中职专业课导生制操作模式研究述评  

Research Review on Operating Mode of Monitorial System in Specialized Courses of Secondary Vocational Schools

作　　者：张国红 吕红萍[2] 

机构地区：[1]金华市教育局教研室,浙江金华321017 [2]金华职业技术学院,浙江金华321007

出　　处：《职业技术教育》2013年第5期53-57,共5页Vocational and Technical Education

基　　金：浙江省教育科学规划2012年度立项研究课题<工学结合一体化课程的课业设计及应用研究>(编号:SC126);主持人:张国红

摘　　要：导生制的专题研究文章数自2007年后呈逐年上升趋势,但中职导生制的研究成果并不多。目前中职导生制操作模式呈现多样性,在理论上可分为"高辈-团队"式、"同辈-团队"式、"高辈-全班"式、"同辈-全班"式、"高辈-个体"式和"同辈-个体"式。中职专业课的实践性和中职学生的素质分化特点决定了导生制在中职专业课教学中应用的重要意义,"同辈-团队"式和"高辈-团队"式应成为中职专业课导生制操作模式的应然选择。The number of research articles on monitorial system is increasing yearly since 2007,but the research prod ucts on monitorial system of secondary vocational schools are fewer.At present,its operating modes are diversified and can be divided into＂high generation-group＂mode,＂peer-group＂mode,＂high generation-class＂mode,＂peer-class＂ mode,＂high generation-individual＂mode,and＂peer-individual＂mode in theory.Due to the practicalness of specialized courses of secondary vocational schools and the characteristic of differentiation of secondary vocational school students,the application of monitorial system is of importance for the teaching of specialized courses in secondary vocational schools,and it is a necessary choice for the monitorial ystem of secondary vocational school specalized courses to take the ＂pear-group＂and＂high generation-group＂modes.

关 键 词：导生制 中等职业学校 专业课 操作模式 

分 类 号：G718.3[文化科学—职业技术教育学]