基于学分制的高职院校教师培训体系初探
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摘要
当前高职院校教师培训存在着主观培训意愿不足、培训内容单一、培训效果评估缺失等问题。学分制作为高校学生管理制度,在高校中得到了很好的实践推广。学分制的应用为高职院校教师培训管理提供了新视角。高职院校教师培训中引入学分制,为教师提供了平等的培训机会,通过加强校企合作,构建高校、企业、自学三方培训阵地,丰富培训内容,可以增强教师培训自主选择权。学分制管理方式为培训组织者开展培训考评工作提供了便利,提高了培训实施者对培训者的约束力。
At present, there are some problems in the training of higher vocational college teachers, such as insufficient subjective intention for training, simple and dull training content and the lack of training effect evaluation. Credit system, as a student management system, has been well promoted in colleges and universities. The application of credit system provides a new perspective for teachers' training management in higher vocational colleges. The introduction of credit system to teachers' training in higher vocational colleges provides teachers with equal training opportunities. Through strengthening school-enterprise cooperation, it builds a training system including colleges, enterprises and self-study, in order to enrich the training content and enhance teachers' independent choice of training. The credit system management provides convenience for training organizers to carry out training evaluation work, and improves the binding force of trainers on trainees.
At present, there are some problems in the training of higher vocational college teachers, such as insufficient subjective intention for training, simple and dull training content and the lack of training effect evaluation. Credit system, as a student management system, has been well promoted in colleges and universities. The application of credit system provides a new perspective for teachers' training management in higher vocational colleges. The introduction of credit system to teachers' training in higher vocational colleges provides teachers with equal training opportunities. Through strengthening school-enterprise cooperation, it builds a training system including colleges, enterprises and self-study, in order to enrich the training content and enhance teachers' independent choice of training. The credit system management provides convenience for training organizers to carry out training evaluation work, and improves the binding force of trainers on trainees.
引文
[1]习近平.决胜全面建成小康社会夺取新时代中国特色社会主义伟大胜利:在中国共产党第十九次全国代表大会上的报告[EB/OL].(2017-10-27)[2018-07-15].http://jhsjk.people.cn/articl e/29613458?isindex=1.
[2]权灵通,王心.中国高校教师培训:现状、问题及优化路径[J].教师教育论坛,2017(5):63.
[3]杨德广,王锡林.中国学分制[M].上海:上海科学技术文献出版社,1996:13.
[4]张朝红,罗顺意,徐晓霞.关于新时期高校党员干部“学分制”培训体系的思考[J].大学教育,2015(10):82-83.
[5]国家中长期教育改革和发展规划纲要工作小组办公室.国家中长期教育改革和发展规划纲要(2010—2020年)[EB/OL].(2010-07-29)[2018-07-15].http://www.gov.cn/jrzg/2010-07/29/content_1667143.htm.
[6]赵祖国,邬谷,金伊娜.公务员培训学分制管理的实践与思考[J].浙江人事,2009(10):34-35.
[2]权灵通,王心.中国高校教师培训:现状、问题及优化路径[J].教师教育论坛,2017(5):63.
[3]杨德广,王锡林.中国学分制[M].上海:上海科学技术文献出版社,1996:13.
[4]张朝红,罗顺意,徐晓霞.关于新时期高校党员干部“学分制”培训体系的思考[J].大学教育,2015(10):82-83.
[5]国家中长期教育改革和发展规划纲要工作小组办公室.国家中长期教育改革和发展规划纲要(2010—2020年)[EB/OL].(2010-07-29)[2018-07-15].http://www.gov.cn/jrzg/2010-07/29/content_1667143.htm.
[6]赵祖国,邬谷,金伊娜.公务员培训学分制管理的实践与思考[J].浙江人事,2009(10):34-35.