工业机器人技术专业“2+1”人才培养模式  

"2+1" Talents Training Model for Industrial Robot Technology Specialty

作　　者：潘康俊[1] 李庆海[1] PAN Kang-jun(Zhejiang Industry and Trade Vocational College,Wenzhou,Zhejiang 325003,China)

机构地区：[1]浙江工贸职业技术学院

出　　处：《教育教学论坛》2019年第24期235-236,共2页Education And Teaching Forum

基　　金：教育部职业院校信息化教学研究课题(2018LXB136);2018年浙江工贸职业技术学院专业自主诊断创新项目:工业机器人技术专业人才培养模式的改革;2018年浙江工贸职业技术学院教学改革项目:工业机器人技术专业人才培养模式的改革;国家第二批现代学徒制试点——浙江工贸职业技术学院工业机器人技术专业

摘　　要：工业机器人技术专业立足于本地的装备制造行业,引进行业企业的生产标准和行业标准,实现课程内容与企业实际工作内容对接,课程目标与岗位职责对接,校企共同开发教学资源,共建现代学徒制专业课程体系。人才培养实行“2+1”模式,即前两年的教学地点在学校,教学任务的承担和学生的管理以学校为主;最后1年在企业,以企业导师为主,学校导师为辅。通过双导师制将人才培养方案落到实处,形成“层层递进,兴趣导向”的现代学徒培养模式。The industrial robotics major is based on the local equipment manufacturing industry,introducing the production standards and industry standards of industrial enterprises,realizing the connection between the course content and the actual work content of the enterprise,the connection between course objectives and post responsibilities,the joint development of teaching resources by the university and the enterprise,and the construction of modern apprenticeship professional course system."2+1"mode is implemented in talent cultivation,that is,the teaching place in the first two years is in the school,and the teaching task and student management are mainly in the school.In the last one year in the enterprise,the enterprise mentor is the main,the school mentor is the supplement.Through the double tutorial system,the talent training program will be put into practice,forming a"progressive layer,interest-oriented"modern apprentice training mode.

关 键 词：“2+1”模式 兴趣导向 多元评价 

分 类 号：G712[文化科学—职业技术教育学]