五年一贯制高职产学结合办学模式的构建
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摘要
职业教育是国民经济和社会发展的重要基础,职业学校实施教育应当实行产学结合,为本地区经济服务,与企业密切联系,培养实用人才和熟练劳动者。五年一贯制高等职业教育的人才培养目标是面向生产、建设、管理、服务一线,培养具有综合职业能力和技能的素质全面的高等技术应用专门性人才,因而,五年一贯制高等职业技术学校要走上持续科学的发展之路,在办学模式上必须紧扣产学结合的主题。
以德国“双元制”为典范的美、英、加拿大、新加坡、日、韩等国各具特色、以学生职业(岗位)能力为本位的产学结合办学模式为我国五年一贯制高职产学结合办学模式的构建提供了启示与借鉴。
目前我国苏南经济发达地区五年一贯制高职所采用比较多的产学结合办学模式主要有校外实习基地、校园经济实体、校内实践场所、工学小组、兴趣小组等,这些产学结合办学模式在学生实践能力的培养、职业素养的养成、“双师型”教师队伍的建设、专业调整与课程设置紧密接轨行业(企业)等方面,起到了很大作用,但是由于我国在法律法规、教育管理体制方面还存在不足,导致我国五年一贯制高职产学结合办学模式的构建目前更多还是停留在浅层次。
根据我国国情,要把五年一贯制高职产学结合办学模式的构建在目前条件下往深层推进,几种典型的可操作模式有:“订单式”、“3.5+1.5”模式、“工学交替”模式、“工学结合,校企双向介入”模式、“结合地方经济全面合作”模式,各校要根据立足优势、克服劣势、抓住机会、避开威胁的构建产学结合办学模式的原则,选择甚而是创造适合自身发展的产学结合办学模式,实现学校办学社会效益和经济效益的共赢!
Vocational education is the solid foundation for the national economy and social development and it is necessary for the vocational schools for implementation of the mode of combination of production and academy so that the vocational school can offer services to local economies through close cooperation with enterprises and training of practical and skilled workers. The personnel training of the higher vocational education in five-year continuous course scheme is to train advanced and specialized practically-oriented technical workers with comprehensive vocational abilities and complete technical skills and techniques, who will be later employed in such sectors as production, construction, management and service. Therefore, higher vocational and technical schools with five-year continuous courses system shall apply the mode of production-academy combination in the school running in order to maintain the sustained and scientific development.
The successful experiences of Germany's "Dual System" in vocational education and the different characteristics of vocational education in United States, Britain, Canada, Singapore, Japan and Korea etc. with students vocational (post) ability-oriented production-academy combination school-running mode have provided inspiration and references to China for its construction of production-academy combination school-running mode in the higher vocational schools.
At present, production-academy combination school-running modes that are widely adopted by higher vocational schools of five-year continuous courses in the relative economically developed areas in the southern part of Jiangsu province in China mainly consists of off-campus practice bases, campus economic entities, school practice sites, engineering groups and interest groups etc, which has played significant role in the cultivation of practical ability and professionalism of students, construction of "Double-certificated" teaching team and the major readjusting and curriculum design taking full consideration of the needs of industry (enterprises), but due to inadequacy and problems currently existing in China in terms of laws, regulations and education management system, the construction of production-academy combination school-running mode in China's vocational schools with five-year continuous courses is still at the primary stage.
According to the actual conditions of China, some typical operational modes for further the development of the construction of production-academy combination school-running mode in China's vocational schools with five-year continuous courses include "Order mode", "3.5 +1.5"mode, "working-schooling alternation mode", "Working-schooling combination and school-enterprise two-way exchange mode" and "mode of comprehensive cooperation mode suited for local economy". The schools shall construct the production-academy combination school-iunning program according to the guiding principle of "Based on strong points while overcoming the weak points; seize the opportunities and avoid any risks", which is suited for their own development in order to achieve the win-win results of school education in terms of both social and economic benefits!
以德国“双元制”为典范的美、英、加拿大、新加坡、日、韩等国各具特色、以学生职业(岗位)能力为本位的产学结合办学模式为我国五年一贯制高职产学结合办学模式的构建提供了启示与借鉴。
目前我国苏南经济发达地区五年一贯制高职所采用比较多的产学结合办学模式主要有校外实习基地、校园经济实体、校内实践场所、工学小组、兴趣小组等,这些产学结合办学模式在学生实践能力的培养、职业素养的养成、“双师型”教师队伍的建设、专业调整与课程设置紧密接轨行业(企业)等方面,起到了很大作用,但是由于我国在法律法规、教育管理体制方面还存在不足,导致我国五年一贯制高职产学结合办学模式的构建目前更多还是停留在浅层次。
根据我国国情,要把五年一贯制高职产学结合办学模式的构建在目前条件下往深层推进,几种典型的可操作模式有:“订单式”、“3.5+1.5”模式、“工学交替”模式、“工学结合,校企双向介入”模式、“结合地方经济全面合作”模式,各校要根据立足优势、克服劣势、抓住机会、避开威胁的构建产学结合办学模式的原则,选择甚而是创造适合自身发展的产学结合办学模式,实现学校办学社会效益和经济效益的共赢!
Vocational education is the solid foundation for the national economy and social development and it is necessary for the vocational schools for implementation of the mode of combination of production and academy so that the vocational school can offer services to local economies through close cooperation with enterprises and training of practical and skilled workers. The personnel training of the higher vocational education in five-year continuous course scheme is to train advanced and specialized practically-oriented technical workers with comprehensive vocational abilities and complete technical skills and techniques, who will be later employed in such sectors as production, construction, management and service. Therefore, higher vocational and technical schools with five-year continuous courses system shall apply the mode of production-academy combination in the school running in order to maintain the sustained and scientific development.
The successful experiences of Germany's "Dual System" in vocational education and the different characteristics of vocational education in United States, Britain, Canada, Singapore, Japan and Korea etc. with students vocational (post) ability-oriented production-academy combination school-running mode have provided inspiration and references to China for its construction of production-academy combination school-running mode in the higher vocational schools.
At present, production-academy combination school-running modes that are widely adopted by higher vocational schools of five-year continuous courses in the relative economically developed areas in the southern part of Jiangsu province in China mainly consists of off-campus practice bases, campus economic entities, school practice sites, engineering groups and interest groups etc, which has played significant role in the cultivation of practical ability and professionalism of students, construction of "Double-certificated" teaching team and the major readjusting and curriculum design taking full consideration of the needs of industry (enterprises), but due to inadequacy and problems currently existing in China in terms of laws, regulations and education management system, the construction of production-academy combination school-running mode in China's vocational schools with five-year continuous courses is still at the primary stage.
According to the actual conditions of China, some typical operational modes for further the development of the construction of production-academy combination school-running mode in China's vocational schools with five-year continuous courses include "Order mode", "3.5 +1.5"mode, "working-schooling alternation mode", "Working-schooling combination and school-enterprise two-way exchange mode" and "mode of comprehensive cooperation mode suited for local economy". The schools shall construct the production-academy combination school-iunning program according to the guiding principle of "Based on strong points while overcoming the weak points; seize the opportunities and avoid any risks", which is suited for their own development in order to achieve the win-win results of school education in terms of both social and economic benefits!
引文
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[39]林伦伦,郑国强.高等职业技术教育人才培养模式[M].北京:中央编译出版社,2004(3)
[40]教育部高等教育司.必由之路——高等职业教育产学研结合操作指南[M].北京:高等教育出版社,2004
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[44]陈雁.国外职业技术培训教育特色的启示与借鉴[J].南通职业大学学报,2004(3)
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[2]赵志群.职业教育与培训学习新概念[M].科学出版社,2003
[3]李占军.“工学结合”的高职教育实训教学模式探索[J].职教论坛,2006(9、
[4]王前新.高等职业教育人才培养模式构建[M].汕头:汕头大学出版社,2003
[5]刘兰明.高等职业技术教育办学特色研究[M].武汉:华中科技大学出版社,2004
[6]林伦伦,郑国强.高等职业技术教育人才培养模式[M].北京:中央编译出版社,2004
[7]教育部高等教育司.必由之路——高等职业教育产学研结合操作指南[M].北京:高等教育出版社,2004.
[8]联合国教科文组织国际教育发展委员会.《学会生存——教育世界的今天和明天》[M].北京:教育科学出版社,1996
[9]刘启娴.世纪之交的国际职业教育[M].高等教育出版社,1999年
[10]张燕,丁康.职业大学新发展的思考[J].南通职业大学学报,2003(3)
[11]马庆发.德国高等职业教育面面观[J].外国教育资料,1998(3)
[12]石伟平,徐哲岩.新职业主义:英国职业主义新趋向[J].外国教育资料,2000(3)
[13]杨秀蓉.打造高职院校的品牌文化力[J].职教与经济研究,2005(1)
[14]陈雁.国外职业技术培训教育特色的启示与借鉴[J].南通职业大学学报,2004(3)
[15]金薇.职业学校校企合作的模式、问题与对策——以苏州地区为例[D].苏州:苏州大学教育学院,2008
[16]孙琳.产教育结合职业教育发展新途径探索,北京:高等教育出版社,2003
[17]王利平.菅理学原理,北京:中国人民大学出版社,2000
[18]古蕴华.产学合作教育若干理论问题的研究,纺织教育,2002(1)
[19]靳希斌.教育经济学[M].北京:人民教育出版社,1995
[20]周济.在全国高职高专产学结合经验交流会开幕式上的讲话.全国高职高专教育产学研结合经验交流会论文集冲华人民共和国高等教育司编,2003(5)
[21]何小雄.对校企合作办学的探讨[J].职业教育研究,2006(1)
[22]黄迎新.关于校企合作的几点思考[J].中国培训,2006(12)
[23]寿祖平.解析德国双元制及其对我国职业教育的启示[J].职业技术教育,2005,(35):122-124
[24]夏满成.德国双元制职业教育制度及启示[J].江苏高教,2005(1)
[25]蒋德喜.论高职院校实践导向课程模式的构建[J].教育探索,2007(5)
[26]黄鸿鸿,于爱红.美国高等职业教育的沿革与特点[J].教育评论,2003(5)
[27]姜蕙.当代国际高等职业技术教育概论[M].兰州:兰州大学出版社,2002
[28]黄日强,邓志军.英国BTEC职业教育在我国的引进[J].外国教育研究,2004(5)
[29]刘登高.几种国外职业技术教育模式给我们的启示[J].世界职业技术教育,2002(1)
[30]吴雪萍.周际职业技术教育研究[M].杭州:浙江大学出版社,2004
[31]童炳金.校内实践教学基地建设初探[J].温州职业技术学院报,2003(3)
[32]俞仲文,刘守义,朱方来.高等职业技术教育实践教学研究[M].北京:清华大学出版社,2004
[33]中华人民共和国教育部高等教育司,中国高教学会产学研合作教育分会.必由之路——高等职业教育产学研结合操作指南[M].北京:高等教育出版社,2004
[34]姚丽梅,王玉生.实训基地建设的思考与实践[J].中国职业技术教育,2006(27)
[35]裴有为.对高职实验与实训场地建设及有效利用的探讨[J].职业教育研究,2006(2)
[36]顾秉林.秉承实践教育传统 加强创新能力培养 提高学生全面素质[J].清华大学教育研究,2006(1)
[37]王前新.高等职业教育人才培养模式构建[M].汕头:汕头大学出版社,2003
[38]刘兰明.高等职业技术教育办学特色研究[M].武汉:华中科技大学出版社,2004
[39]林伦伦,郑国强.高等职业技术教育人才培养模式[M].北京:中央编译出版社,2004(3)
[40]教育部高等教育司.必由之路——高等职业教育产学研结合操作指南[M].北京:高等教育出版社,2004
[42]张燕,丁康.职业大学新发展的思考[J].南通职业大学学报,2003(3)
[43]杨秀蓉.打造高职院校的品牌文化力[J].职教与经济研究,2005(1)
[44]陈雁.国外职业技术培训教育特色的启示与借鉴[J].南通职业大学学报,2004(3)
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