现代学徒制模式下风景园林人才培养的研究与实践
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摘要
现代学徒制基于"产教一体、校企协同"理念,通过教学体制和学生身份、教学场所和教学情境、课程形式与课程体系的三大变革,促使"校、企、生"三方深度融合,直面风景园林人才培养模式在结构、质量和水平上未能完全满足园林行业的需求困局,从根本上解决校企合作"运行机制难"、教学"需求脱节"问题,把"德、技要素融入学徒全过程培养"。广东环境保护工程职业学院与深圳园林股份有限公司合作的"现代学徒制班"构建校企双主体"学徒课程育人,岗位技能育人、星火传承育人、协同创新育人"四维度培养和管理体系,是风景园林人才培养改革的新尝试。
The modern apprenticeship system is based on the concept of "integration of production and education, schoolenterprise cooperation". Through the three major changes in the teaching system, student identity, teaching place and teaching situation, curriculum form and curriculum system, school, enterprise and students are deeply integrated. The modern apprenticeship system faces the dilemma that the training mode of landscape architecture talents can not fully meet the needs of landscape architecture in terms of structure, quality and level. It fundamentally solves the problem of "difficult operation mechanism" of school-enterprise cooperation and the problem of "disengagement of demand" in teaching, and integrates"morality and technology" into the whole process. "The Modern Apprenticeship Class" in cooperation between Guangdong Environmental Protection Engineering Vocational College and Shenzhen Landscape Architecture Company is a new attempt to construct a four-dimensional training and management system of "Apprenticeship Education, Post Skills Education, Sparks Education, Collaborative Innovation and Education".
The modern apprenticeship system is based on the concept of "integration of production and education, schoolenterprise cooperation". Through the three major changes in the teaching system, student identity, teaching place and teaching situation, curriculum form and curriculum system, school, enterprise and students are deeply integrated. The modern apprenticeship system faces the dilemma that the training mode of landscape architecture talents can not fully meet the needs of landscape architecture in terms of structure, quality and level. It fundamentally solves the problem of "difficult operation mechanism" of school-enterprise cooperation and the problem of "disengagement of demand" in teaching, and integrates"morality and technology" into the whole process. "The Modern Apprenticeship Class" in cooperation between Guangdong Environmental Protection Engineering Vocational College and Shenzhen Landscape Architecture Company is a new attempt to construct a four-dimensional training and management system of "Apprenticeship Education, Post Skills Education, Sparks Education, Collaborative Innovation and Education".
引文
[1]石伟平,郝天聪.产教深度融合校企双元育人--《国家职业教育改革实施方案》解读[J].中国职业技术教育,2019(7):93-97.
[2]中华人民共和国教育部.教育部关于开展现代学徒制试点工作的意见[EB/OL].(2014-08-25)[2019-04-19].http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/s7055/201409/174583.html.
[3]中华人民共和国教育部.教育部办公厅关于公布首批现代学徒制试点单位的通知[EB/OL].(2015-08-06)[2019-06-20].http://www.moe.edu.cn/srcsite/A07/s3069/201508/t20150817_200588.html.
[4]中华人民共和国教育部.教育部办公厅关于公布第二批现代学徒制试点和第一批试点年度检查结果的通知[EB/OL].(2017-08-25)[2019-06-20].http://www.moe.gov.cn/srcsite/A07/moe_737/s3876_cxfz/201709/t20170911_314178.html.
[5]何蓓蓓,谢莉花.我国职业教育现代学徒制课程体系实施的现状、问题及对策[J].职教论坛,2019(5):56-65.
[6]吴学峰,徐国庆.现代学徒制:对象、意义与实施策略[J].现代教育管理,2016(11):76-81.
[7]熊旅鑫,王乾乾,胡巧君.关于风景园林教学的有效研究[J].职业,2019(5):97-98.
[8]古德泉,李剑,黄家平.基于营境理论的风景园林课程教学改革与实践--以《风景园林设计原理》为例[J].广东园林,2018,40(3):16-19.
[9]贺琼.风景园林教学中的社会化交流培养体系探究//中国风景园林学会.中国风景园林教育大会论文集[C].北京:中国风景园林学会,2006:2.
[10]郑晓笛.基于“棕色土方”概念的棕地再生风景园林学途径[D].北京:清华大学,2014.
[11]刘建新,何司彦,冯霞,等.基于EPC总包模式下的园林专业现代学徒制的岗位导向实践教学研究[J].现代园艺,2018(11):161-162.
[12]何司彦,林有彪,游锦城.基于EPC模式的现代学徒制园林工程项目管理课程改革与实践[J].现代职业教育,2019,3(7):89-91.
[13]李杨红,祝军权,吴渝,等.浅谈跨区域多方协同开展现代学徒制人才培养的探索与实践措施[J].现代职业教育,2019,3(7):246-247.
[14]广东环境保护工程职业学院生态环境系.我系学生获得2019年省“园林景观设计”赛项团体一等奖[EB/OL].(2019-03-19)[2019-06-20].http://stx.gdpepe.cn/a/xibuyaowen/2019/0319/1446.html.
本文为2019广东风景园林教育大会征文。
本文图片均为作者自绘。
[2]中华人民共和国教育部.教育部关于开展现代学徒制试点工作的意见[EB/OL].(2014-08-25)[2019-04-19].http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/s7055/201409/174583.html.
[3]中华人民共和国教育部.教育部办公厅关于公布首批现代学徒制试点单位的通知[EB/OL].(2015-08-06)[2019-06-20].http://www.moe.edu.cn/srcsite/A07/s3069/201508/t20150817_200588.html.
[4]中华人民共和国教育部.教育部办公厅关于公布第二批现代学徒制试点和第一批试点年度检查结果的通知[EB/OL].(2017-08-25)[2019-06-20].http://www.moe.gov.cn/srcsite/A07/moe_737/s3876_cxfz/201709/t20170911_314178.html.
[5]何蓓蓓,谢莉花.我国职业教育现代学徒制课程体系实施的现状、问题及对策[J].职教论坛,2019(5):56-65.
[6]吴学峰,徐国庆.现代学徒制:对象、意义与实施策略[J].现代教育管理,2016(11):76-81.
[7]熊旅鑫,王乾乾,胡巧君.关于风景园林教学的有效研究[J].职业,2019(5):97-98.
[8]古德泉,李剑,黄家平.基于营境理论的风景园林课程教学改革与实践--以《风景园林设计原理》为例[J].广东园林,2018,40(3):16-19.
[9]贺琼.风景园林教学中的社会化交流培养体系探究//中国风景园林学会.中国风景园林教育大会论文集[C].北京:中国风景园林学会,2006:2.
[10]郑晓笛.基于“棕色土方”概念的棕地再生风景园林学途径[D].北京:清华大学,2014.
[11]刘建新,何司彦,冯霞,等.基于EPC总包模式下的园林专业现代学徒制的岗位导向实践教学研究[J].现代园艺,2018(11):161-162.
[12]何司彦,林有彪,游锦城.基于EPC模式的现代学徒制园林工程项目管理课程改革与实践[J].现代职业教育,2019,3(7):89-91.
[13]李杨红,祝军权,吴渝,等.浅谈跨区域多方协同开展现代学徒制人才培养的探索与实践措施[J].现代职业教育,2019,3(7):246-247.
[14]广东环境保护工程职业学院生态环境系.我系学生获得2019年省“园林景观设计”赛项团体一等奖[EB/OL].(2019-03-19)[2019-06-20].http://stx.gdpepe.cn/a/xibuyaowen/2019/0319/1446.html.
本文为2019广东风景园林教育大会征文。
本文图片均为作者自绘。