Many higher education teachers are involved in the development of teaching materials and feel that “publishing teaching materials gives them a title”, but either the material published is not recognized, or it is not signed, or there is no official book number, wasting time and energy. In fact, they have a clear “perception criteria” for teaching materials, which can be effective if they are prepared for “choice, signature, book number selection, material preparation,” and today they share the full plan for their publication, so that new players can take advantage of it。
I. Definitions first: typologies of teaching materials approved for the rating (do not publish them)
Not all teaching materials can be rated, and the jury recognizes only those materials that are “officially published, with isbn book numbers, and teaching packages”**, giving priority to the following three categories:
(c) planning materials: national-level planning materials (“xivv” national planning materials for vocational education), provincial planning materials (with the highest level of accreditation and the highest number of points); school co-construction materials: practical training materials developed in cooperation with enterprises (special recognition of higher education institutions/applications); school-based teaching materials: school-specific materials for the school's own use (certification of the use of teaching materials, issued by the school department, can only be used as a supplementary result)。
Pipe avoidance: internal information, educational materials without book numbers, lectures with photocopies, evaluation titles not recognized at all, and no waste of money to publish。
Ii. Core steps in the publication of teaching materials: 4 steps to be taken and no pit selections planned: the selection of subjects for teaching and evaluation needs to be consistent with their own teaching subjects (e. G. The language teacher's preparation of the university language and the production of the market) and the priority given to the selection of the `programming of teaching materials' (with a focus on the ministry of education/department of education's report on the publication of the planning materials), with the addition of the title being doubled directly after the selection of the course material; and the priority given to senior teachers to the production of practical teaching materials (e. G., the digital processing practice curriculum) is better than theoretical teaching materials. Signatory: a clear “personal contribution”, under the title of “chief editor, deputy editor, associate editor”, with different degrees of recognition: editor-in-chief (first editor) > deputy editor-in-chief (former 2 associate editors) > participation (former 3 editor-in-chief) and participation under the name (after 5th) is largely not divided. The signature of a chapter (e. G., “first editor, chapters 1-3, 50,000 words”) is to be clearly prepared, and is to be clearly indicated on the copyright page after publication, which is the central basis for evaluation. Selection of book numbers: the selection of the “single number” must be made, as opposed to the “single number” and “single number” (one book corresponding to one book, separate isbn) and “single number” (one book corresponding to one book set, multiple books shared), with only single number for the evaluation, and the teaching materials for the series would be considered part of the “single number” and very low recognition. The choice of publisher: to give priority to formal publishers (national publishers, educational publishers, for example, higher education publishers, people's education publishers) and to avoid the choice of “skin-bag publishers” to prevent book numbers from being forged. Publication process: formal channels are found, rather than intermediary pit processes: the selection and publication contract is signed, the first draft of the publication contract is prepared, and the final version is reviewed and revised to obtain the sample and cip data. Channels: direct contact with the editor of the publishing press (which is linked to the official network) and no intermediaries (which are easily deceived and whose book numbers are forged); in the case of the planning of educational materials, the publication is given priority by the publisher on the basis of a circular from the education sector. Iii. Preparation of evaluation title material: 4
After publication, the following four materials will be available for accreditation by the jury:
Original teaching materials (2-3 copies, including copyright pages, table of contents); cip data validation (query on the national news and publishing agency web site, copy printing, certificate number regular); preparation of a certificate of contribution (issued by the publisher, under his signature, writing of chapters, words); certificate of use of teaching materials (issued by the school department, under the symbol “study xx professional use of the material, number of users xx, time of use xx”). Pivot avoidance alerts: do not find intermediaries to publish “false book numbers” of teaching materials (e. G. When evaluating cip data, false direct disqualifications); do not add names to the book (after 3th, the evaluation is largely unsharp and wasteful); do not compile teaching materials that are not relevant to their profession (e. G. Math teacher does not write english as a result)。
The publication of teaching materials isReview of functional titlesHigh-quality results, especially in the planning of educational materials, are comparable to core papers, which are designed to avoid pits and can be successfully published and recognized。
