校企合作办学模式制约因素与对策研究
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摘要
校企合作办学模式受诸多因素制约,其中主体合作意愿是主观制约因素,合作条件与合作机制是客观制约因素。借鉴国内外典型校企合作办学模式,通过以"证"促"愿"、以"法"促"合"、以尝试学生的"双重身份"等办法来促成主体合作意愿的高度形成;通过联合成立大型"实训中心"、扶持成立专门营训一体的"教学工厂"等方式来解决好硬件合作条件问题;通过建立政府主导、主体联动的牵引联动机制以及相应的机构保障、制度约束等机制来解决好合作软件条件问题。
The mode of school-enterprise cooperative is restricted by many factors. The subjective restriction is the willingness of school and enterprise,and the objective constraints are the conditions and mechanism of cooperation. Reference to the typical models in domestic and abroad,one of the solutions is to facilitate the high level of willingness of the subject to cooperate through promoting willingness with certificate,promoting cooperation with legislation,constructing dual identity for students. The other way is to resolve the issue of hardware condition of cooperation through establishing"training center"together,supporting the establishment of a "teaching factory" that specializes in "training as one" and so on. The other way is to sowe the problems of software condition of cooperation through establishing a cooperative mechanism lead by the government and supported by the subjects,as well as establishing mechanism that aim to protect the institution and restrain the system.
The mode of school-enterprise cooperative is restricted by many factors. The subjective restriction is the willingness of school and enterprise,and the objective constraints are the conditions and mechanism of cooperation. Reference to the typical models in domestic and abroad,one of the solutions is to facilitate the high level of willingness of the subject to cooperate through promoting willingness with certificate,promoting cooperation with legislation,constructing dual identity for students. The other way is to resolve the issue of hardware condition of cooperation through establishing"training center"together,supporting the establishment of a "teaching factory" that specializes in "training as one" and so on. The other way is to sowe the problems of software condition of cooperation through establishing a cooperative mechanism lead by the government and supported by the subjects,as well as establishing mechanism that aim to protect the institution and restrain the system.
引文
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[4]陈胜,王虹.校企合作利益主体之间的权责关系及角色定位[J].现代教育管理,2014,(3):83.
[2]林健.校企全程合作培养卓越工程师[J].高等工程教育研究,2012,(3):8-11.
[3]朱秀民.德国综合性大学“双元制”模式与我国“卓越计划”模式实施机制的对比分析[J].现代教育管理,2014,(11):124-125.
[4]陈胜,王虹.校企合作利益主体之间的权责关系及角色定位[J].现代教育管理,2014,(3):83.