高职教育素质通识课程的内涵及框架建构——以黑龙江职业学院为例  

On the Connotation and Frame Construction of the Quality-oriented General Curriculum of Higher Vocational Education——The Case of Heilongjiang Polytechnic

作　　者：王晓典[1,2] 张立新[3] 田文君[1] 韩开绯[1] 

机构地区：[1]黑龙江职业学院 [2]黑龙江职业学院教务处 [3]黑龙江职业学院择业教研室

出　　处：《职业技术教育》2017年第5期37-40,共4页Vocational and Technical Education

基　　金：黑龙江教育科学"十三五"规划2016年度重点课题"基于OBE的高职课程开发及应用研究"(ZJB1316051);主持人:王晓典

摘　　要：素质通识教育是以素质教育为灵魂,以通识教育为实现方式的"全人教育"。素质通识教育目标的实现有赖于科学合理的课程和课程结构。黑龙江职业学院的经验是明晰素质通识教育的内涵、目标定位和核心任务,按照成果导向课程调整的步骤和原则,改造公共基础课程、优化思想品德课程,引入非正式课程,开发隐性课程,搭建起以学生为中心、以能力为本位、以素质为基础的高职教育素质通识教育课程框架。The quality-oriented general education is the ＂AU-round Education＂ regarding the quality education as its soul and the general education as its means to realize. To achieve the goals of the quality-oriented general education depends on scientific and reasonable curricuhun and curriculum structure. Heilongjiang Polytechnic recommends to comprehend the connotation, target setting aud core tasks of the quality-oriented general education, and in accordance with the procedure and principle of outcome-based curriculum to reform the public basic courses, optimize the ideological and moral courses, introduce infomlal curriculum, develop hidden curriculum, and build the quality-oriented general education curriculum framework of the higher vocational education which tends to be stndent-centered, competency-oriented and quality-based.

关 键 词：素质教育 通识教育 课程结构 高职教育 

分 类 号：G718.5[文化科学—职业技术教育学]