职业教育分级制下的《饭店前厅服务与管理》课相开发  

The Development of Training Object Phase In Class of "Hotel Front Office Management" under the Framework of Vocational Education Grading System

作　　者：杨海英[1] 

机构地区：[1]北京劳动保障职业学院,北京100029

出　　处：《北京劳动保障职业学院学报》2013年第2期31-35,共5页Journal of Beijing Vocational College Of Labour And Social Security

基　　金：北京劳动保障职业学院2012年院级科研课题"酒店管理专业职业教育Ⅳ级课相开发与设计"(项目编号201225)的阶段性成果

摘　　要：职业教育的逻辑起点为职业。职业教育分级制度从职业活动的特点、规律和要求出发研究职业人才的教育规律,构建同社会职业活动和人的职业发展密切联系,面向人人、服务终身的教育制度和教育体系。课相是职业教育分级制改革中的重点概念和核心内容,课相的开发与设计应围绕相应岗位的典型工作任务的岗位职责、能力要求展开,以工作过程为导向,以学生为主体,设计项目化的教学载体,将工作任务转换为学习任务,培养学生的社会能力、操作能力和发展能力。The logical starting point of vocational education is career. Based on the character- istics of the professional activities, rules and requirements, grading system of vocational educa- tion makes a research on the law of educating vocational talents, and builds a facing-everyone and life-long education system. Training object phase in class （TOPIC） is the key concepts and core content of the reform of the vocational education grading system. The development of TOPIC should be around the corresponding positions of the professional tasks and competence, and then designs the teaching projects, cultivates the students＇ social, operational and development compe- tence.

关 键 词：职业教育分级制 典型工作任务 职业能力 课相 

分 类 号：G642.0[文化科学—高等教育学]