出贡献的，可奖励数百元不等的奖金;每学期综合各方面，进行量化考核，院内还可以评选出“劳动标兵”，颁发奖状，起到榜样示范奖励的作用。问责的目的一是加大对工作完成时间和质量的重视，二是防止执行者发现问题得过且过不作为的态度，三是约束人性中的惰性和拖延症，四是防止推卸责任，影响同事之间的关系。问责的表现形式，必须制定相应的管理制度，形成奖罚具体规章制度的文件，并与分工任务表密切结合，比如细分到每人每个流程负责学号1-100或101-200的录取通知书，出现问题可以立即找到明确的执行者。总之，问责不是为了责罚，而是为了更好地分工合作，为了增强大家对本职工作完成时间和质量的责任心，更为了使我们成人教育学院更好地发展。

3.结语

对于未来的工作，加强政策法规和规章制度的执行是保证成教学院发展的关键。各地分教点的办学管理体制与运行机制必须进一步规范。成人教育规章制度和政策法规是基础课，“三统一”和细化工作中的管理是专业课。成人教育工作，必须以政策法规为指导，在规章制度的引领下，全盘考虑，分工协作，大力发展成人教育事业，让医学院校成人教育的管理大踏步地走上高速良性发展的轨道。

通讯作者：李瑞洲 刘世刚 王其巨 刘荣安

作者：王智星 李瑞洲 刘世刚 王其巨 刘荣安

医学院校成人教育论文 篇2：

医学院校成人教育教学模式改革的探索性研究

【摘要】成人教育是属于特质的高等教育类型，其主要是为了培养技术型的实用性人才，因此其必须要采纳“特定”的教学模式。本文通过以成人教育教学模式的涵义为切入点，讲述了建设成人教育教学模式应遵守的相关基则，构建了务实有效的成人教育教学模式。

【关键词】成人教育 探索性 教学模式

成人教育教育是属于我国高等教育的重要构成部分之一，其是提升国民综合素养的重要手段，更是培养“实用型、技术型”人才的主要策略[1]。当下，我国成人教育的学校有很多，种类相对而言比较齐全。但事实上，还缺乏相对符合社会经济发展需要的成人教育教学模式。而在现实教育中，其教育技术的核心就在于创建一套新型的教育教学模式，因为没有现代化的教学模式，就能够培养出现代化的成人技术人才是很难的。本文从站在培养高素养“实用型、技术型”人才的角度出发，探析如何建设符合当前经济发展的成人教学模式。

1.医学院校成人教育教学模式的涵义

医学院校成人教育的教学模式是根据其“教学理论、教学手段、教学准则”等并去环绕教学目标而设置的可实践的结构性缓解，这也是教学理论应用于教学实操的中介流程和具体可操作的实践活动方法。站在理论的角度上来说，教学模式并没有好与不好，其强调的是“适应性”，主要囊括了“教学思想、教学计划、教学大纲”等相关方面。在发展成人教育的同时，还要注意其不能只是单纯地重视理论知识而忘记了学生能力培养的重要性，还有注意要合理有度的重视实操技能，这样培养的目的就是为了能够让教学能够与其普通高校的教学及中等职业都有一定的区别，因此，这就对于医学院校成人教育学院的要求就是要有属于自己的特色教学方法。

2.建设医学院校成人教育教学模式应遵守的基则

第一，恰当处理理论与实践的关系[2]。在医学院成人教育的教学中，一定要注意好其理论知识和实操的关系，不能偏离任意一方。“理论知识”是实践教学的有效前提，是学生从事专业技能的基础。实践教学是理论教学的延续，是以理论为引导去探析解决实际问题，培养职业技能等技术实用性人才的重要手段。成人教育教学是应该让“理论”与“实践”进行科学的结合，在教学中还要注意其“双师型”的师资力量，争取让提升其教学质量能够务实进行。第二，医学技术是医学院成人教育的教学内容核心。对于普通的高等教育而言，一般所谓的“专业名称”就是其高校的研究范畴及相对应的学科，而医学院成人教育其的专业名称更多的是显现一个职业领域与之相对的“专业劳动”。所以，成人教育在专业的培养和其它普通高等教育从实质上就是有一定的差距的。

3.建立务实有效的教育教学模式

3.1构建多样化的人才培养方法

院校培养的都是一些高等实用性人才，并不是所谓的“岗位工人”，不能认为将来的所从事的工作就传授其相关的知识，这样下去，会让学生在将来走向社会中，他的个人发展就会受到限制。对于当下很多学校觉得基础课能不开则不开的现象，这其实是不合理的，因为只有扩宽了学生的基础知识，其才能将学到的专业知识和其毕业要做的项目准确实行。此外，一个专业培养的学生其将来所走向的岗位都是不一样的，这就是在要求在增强学生某一项专业能力的时候，也要关注其作为专业教育重要流程中的“毕业实习”和“毕业设计”。当毕业生走向社会以后，就必须要“上岗培训”，这是需要一定的适应过程的。所以，一个好的人才就看其适应社会的速度及在自己所在岗位的发展情况。

3.2引导学生树立目标，培养高尚道德素养

众所周知，学生发展的好与坏，是代表着一个国家乃至民族的希望。老师和家长的精心培育，就是为了能够让他们成才[3]。学生是处于在长身体，并且是接受文化知识的时候，所以要提升其对接受文化的主动性，让他们能够一个正确的人生观念，树立自己的远大目标，并努力前行。老师要引导学生去做好自己，严格遵守学校的规章制度，无论是在学习还是品行方面都要达优。力争成为全方位发展的实用性人才，只有这样，才能合格成为当下社会所发展的才人需求。

总而言之，本文通过以成人教育教学模式的涵义为切入点，讲述了建设成人教育教学模式应遵守的相关基则，构建了务实有效的教育教学模式，使得我国的教育能有一个“质”的飞跃。

参考文献：

[1]杨娟.高等职业教育理论课教学模式探讨[J].中国电力教育.2010，(13)：54.

[2]樊国华.李加棋.商丽媛.国外高等职业教育教学模式分析及启示[J].吉林省教育学院学报.2010，(11)：51.

[3]朱敏红.刘峻.国内外高等职业教育教学模式的比较研究[J].职教论坛.2011，(10)：1.

作者：张莉 周慧云

医学院校成人教育论文 篇3：

An Empirical Study of the Flipped Edult Education English Writing Classroom

[Key words]flipped classroom; adult education， English writing course; students’ performance

Introduction

The flipped classroom is an emerging teaching method. According to McDaniel and Caverly[1]， a traditional and flippeded classroom can be compared and contrasted as follows： In a traditional classroom lectures are used to introduce the material and students must process the information， solve problems and reach conclusions outside of the classroom. An flipped classroom leverages technology to “flip” the standard lecture model. Online material is used to provide the first introduction to course topics and classroom time is used to process the information and solve problems. The primary elements of an flipped classroom are online lecture materials， in audio/video format， that students can access on-demand， and a classroom environment that is conducive to working with peers， problem solving and answering questions[2]. The movement was inspired partly by the work of Salman Khan， who created a library of free online tutoring videos spanning a variety of academic subjects， known as the Khan Academy， which many view as a touchstone of the flipped-classroom technique. Quite a number of educators and scholars have explored further into the flipped classroom both theoretically and practically. Gannod et al.[3] applied this concept to a software engineering course and claimed that “the approach takes advantage of the benefits of both collaborative learning and distance learning while at the same time targeting the millennial student”. Chinese educators are doing an energetic job in introducing and applying successful experience from abroad and explored further to find out the essence and establish typical models of flipped classroom.[4] Generally speaking， existing study focuses more on theoretical analysis than empirical research. Courses that have been flipped are basically primary school science lessens like mathematics and physics. Few studies are based on adult aducation language courses. This study will carry out an empirical study on flipped adult education English writing course and try to find out whether the flipped classroom will improve student performance in adult education English writing classroom.

1.Preparations for flipping a Classroom

A variety of software tools and hardware equipments are needed to create a digital environment for flipped classroom. QQ as the most prevalent communication platform among students and teachers provides powerful communicative and cooperate tools， such as emailing， group discussion， video chat， personal homepage， visitor remarks and so on， which caters the needs of flipping a class and is considered as an ideal platform. Firstly， a QQ Group consisting of all the students in the class and the English teacher is set up. Each student logs onto it with their real name plus student number so that the teacher is able to keep track of students’ learning process. Before class， teaching videos and quiz papers are uploaded to the share area of the QQ group. Then students are informed and required to learn the online course and finish the quizzes. Students can ask the teacher about puzzled questions or discuss the problem with their peers. The teacher can monitor their activities through the QQ group and gather students’ learning information. Clarification will be given during class. Besides the QQ group， other social networking software are also employed to promote communication， among which are Wechat， Microblog and so on. Portable devices like smart-phone and tablet PC are used by students as the first two most favored terminals to access to the online course.

Videos needed for flipping a class come from various sources. National Essential Courses， Open Courses from famous universities of foreign countries， Netease open courses and Chaoxin videos are edited with Windows Live software to adapt to classroom use. For the major part， the teacher makes his own teaching course through ScreenCap software to better keep pace to particular teaching curriculum. Considering the fact that many students may have problems in keeping up with the lecture in foreign language， subtitle is added to the teaching video and text files can be downloaded online.

2.Flipping Adult Education English Writing Class

By referring to successful flipped classroom model like Clintondale high school and Robert Talbert’s research， after considering the features of adult Englihs writing course， the writer designs the process of flipping adult education English writing class (see Table. 1)

In an flipped classroom， knowledge points are imparted before class through teaching videos/audios. As is demonstrated in Tab.1， the teacher should get the teaching materials ready one week before class， upload the materials to the QQ platform and instruct students to learn new language points by themselves. Students supervise each other to watch the teaching video before class and help each other understand what is taught within the video. Questions or difficult points can be discussed through QQ， Wechat or Micro blog. The teacher may participate or monitor student discussion and explain difficult points. Common mistakes or questions are identified and explain further within class.

During class， common mistakes or questions are explain further so that students get the basic essence of the knowledge imparted through video lecture. After that， a variety of activities should be organized by the teacher to consolidate the newly learnt language points. For example， students are required to work in group and write a story with some given words and phrases， which will be reported to the whole class. Different groups compete with each other to be the best story teller， who will be rewarded with some credits. In this way， students are motivated to produce the best story they can create. Among other activities is role play， news report， movie dubbing and so on. These activities are not only useful supplements to the lecture， but are also interesting and practical， extending the scope of classroom to reach students’ real life， stimulating learning passion and daily use. During the process of classroom activities， the teacher should be sensitive to some common difficulties encountered by most students， give specific instructions and explanations， and finally lead the students to arrive at certain enlightenment.

After class， students are required to reflect on the classroom activities， gather extensive reading materials related to the topic discussed during class， and make a PPT presentation or video a real life situation where students use the communication language skills learnt through class to interact with foreign friends or classmates. These activities are designed to consolidate students’ knowledge

3.Survey Results

In the spring of 2015， Adult Education English Writing Course was converted to an flipped format for a semester， after which a survey was carried out in order to solicit information about their comfort with technology and their impressions of the flipped course. In order to evaluate the teaching efficiency， elements involved in the teaching system should be evaluated comprehensively， including the evaluation of teaching quality， evaluation of learning results， evaluation of teaching contents and teaching media[5]. In an flipped classroom， knowledge is imparted through audio/video profiles before class， and classroom activities are aimed to internalize and consolidate knowledge. An important element of the inverted classroom is student satisfaction; if this teaching method is an improvement over traditional methods then students should report that they enjoy the format (Justin G. 2012). A survey is conducted to evaluate the teaching proficiency of an inverted classroom from four aspects， namely， students’ academic achievements， the quality of teaching materials (teaching audio/videos)， and the organization of classroom activities. 59 students who attended the inverted classroom are surveyed， 59 copies of the questionnaire were sent out and recovered， among which 58 copies are effective questionnaires. Data are analyzed with the SPSS 17.0 software.

4.Results of Students Academic Achievements

Student academic achievements in the flipped classroom are compared with those from a compare group who are taught by the same teacher with the same course by traditional teaching method. For the 59 students that involved in the inverted classroom the average final grade in the course was 85.25 points， while the average for students in the compare group was 79.85. Students that took part in the flipped classroom performed better in the final examination， the difference is statistically significant. In the meanwhile， when students were asked to evaluate their own academic achievements with the flipped course， they generally agree that they have mastered the language skills expertly. Students’ perceptions about learning in the flipped classroom were positive： 54% of the students agreed or strongly agreed that they are learning more than they would have if the flipped classroom was not used， while 64% reported that they agreed or strongly agreed that the flipped class leads to higher grades (see Table. 2).

Not only test scores show an obvious surge than the compare group， students in the study also report a high level of satisfaction with the inverted course. They indicated that they learnt better in the flipped classroom.

5.Survey Results of the Quality of Teaching Videos

As knowledge is imparted through videos before class， the quality of videos may influence learning results and whether in-class activities could be carried out smoothly. A survey on students’ evaluation of the teaching videos shows that the majority of students think that the teaching videos can reveal the difficult and important points within a lesson. The videos are kept at reasonable length ranging from five to 20 minutes and can stimulate their learning interests. The audio scripts accompanying the videos help them to understand the teaching better. But they think teaching audios are less interactive than in-class teaching， which may not able to sustain the attention for a long time (Table. 3).

6.Survey Results of the Classroom Activities

Classroom activities play an important part in accelerating knowledge internalization. The survey results show that the majority of students think pretty much creative activities like brain storming， group discussion， story writing and TV live show are organized in classroom to stimulate students’ interests while classroom lecture are kept at reasonable amount. When students are required to describe the frequency of volunteered speaking-up in front of the class， the majority has a low self evaluation about speaking up in front of the class (Fig. 4)， which accordingly result in an inactive class (only 26.8% of students consider the classroom as very active). Responses to the question “the teacher does an excellent job in raising questions and inducing the students to answer reveal that the inactivity in classroom should not simply blame the teacher for failing to raise inspiring questions (4.7% of the students agree to the above statement very much， 34.4% agree， 42.2% do not agree nor disagree， the rest disagree). Lacking of an active classroom culture consists an important reason for that. 75% of student experience certain point of anxiety at the thought of speaking in front of classmates. Time and energy are required to foster an active classroom atmosphere and learning culture.

7.Discussions and Conclusions

By analyzing the data collected within an inverted college English classroom， we find that students’ performance in exams show obvious improvement than that in a traditional classroom， while the flipped format of teaching improves students’ self-perception and self-evaluation. Analysis of the data identifies two factors which influence students’ performance in an flipped classroom： the quality of teaching videos and the organization and carrying out of classroom activities. The length of teaching videos should be kept within five to twenty minutes to catch students’ attention within a short time span. More interactions should be embedded to teaching videos. When it comes to classroom activities， students prefer innovative and creative activities to lectures. Much efforts should be given to form an active learning culture， which led the students to participate classroom activities eagerly and voluntarily.

In order to better flip edult education English writing classroom， both teachers and students should be aware of the change in their traditional roles in classroom. A teacher needs to equip himself or herself with modern educational technologies to fulfill his or her responsibilities in creating original teaching videos. The design of effective classroom activities requires the teacher to take on an open mind， be quick in accepting and introducing new ideas into class and play their role as a filmmaker， a director and an adviser. Students also need to adapt to the new classroom environment and take part in the classroom activities with a positive attitude.

In conclusion， flipping an edult education English writing classroom is primarily proved workable and effective. Further research and practice should be carry out to adapt to the teaching model which is believed to be the dominant teaching model in near future.

Reference：

[1] McDaneil，S.， and D. Caverly. “The Community of Inquiry Model for an Inverted Developmental Math Classroom.” [J] Journal of Developmental Education 34， No. 2 (2010).

[2] Justin G. Gardner. “The Inverted Agricultural Economics Classroom： A new way to teach? A new way to learn?” [C] Selected Paper prepared for presentation at the Agricultural & Applied Economics Association’s 2012 AAEA Annual Meeting， Seattle， Washington， August 12-14， 2012

[3] Gannod， G. C.， J. Burge， and M. Helmich (2008) “Using the Inverted Classroom to Teach Software Engineering”. [C] Proceedings of the 30th international conference on software engineering. Leipzig， Germany， ACM， pp. 777-786.

[4] Zhang Jinlei，Wang Ying & Zhang Baohui. “Introducing a New Teaching Model： Flipped Classroom” [J] Journal of Distance Education， 2012(4)： 46-51.

[5] Song Caiping， Wang Jianghong. “A Study of the Teaching Efficiency”. [J] Journal of Educational Theory and Practice Community. 2001(2)： 28-31.

作者簡介：

王晓静(1984.11-)：女，山东德州人，滨州医学院外国语与国际交流学院教师，讲师，于2010年毕业于山东大学外国语学院，获硕士学位。研究方向：英语语言文学，英语教学。

项目资助信息：

滨州医学院2014年度成人高等教育教学研究立项课题，编号：BYCJY201406，名称：普通医学院校成人教育英语写作翻转课堂实证研究;滨州医学院教学改革与研究项目，编号：JYK201506，名称：基于名校SPOC平台的大学英语翻转课堂教学模式研究。

作者：Wang Xiaojing