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作 者:赵学瑶 于萍 林若鑫 Zhao Xueyao Yu Ping Lin Ruoxin
机构地区:[1]广州白云工商技师学院职业教育研究所 [2]烟台工贸技师学院教务处 [3]广东白云学院
出 处:《职业技术教育》2016年第34期35-40,共6页Vocational and Technical Education
基 金:教育部2015年度人文社会科学研究一般项目"‘金砖四国’高等教育转型研究"(15YJA880005);天津市教育科学研究"十二五"规划(重点)项目"提高国家职教改革创新示范区高技能人才培养质量;创新高层次‘双师型’职教师资培养模式研究"(VE2003)
摘 要:传统学徒制是以师带徒强化技能传承、技术创新的一种人才培养模式。一方面,中西方传统学徒制在生成背景、管理主体、制度属性、学徒资格、学徒年限等方面存在差异;另一方面,它们在教学过程与生产过程的统一、个别教学是主要教育形式等方面体现共性。目前我国高技能人才培养取得了长足进展,但也存在着总量和社会支持力度不足等问题。加快高技能人才的培养,需要借鉴传统学徒制培养人才的成功做法:发挥政府的统筹作用;引导企业积极实施传统学徒制;积极探索以"大师工作室"为载体、"师徒带教"为途径的传统学徒制培养机制。The traditional apprenticeship is a kind of talents training mode which provides an internship with skilled masters and emphasizes on the skills inheritance and technical innovation. There exist difference and similarity in traditional apprenticeship between China and western countries. On the one hand, it shows sorts of differences such as formation background, management entity, institutional nature, driving forces, apprenticeship qualifications, apprenticeship, etc. On the other hand, it has four kinds of general characteristics such as the unification of teaching process and producing process, the choice of individual instruction as the main educational pattern, etc. The cultivation of high-skiUed talents in China made great progress at present, but it still remains several problems such as total quantity insufficiency and insufficient social support, etc. A good way to promote the cultivation of high-skilled talents is to draw successful lessons from the traditional apprenticeship in China and western society. Exactly speaking, it should be made efforts as follows: playing the role of government on the whole, guiding enterprises to implement traditional apprenticeship actively, and exploring the traditional apprenticeship which focus on setting up several master studios and the traditional way of training apprentices by masters.
分 类 号:G726[文化科学—成人教育学]
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