2012年第3期SCIENCE & TECHNOLOGY INFORMATIONO職校論壇O科技信息程.虛擬工藝、虛擬生產(chǎn)、虛擬運(yùn)營(yíng)等數(shù)字化教學(xué)資源,搭建校企數(shù)字3)企(行)業(yè)(用人單位)評(píng)價(jià)信息反饋。學(xué)校建立每年-次的畢業(yè)傳輸課堂,將企業(yè)的生產(chǎn)過(guò)程工作流程等信息實(shí)時(shí)傳送到課堂,企業(yè)生跟蹤調(diào)查制度 ,全面反饋企業(yè)對(duì)畢業(yè)生質(zhì)量的評(píng)價(jià)信息。通過(guò)對(duì)畢兼職教師在生產(chǎn)、工作現(xiàn)場(chǎng)直接開(kāi)展專業(yè)教學(xué),實(shí)現(xiàn)校企聯(lián)合教學(xué)。充業(yè)生及用人單位 的走訪、邀請(qǐng)企業(yè)代表座談等方式,反饋畢業(yè)生對(duì)學(xué)實(shí)飛機(jī)維修及相關(guān)專業(yè)課程的文本資料.視頻、音頻課件、教學(xué)錄像、校教育 教學(xué)工作質(zhì)量的評(píng)價(jià)信息,定量分析專業(yè)人才培養(yǎng)質(zhì)量畢業(yè)圖紙、圖片、多媒體動(dòng)畫(huà)等,建成專業(yè)教學(xué)資源庫(kù),為航空維修專業(yè)人生 就業(yè)質(zhì)量.及時(shí)反饋給專業(yè)系和學(xué)校教學(xué)管理部門(mén)。才職前培訓(xùn)和職后提升提供自主學(xué)習(xí)的網(wǎng)絡(luò)教學(xué)平臺(tái)。4)適時(shí)修訂人才培養(yǎng)標(biāo)準(zhǔn)。專業(yè)建設(shè)指導(dǎo)委員會(huì)每年召開(kāi)專業(yè)建5)改革學(xué)習(xí)成績(jī)?cè)u(píng)定 方法,突出職業(yè)能力考核。改變?cè)械恼n程設(shè)研討會(huì) ,以教育教學(xué)質(zhì)量反饋信息系統(tǒng)為依托,以滿足社會(huì)對(duì)高技學(xué)習(xí)成績(jī)?cè)u(píng)定有理論成績(jī)與實(shí)訓(xùn)操作成績(jī)組合的方式同等對(duì)待。根據(jù)能人才 的規(guī)格需求為標(biāo)準(zhǔn),在科學(xué)論證分析的基礎(chǔ)上，適時(shí)修訂人才高等職業(yè)教育是培養(yǎng)生產(chǎn)-線高端技能型人才的原則,學(xué)生動(dòng)手操作培養(yǎng) 方案,及時(shí)調(diào)整專業(yè)建設(shè)方向。能力和職業(yè)操作規(guī)范應(yīng)當(dāng)是課程考核的重點(diǎn),學(xué)習(xí)成績(jī)?cè)u(píng)價(jià)向?qū)嶋H操6結(jié)束語(yǔ)作能力傾斜。通過(guò)軍民共同參與、校企合作建設(shè),將飛機(jī)維修專業(yè)建設(shè)成融教4加強(qiáng)教師隊(duì)伍建設(shè) ,優(yōu)化專業(yè)教學(xué)團(tuán)隊(duì)學(xué)、職業(yè)技能培訓(xùn)與鑒定、飛機(jī)維修崗前培訓(xùn) 與在職培訓(xùn)、中國(guó)民航基于飛機(jī)維修省級(jí)精品專業(yè)教師隊(duì)伍建設(shè)基礎(chǔ),以創(chuàng)建省級(jí)專業(yè)CCAR-147 部民用航空器維修人員基礎(chǔ)知識(shí)與基本技能培訓(xùn)、飛機(jī)維修教學(xué)團(tuán)隊(duì)為引導(dǎo),以滿足中國(guó)民航CCAR-147部民用航空器維修合格技術(shù)交流合作服務(wù)于- 體,省內(nèi)- -流 、國(guó)內(nèi)知名的整體辦學(xué)水平高行培訓(xùn)機(jī)構(gòu)對(duì)專業(yè)師資要求為目的,進(jìn)一步優(yōu)化專業(yè)教師隊(duì)伍。通過(guò)培業(yè)特色明 顯、就業(yè)質(zhì)量高,與省內(nèi)其它專業(yè)形成錯(cuò)位發(fā)展優(yōu)勢(shì)互補(bǔ),滿養(yǎng)與引進(jìn)相結(jié)合，建成-支高素質(zhì)高技能、專兼結(jié)合的飛機(jī)維修專業(yè)足湖南省“雙 十工程"高新技術(shù)產(chǎn)業(yè)民用航空維修公司、空軍航空修理“雙師素質(zhì)"教師隊(duì)伍。加強(qiáng)專業(yè)帶頭人骨干教師、課程帶頭人的培系統(tǒng)、航空兵部隊(duì)等用人 單位的生產(chǎn)管理與服務(wù)-線優(yōu)秀高端技能型養(yǎng)。提高專業(yè)教師高職稱高學(xué)歷高學(xué)位以及“雙師素質(zhì)"教師比例。專門(mén)人才需求的專業(yè)。 為國(guó)家經(jīng)濟(jì)發(fā)展方式轉(zhuǎn)變和現(xiàn)代產(chǎn)業(yè)體系建設(shè)每年專業(yè)帶頭人帶隊(duì)到國(guó)內(nèi)相關(guān)院校和民航企業(yè)研修或調(diào)研,選派到提供充足的優(yōu)秀飛機(jī)維修專業(yè)高端技能型專門(mén)人才支持。種中國(guó)民航大學(xué)進(jìn)行飛機(jī)維修基本技能培訓(xùn),到民航維修公司進(jìn)行空客、波音飛機(jī)機(jī)型培訓(xùn)等,開(kāi)闊視野,了解國(guó)內(nèi)外民航的技術(shù)發(fā)展水[參考文獻(xiàn)]平,力爭(zhēng)獲得省級(jí)專業(yè)教學(xué)團(tuán)隊(duì)。[1]劉清泉,肖秋國(guó),陳麗娟,等,“材料化學(xué)"湖南省特色專業(yè)建設(shè)的思考(- -):人才培養(yǎng)方案].當(dāng)代教育理論與實(shí)踐2111):87-89.5實(shí)施第三方評(píng)價(jià) 優(yōu)化人才培養(yǎng)評(píng)價(jià)制度[2]周婉婉,盧雙盈職技高師高水平學(xué)科專業(yè)建設(shè)特征研究[].職業(yè)技術(shù)教育，建立就業(yè)(用人)單位、行業(yè)協(xié)會(huì)學(xué)生及其家長(zhǎng)研究機(jī)構(gòu)等利益2123-33相關(guān)方共阿參與的第三方人才培養(yǎng)質(zhì)盤(pán)評(píng)價(jià)制度。建立對(duì)畢業(yè)生知識(shí)(3)杯微、卻墻清，饒克 材料成盟與控制工程專業(yè)建設(shè)探索，經(jīng)濟(jì)研究導(dǎo)報(bào)，結(jié)構(gòu)、操作技能和職業(yè)素養(yǎng)等方面信息反饋的機(jī)制，適時(shí)修訂人才培2011(3):334- -35.[4]劉曉君張宇.省級(jí)專業(yè)建設(shè)質(zhì)量保障體系構(gòu)建探索與實(shí)踐J.高等建筑教養(yǎng)方案,使畢業(yè)生的綜合評(píng)價(jià)穩(wěn)步上升。育20115):16 18.1)建立教育教學(xué)質(zhì)量信息反饋。每個(gè)學(xué)期采取學(xué)生網(wǎng)上全面測(cè)評(píng)[5]葛緒君高職院校特色專業(yè)建設(shè)及人才培養(yǎng)改革的探索與思考1].職業(yè)教育與學(xué)生抽樣問(wèn)卷調(diào)查結(jié)合的方式,反饋學(xué)生評(píng)教信息。建立信息準(zhǔn)確、研究 211):32-342.可操作性強(qiáng)的信息反饋系統(tǒng)。2)社會(huì)(學(xué)生家長(zhǎng))評(píng)價(jià)信息反饋。建立與學(xué)生家長(zhǎng)聯(lián)系網(wǎng)絡(luò),建作者簡(jiǎn)介:陳律(1978- ), 男,講師,碩士,長(zhǎng)沙航空職業(yè)技術(shù)學(xué)院飛機(jī)維修立通過(guò)學(xué)生家長(zhǎng)收集社會(huì)評(píng)價(jià)信息的反饋體系,定期開(kāi)展信息反饋工專業(yè)帶頭人。作。每學(xué)年采取“走出去、請(qǐng)進(jìn)來(lái)”的方式,召開(kāi)學(xué)生家長(zhǎng)座談會(huì),個(gè)別訪談,收集社會(huì)評(píng)價(jià)信息,并形成總結(jié)報(bào)告。[責(zé)任編輯:周天鳳](.上接第360頁(yè))The author doesn't use reporting clauses as long as it readers at this moment can tell that the poison was actually for her loverdoesn't make readers confused.Homer. These above are verbal ironies. And there are some ironies ofAnd to make the conversation natural and real, the author uses some situation. Readers believe that the poison she purchased was to kill hergrammatical mistakes to achieve the ffect. The example is following:lover, but few would think Homer Barron' s dead body would lie in the“It's simple enough,' he said. 'Send her tword to hawcleaned up. Give her a certain time to do it in, and if she dont. .oulasts love, that congquers even the grimace of love, had cuckolded'Danmit, sir,' Judge Stevens said,‘ will you accuse a lady to her him." And Emily's love for Homer Baron is ironic to some extent.face of smelling bad?"Rather than“ill death do us apart," Emily kept her lover around herHe uses “she don't"， “dammit" instead of “she doesn't" and through extreme methods that was to murder him, create a so -called“damn it."mariage by hersel, and to sleep with him every night.The deception is used in the article in many places. First,In conclusion, A Rose for Emily is a modernist work, and Faulkner“Perhaps he considers himself the sheriff . I hawe no taxes in employs many methods including methods of the modemism in this piece.Jfferson." In the first sentence said by Miss Emily, she tried to express I just analyze the article from the narrator, the writerly text, the languagethat she didn' t think he as the sheriff but the author employs meiosis to ( figurative language, direct speech and figure of speech ).科“A Rose for Emily" with a rose which represents romance and happiness.[Reference]But there wasn't any rose in the whole story and Miss Emily didn' t have []Faukner, Wlliamn. A Rose for Emily [M]. Columbus: Mermil, 1970.any romantie love story or happy life. Only in almost the end of the story， [2]Wright, Laura, and Jonathon Hope. Sylistie A Practical Coursebok M].“upon the valance curtains of faded rose color, upon the rose -shaded Beijing Foreign I2000[3]張柯,劉靜，中國(guó)煤化工程箱小說(shuō)(評(píng)本)C.上.lights," rose sems to appear a litle while but it doesn't give nice海:華東理工大feeling to readers but on the contrary, it brings some deathlikeYHCNMHGatmosphere. In part II, after Emily bought the arsenic,“there was written[責(zé)任編輯:湯靜]on the box, under the skull and bones:‘For rats.'" It is ironic because368