“校企融合、岗课融通、项目引领”人才培养模式实践应用范例——以计算机网络技术专业为例  

Application Paradigm of Talent Training Model of “School-Enterprise Integration,Job-Course Combination,Project Leading”——A Case Study of Talent Training Model of Computer Network Technology Specialty

作　　者：许新华[1] 王亮[1] 

机构地区：[1]湖北职业技术学院信息技术学院,湖北孝感432000

出　　处：《湖州职业技术学院学报》2013年第2期52-55,共4页Journal of Huzhou Vocational and Technological College

基　　金：2012年度湖北省教育科学"十二五"规划课题<高职新兴专业开发理论与实践>(2012B329)的阶段性研究成果

摘　　要："校企融合、岗课融通、项目引领"人才培养模式实现了"三个对接":专业设置与人才需求的有效对接,课程设置与岗位能力的有效对接,"教师"与"师傅"角色的有效对接。该模式的实施须针对合作企业做实时、动态的调整。以"2211"方案为例,第一阶段为专项职业能力形成阶段(第1-4学期),第二阶段为综合职业能力形成阶段(第5学期),第三阶段为岗位工作能力形成阶段(第6学期)。实践证明,该模式运行效果良好:该专业被评为湖北省高等职业教育"重点专业",建成国家级精品课程1门、省级精品课程2门,获聘"楚天技能名师"1人,立项省级实训基地1个,建成省级教学团队1个。该专业的发展愿景是:在"十二五"期间,将该专业建设成为湖北省强势专业,乃至成为国内知名专业。The talent training model of “The school - enterprise integration, job - course combination, project leading” has realized “three links”： specialty setting links to talent requirement, course setting links to job capability, “teacher” links to “master”. The implementation of this model should be adjusted dynamically in real time in accordance with the condition of the cooperated enterprises. Take the scheme of “2211” for example： the first stage is forming the special occupation capability （lst- 4th term）, the second stage is forming the comprehen- sive occupation capability （Sth term）, the third stage is forming the job capability （6th term） ; Practice has proved that this model runs well.. the computer network technology specialty was selected as ＂key specialty＂ of higher occupation education of Hubei province. By now, it has owned one national- level excellent course, two province- level excellent courses, one “Chutian Skills Master”, one province- level practice training base, and one province - level teaching team. During the “Twelfth Five -Year Guideline”, this specialty aims to build the strongest specialty in Hubei province, even well - known in China.

关 键 词：校企融合 岗课融通 项目引领 人才培养模式 计算机网络技术专业 

分 类 号：G718.5[文化科学—职业技术教育学]