高水平高职校视阈下高水平专业建设探究——以苏州工业职业技术学院“同程旅游学院”为例

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英文篇名：Research on Construction of High-level Specialty under Perspective of High-level Higher Vocational Colleges:A Case Study of “Tongcheng Tourism College” of Suzhou Polytechnic of Industry 作者：唐祥金 ; 成秀萍 英文作者：Tang Xiangjin;Cheng Xiuping;Suzhou Polytechnic of Industry; 关键词：高水平高职院校建设 ; 高水平专业群 ; 产教融合 ; 协同育人 ; 技术技能积累 英文关键词：construction of high-level higher vocational colleges;;high-level specialty cluster;;integration of industry and education;;accumulation of technical skills 中文刊名：ZYJW 英文刊名：Vocational and Technical Education 机构：苏州工业职业技术学院对外交流与校企合作处;苏州工业职业技术学院建筑与艺术设计系; 出版日期：2019-03-10 出版单位：职业技术教育 年：2019 期：v.40;No.930 基金：江苏省教育科学“十三五”规划2018年立项课题“企业学院深度协同育人及其保障机制研究”(D/2018/03/62),主持人:唐祥金 语种：中文; 页：ZYJW201908009 页数：3 CN：08 ISSN：22-1019/G4 分类号：42-44

摘要

高水平高职院校与专业(群)建设,既重能力本位更重学生本位,既重教育能力更重服务能力的全面提升。其贯穿始终的主线是高质量发展,根本宗旨是立德树人,核心要义在于全面提升对地方和社会发展的贡献度,重点任务是高水平专业集群建设和高端产教深度融合平台建设。其关键在于专业(群)的相关度、岗位的契合度、实习(训)的有效度,并发挥好企业重要主体作用。育人主渠道在课堂,育人主体在于校企协同、党政工团学与专业团队合力育人。
        The building of high-level higher vocational institutes and specialty(cluster) is not only student-oriented but also capacitybased,as well as focuses on both educational function and the improvement of service potentiality.Its main line is high-quality development.Its fundamental purpose is to cultivate people with moral integrity.Its core is to enhance its contribution to local and social development in an all-round way.Its key task is to build a high-level specialty cluster and a high-end platform for deep integration of production and education.The key lies in the relevance of specialty(cluster),the fit of position and the validity of practice(training),and plays an important role as the main body of the enterprise.The main channel of educating people is in the classroom.The main body of educating people lies in the cooperation between schools and enterprises,and the joint efforts of the Party,the government,the league and the professional team to educate people.

引文

[1]唐祥金.新时代以学生为中心的校企协同育人[J].苏州市职业大学学报,2018(1):48-51.
    [2]唐祥金.企业学院深度协同的“五教合一”育人模式[J].职业技术教育,2018(2):20-22.
    [3]成秀萍.企业学院深度协同的双主体育人及其保障机制[J].泰州职业技术学院学报,2018(5):15-20.