高等职业教育教学改革:现状特征、逻辑旨归及策略反思——基于省级教学成果奖的内容分析  

Teaching Reform of Higher Vocational Education:Characteristics,Logics and Reflections——Content Analysis Based on the Provincial Teaching Achievement Award

作　　者：林克松[1] 胡瑶 曾亭 Lin Kesong;Hu Yao;Zeng Ting(Southwest University,Chongqing 400715)

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《职业技术教育》2022年第30期7-12,共6页Vocational and Technical Education

基　　金：2022年重庆市职业教育教学改革研究重点项目“三梯贯通、四轮交替、五环嵌套、六合驱动:高校助推重庆中职‘三教’改革的实践研究”(BZ222091),主持人:林克松

摘　　要：高等职业教育教学成果奖是推动职业教育内涵建设,反映高等职业教育教学改革成效的重要奖项。通过收集并分析广东省、浙江省、江苏省、江西省、山西省、广西壮族自治区、四川省、重庆市2021年度省级教学成果奖项的相关信息,揭示八省市区高等职业院校教学改革现状,梳理出八省市区高等职业教育教学改革遵循的逻辑主线。针对教学成果奖在培育主体以及方向上存在的问题,各省市区教育行政部门、学校应使教学成果奖评选向一线教师倾斜,完善教学成果奖培育的合作机制,重视微观教学要素的改革,从而达到以教学成果培育为导向,解决教学中的“真问题”的目的。Higher Vocational Education Teaching Achievement Award is an important award to promote the connotation construction of vocational education and reflect the effectiveness of teaching reform of higher vocational education.By collecting and analyzing the relevant information of the 2021 Teaching Achievement Award in Guangdong,Zhejiang,Jiangsu,Jiangxi,Shanxi,Guangxi,Sichuan and Chongqing,this paper reveals the current situation of teaching reform of higher vocational colleges in eight provinces,and sorted out the logical main line followed by the teaching reform of higher vocational education in eight provinces.In view of the problems existing in the cultivation subject and direction of the Teaching Achievement Award,the education administrative departments and schools in various provinces should make the selection of Teaching Achievement Award tilt to front-line teachers,improve the cooperation mechanism of Teaching Achievement Award cultivation,pay attention to the reform of micro teaching elements,so as to achieve the goal of cultivating teaching achievements and solving the“real problems”in teaching.

关 键 词：高等职业教育 教学成果奖 教学改革 内容分析 

分 类 号：G712.0[文化科学—职业技术教育学]