高职项目化课程教学改革的理论依据及途径探讨  

On Theoretical Foundation and Approaches of Project-based Curriculum Teaching Reform in Higher Vocational Education

作　　者：熊威[1] 

机构地区：[1]常州工程职业技术学院高职所,江苏常州213164

出　　处：《南通职业大学学报》2009年第4期38-40,共3页Journal of Nantong Vocational University

基　　金：2007年江苏省教育厅高校哲学社会科学基金项目<素质教育视野中的高职人才培养模式的探索与实践>(07SJD880001)

摘　　要：建构主义学习理论和情境学习理论为高职项目化课程教学改革提供了充分的理论依据。在情境建构主义理论的指导下,高职的许多专业都可以采取"三步走"战略来推进课程改革:第一步是进行教师职教能力培训与测试,转变教育观念,提高项目化教学水平;第二步是开发专业课程,构建基于工作过程的系统化课程体系;第三步是创新高职人才培养模式,培养高素质、高技能的技术应用性人才。The constructivism and situation learning theories provide the sufficient theoretical foundation for the project-based curriculum teaching reform in the higher vocational education. Under the guidance of the eonstruetivism, Changzhou Institute of Engineering Technology pushes on the curriculum reform by the ＂three steps＂ strategy： first, to train and test the vocational education and teaching capability of teachers, to change the vocational educational thought, and to enhance the project-based teaching capability of teachers; second, to exploit the specialized curriculum system, and to construct the systematization curriculum system which base on the work structure; third, to innovate the intellect cultivation model of higher vocational education, and to cultivate the high-quality, high-skill and technique intellect.

关 键 词：高职 项目化课程 课程教学改革 保障机制 

分 类 号：G712.5[文化科学—职业技术教育学]