新时代高等职业教育的模式改革
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摘要
我国高职教育的发展模式难以真正建立起来,其主要问题在于产教"两张皮"分离现象突出,企业缺失主体意识,产教融合的利益机制尚未形成。学校和企业"双主体"办学是推动高职教育模式改革、实现产教融合的根本出路,而这需要学校主动作为、政府推动落实、行业积极尽责、企业增强意识等多方努力。落实到具体的推进路径,建议把实施现代学徒制作为开展教学模式改革的突破口,把推动科学研究与社会服务职能的融合作为办学改革的着力点,从而共同促进校企"双主体"模式的实现。
It is difficult to establish a development model of higher vocational education in China.The main problems are that the separation between production and education is prominent,enterprises lack the consciousness of subject,and the interest mechanism of integration of production and education has not been formed yet.The "double subjects" of school-enterprise is the fundamental way to promote the reform of higher vocational education model and realize the integration of production and education,which requires the school to take the initiative,the government to promote the implementation,the industry to actively fulfill its responsibilities,and the enterprise to enhance awareness and so on.It is suggested that the implementation of modern apprenticeship should be taken as a breakthrough in the reform of teaching mode,and the combination of scientific research and social service function should be taken as the main point of the reform of school running.Thus,we can jointly promote the realization of the "double subjects" model of schools and enterprises.
It is difficult to establish a development model of higher vocational education in China.The main problems are that the separation between production and education is prominent,enterprises lack the consciousness of subject,and the interest mechanism of integration of production and education has not been formed yet.The "double subjects" of school-enterprise is the fundamental way to promote the reform of higher vocational education model and realize the integration of production and education,which requires the school to take the initiative,the government to promote the implementation,the industry to actively fulfill its responsibilities,and the enterprise to enhance awareness and so on.It is suggested that the implementation of modern apprenticeship should be taken as a breakthrough in the reform of teaching mode,and the combination of scientific research and social service function should be taken as the main point of the reform of school running.Thus,we can jointly promote the realization of the "double subjects" model of schools and enterprises.
引文
[1]教育部、财政部关于印发《国家示范性高等职业院校建设计划管理暂行办法》的通知[EB/OL].[2018-04-27].http://old.moe.gov.cn//publicfiles/business/htmlfiles/moe/s3876/201010/xxgk_109729.html.
[2]教育部、财政部关于进一步推进“国家示范性高等职业院校建设计划”实施工作的通知[EB/OL].[2018-05-02].http://old.moe.gov.cn//publicfiles/business/htmlfiles/moe/s3876/201008/xxgk_93891.html.
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[4]马陆亭.应建立国家技术技能积累制度[J].高校教育管理,2014(6):8.
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[11]GOOZEE G.The Development of TAFE in Australia.An Historical Perspective[M].Adelaide:National Centre for Vocational Education Research,1993.
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[2]教育部、财政部关于进一步推进“国家示范性高等职业院校建设计划”实施工作的通知[EB/OL].[2018-05-02].http://old.moe.gov.cn//publicfiles/business/htmlfiles/moe/s3876/201008/xxgk_93891.html.
[3]《中国职业教育集团化办学年度发展报告(2017)》发布会在京召开[EB/OL].[2018-05-05].http://www.chinazy.org/models/adefault/news_detail.aspx?artid=65212&cateid=1517.
[4]马陆亭.应建立国家技术技能积累制度[J].高校教育管理,2014(6):8.
[5]易雪玲,欧阳育良.双主体办学多元协作治理的理论边界与实现框架[J].中国高等教育,2017(15/16):39.
[6]大力发展中国特色的职业教育——温家宝在全国职业教育工作会议上的讲话[EB/OL].[2018-06-20].http://old.moe.gov.cn//publicfiles/business/htmlfiles/moe/moe_1589/200708/25576.html.
[7]赵志群,陈俊兰.现代学徒制建设——现代职业教育制度的重要补充[J].北京社会科学,2014(1):28-32.
[8]徐国庆.高职教育发展现代学徒制的策略:基于现代性的分析[J].江苏高教,2017(1):79-84.
[9]纪驭亚.长兴探索破解职业教育“两张皮”问题:现代学徒制,共铸大国工匠[N].浙江日报,2016-06-01.
[10]王星.技能形成的社会建构——中国工厂师徒制变迁历程的社会学分析[M].北京:社会科学文献出版社,2014:50.
[11]GOOZEE G.The Development of TAFE in Australia.An Historical Perspective[M].Adelaide:National Centre for Vocational Education Research,1993.
[12]马陆亭.促进高等教育区域发展的模式、机制、文化[J].中国高教研究,2012(8):8-9.
[13]马陆亭.我国产学研结合的实践探索与展望[J].国家教育行政学院学报,2010(2):24-31.