高职土建专业“双主体情境化”教学模式的创新与实践  

Innovation and Practice of the Teaching Mode of "Double Subjects and Situation" in Civil Engineering Specialty of Higher Vocational Colleges

作　　者：杨益[1] 

机构地区：[1]杨凌职业技术学院,陕西杨凌712100

出　　处：《天津职业大学学报》2016年第5期46-48,共3页Journal of Tianjin Vocational Institute

基　　金：2015年度陕西省高等教育教学改革研究项目"校企共建陕建建筑学院建筑工程技术专业‘双主体情境化’教学模式探索与实践"(编号:15Z03)的研究成果

摘　　要：依托杨凌职业技术学院与陕西建工集团成立的校企合作理事会+陕建学院,紧紧围绕高等职业教育教学模式四大核心问题——教学设计、教学实施、教学评价、教学保障,以学生职业能力培养为主线,以校企融合企业学院为突破口,形成"双主体情境化"教学模式,并对其主要构成要素进行系统化研究,实现了专业与产业对接、教学内容与职业标准对接、教学过程与生产过程对接、学历证书与职业资格证书对接的目的,通过教学实践论证,可有效提升专业办学水平,提高人才培养质量。Depending onYangling Vocational and Technical College and Shaanxi Construction Group,the school-enterprise cooperation Council and Shaanxi Construction Institute have been established.Focus on the four core issues in the teaching mode of higher vocational education： teaching design, teaching implementation, teaching evaluationandteaching guarantee,takingtraining students＇ vocational ability as the main line, and the business school of school and enterprise integration as a breakthrough, the teaching mode of ＂double subjectsand situation＂ are formed, and its main elements are systematicallystudied, to realize the purposes of the professional and industrial docking, docking betweenteaching content and occupation standards, teaching process and the production process, diploma and occupation qualification certificate.Through the teaching practice, the mode is proved toeffectively enhance thespecialty running level and improve the quality oftalents training.

关 键 词：双主体 情境化 教学模式 土建专业 

分 类 号：G712[文化科学—职业技术教育学]