高职院校分段式教学组织模式的实证分析——以电气化铁道技术专业为例  

Empirical Analysis of Staged Teaching Organization Mode——Taking Electrification Railway Technology Major as an Example

作　　者：蔡勤生[1] 

机构地区：[1]广州铁路职业技术学院,广东广州510430

出　　处：《南方职业教育学刊》2013年第6期17-20,共4页Journal of Southern Vocational Education

基　　金：2012年度广东省教育教学改革项目"多校区高职院校有效实施二级教学管理模式的对策研究"(20120301035)

摘　　要：在传统教学组织模式下高职电气化铁道技术专业,存在岗位生产过程有特殊性,难以推行任务驱动和项目导向教学改革,企业实习条件有限,兼职教师难到学校授课,专业教师难进企业实践,教学资源难合理利用等问题。只有以任务或项目为依据,将单元教学时间延长为4课时,着重对课程安排、任课教师、教学资源安排和考核进行分段式教学组织改革,才能促进人才培养模式改革,促进校内外教师互聘互派,促进专业教学资源开发,提高实训条件的利用率,提高学生培养质量,以满足企业用人需求。There are some particularities in the post production process of electrification railway technology major.Therefore,it's difficult to carry out the task-driven and project-oriented teaching reform,and there are some other problems,for example,the company needs practice employees from colleges but it can't meet the needs of students; part-time teachers from enterprises have difficulty in teaching in colleges; professional teachers have difficulty in practicing in enterprises.There is also some difficulty in making full use of teaching resources.We should lengthen the teaching periods to four class hours based on the task and project.The staged teaching organization reform should be carried out in curriculum arrangement,course teachers,teaching resources arrangement and examination.It can promote the reform of talents training mode,the mutual employment of teachers in and out of colleges and the teaching resources development.It can also improve the utilization rate of practical resources and the quality of students,meet the needs of enterprises.

关 键 词：电气化铁道技术专业 专业课程 顶岗实习 分段式 教学改革 

分 类 号：G712[文化科学—职业技术教育学]