应用技术型专业实践教学体系的构建
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摘要
在培养应用技术型人才的过程中,实践教学不仅应有助于学生学习理论知识、应用理论知识、提高理论联系实际的能力,还应有助于学生获得专业操作技能和专业工作过程知识。为了突破头疼医头、脚疼医脚、加减修补的围城,基于科学的顶层设计而有序地推进应用技术型专业实践教学改革,应遵循认知规律和职业教育规律的双重指引,秉持理论与实践、课内与课外、校内与校外一体化的原则,以模块化的方式,构建以社会经济环境为背景、与现实科技应用水平相适应、与职业工作周期相一致、与真实工作项目或工作案例相对接的应用技术型专业实践教学内容体系。
In the process of training applied technical talents,practice teaching should not only help students learn theoretical knowledge,apply theoretical knowledge,improve the ability of integrating theory with practice,but also should help students acquire professional operating skills and professional working process knowledge. To break through the plight of dealing with problems on an ad hoc basis,and further systematically and orderly promote the practice teaching reform of application technical specialty based on the top-level design of science,it is necessary to follow the dual guidance of cognitive law and vocational education law,and uphold the principles of integration of theory and practice,in-class and extra-curricular, in-school and out-of-school to construct the practical teaching system of application technical specialty in a modular way,which is based on the social and economic environment,adapted to the actual application level of science and technology,consistent with the professional work cycle,and connected with the real work projects or work cases.
In the process of training applied technical talents,practice teaching should not only help students learn theoretical knowledge,apply theoretical knowledge,improve the ability of integrating theory with practice,but also should help students acquire professional operating skills and professional working process knowledge. To break through the plight of dealing with problems on an ad hoc basis,and further systematically and orderly promote the practice teaching reform of application technical specialty based on the top-level design of science,it is necessary to follow the dual guidance of cognitive law and vocational education law,and uphold the principles of integration of theory and practice,in-class and extra-curricular, in-school and out-of-school to construct the practical teaching system of application technical specialty in a modular way,which is based on the social and economic environment,adapted to the actual application level of science and technology,consistent with the professional work cycle,and connected with the real work projects or work cases.
引文
[1]教育部,国家发展改革委,农业部,等.教育部等六部门关于印发《现代职业教育体系建设规划(2014-2020年)》的通知教发[2014]6号[J].职业技术教育,2014(18):50-59.
[2]鲁昕.把加快发展现代职业教育摆在更加突出的位置[J].求是,2015(2):52-54.
[3]刘娜.新形势下高等教育办学体制变迁动因与路径探析[J].教育与职业,2016(18):28-30.
[4]张烨,高松.地方普通本科高校向应用技术型转型之要素解析[J].中国职业技术教育,2018(10):28-31.
[5]曹明.应用型本科高校创新创业人才培养模式初探[J].中国大学教学,2011(11):20.
[6]覃川.关于“学教做合一”人才培养模式的基本思考[J].中国高教研究,2015(11):106-110.
[7]姜大源.论高等职业教育课程的系统化设计——关于工作过程系统化课程开发的解读[J].中国高教研究,2009(4):66-70.
[8]刘春侠.在地方转型发展中本科院校实践教学体系的构建与探索[J].黑龙江畜牧兽医,2017(22):248-250.
[9]许喜平.构建立体化的经管专业实验教学体系[J].实验室研究与探索,2012,31(10):134-137.
[10]谭绍华,彭茂辉.让产教融合、校企合作的道路越走越宽阔[J].中国职业技术教育,2018(19):8-11.
[11]叶伟巍,孔寒冰.基于CDIO理念的产学合作工程教育案例研究[J].高等工程教育研究,2008(s2):37-42.
[12]朱科蓉.文科类虚拟仿真实验教学中心建设的问题与思考[J].现代教育管理,2016(1):87-91.
[13]张明国.试论“阶梯式发展”的本质和特征[J].科学技术哲学研究,2013(5):94-98.
[14]郭海涛.论应用型本科院校实践性教学体系构建的原则和框架[J].湖南社会科学,2014(z2):67-68.
[15]罗耀军.基于项目化、模块化的课程设计[J].职教论坛,2009(11):18-19.
[2]鲁昕.把加快发展现代职业教育摆在更加突出的位置[J].求是,2015(2):52-54.
[3]刘娜.新形势下高等教育办学体制变迁动因与路径探析[J].教育与职业,2016(18):28-30.
[4]张烨,高松.地方普通本科高校向应用技术型转型之要素解析[J].中国职业技术教育,2018(10):28-31.
[5]曹明.应用型本科高校创新创业人才培养模式初探[J].中国大学教学,2011(11):20.
[6]覃川.关于“学教做合一”人才培养模式的基本思考[J].中国高教研究,2015(11):106-110.
[7]姜大源.论高等职业教育课程的系统化设计——关于工作过程系统化课程开发的解读[J].中国高教研究,2009(4):66-70.
[8]刘春侠.在地方转型发展中本科院校实践教学体系的构建与探索[J].黑龙江畜牧兽医,2017(22):248-250.
[9]许喜平.构建立体化的经管专业实验教学体系[J].实验室研究与探索,2012,31(10):134-137.
[10]谭绍华,彭茂辉.让产教融合、校企合作的道路越走越宽阔[J].中国职业技术教育,2018(19):8-11.
[11]叶伟巍,孔寒冰.基于CDIO理念的产学合作工程教育案例研究[J].高等工程教育研究,2008(s2):37-42.
[12]朱科蓉.文科类虚拟仿真实验教学中心建设的问题与思考[J].现代教育管理,2016(1):87-91.
[13]张明国.试论“阶梯式发展”的本质和特征[J].科学技术哲学研究,2013(5):94-98.
[14]郭海涛.论应用型本科院校实践性教学体系构建的原则和框架[J].湖南社会科学,2014(z2):67-68.
[15]罗耀军.基于项目化、模块化的课程设计[J].职教论坛,2009(11):18-19.