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Enhance the project management professional practice of teaching quality.doc

Enhance the project management professional practice of teaching quality.doc

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Enhance the project management professional practice of teaching quality

Enhance the project management professional practice of teaching quality Abstract: In higher education, to a certain extent there is “heavy theory, light practice; emphasis on credits, light capabilities; weight classes, light extra-curricular; emphasis on form, light effects,” and practice of teaching and the community, the market tendency to disconnect and re-engineering Management to locate and reflection of teaching practice and put forward project management professional practice of teaching should be based on market demand, focus on professional training objectives, a comprehensive project management professional practice to enhance teaching quality. Keywords: engineering management; practice of teaching; Quality A Project Management Professional Practice Teaching Analysis Project Management Professional Practice of Teaching in the analysis of the main problems and their causes are as follows: First, the objective conditions, the off-campus internship in practice difficult and costly. As the “building structured safety management,” the production of construction enterprise security constraints, the construction company to receive the social responsibility of students to internship heavier, the risk is too high; combined company to receive internship students need to pay certain amount of training, management costs, while the school practice teaching Provision is also made a serious shortage of enterprises must not be given the responsibility of risk compensation, leading to most enterprises are unwilling to receive students practical training. Therefore, some practical aspects can only be “cursory” or off-campus internship into a school, “study hall” and even some faculty to students, “sheep,” not to attach importance to the specific internship process and results, only the logs and assessment practice reports, so that the attachment of practice become a mere formality. Second, subjective understanding of practice teaching short shrift. S

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