高职课堂“理论、虚拟仿真、实践”三层次递进教学模式构建——以广州工程技术职业学院为例  

On the Construction of Three Levels Progressive Classroom-teaching of“Theory-Virtual Simulation-Practice”Mode in Higher Vocational Education——The Case of Guangzhou Vocational College of Engineering and Technology

作　　者：兰先芳[1] 

机构地区：[1]广州工程技术职业学院教务处

出　　处：《职业技术教育》2015年第29期41-43,共3页Vocational and Technical Education

基　　金：2013年度广东省高等职业教育质量工程资助项目"基于现代信息技术视域下的高职课堂教学改革实践--以广州工程技术职业学院为例"(20130201067);2015年度广东省教育研究院重点项目"基于产教融合;校企合作的现代学徒制实践研究"(GDJY-2015-B-a014);2015年度广州市教育教学改革资助项目"信息化条件下高职课堂‘理论;虚拟仿真;实践’三层次递进教学模式构建"(穗教高教[2015]28号);主持人:兰先芳

摘　　要：当前高职工科专业开展实践教学的难点主要是学生通过理论学习后直接进入企业实操实训,耗材成本高、安全隐患大、对企业正常生产有影响,为解决实操实训中存在的高危险、高成本、高污染及难看到、难动作、难进去、难再现的问题,尝试从高等性、职业性、个性化需求、师生关系四个维度,构建"理论、虚拟仿真、实践"三层次递进教学模式。The current difficulties in the practical teaching of engineering specialties in higher vocational education are that a student directly entering an enterprise to do practical operation after learning theoretical knowledge, not only affects normal business production, but also brings security risk and high cost of consumables. In order to solve the problems of ＂three highs＂ of high-risk, high-cost and high pollution, and ＂four difficulties＂ of difficult to see, difficult to move, difficult to enter and difficult to reproduce, it is suggested to try to build ＂theory-virtual simulation-practice＂ three levels of progressive classroom-teaching mode from four dimensions of higher character, occupation, individual needs and teacher-student relationship.

关 键 词：高职课堂 虚拟仿真 实践教学 教学模式 

分 类 号：G712[文化科学—职业技术教育学]