以创建生产性实训基地深化计算机网络技术专业教学改革的探索  

Deepening the Teaching Reform of Computer Network Technology Major by Building Productive Practical Training Bases

作　　者：王家兰[1] WANG Jia-lan(Chizhou Vocational and Technical College, Chizhou Anhui 247100, China)

机构地区：[1]池州职业技术学院,安徽池州247100

出　　处：《吉林工程技术师范学院学报》2020年第5期85-88,共4页Journal of Jilin Engineering Normal University

基　　金：安徽省高等学校省级质量工程项目(2018ylzy113);安徽省高等学校省级质量工程项目(2018zhkt098);池州职业技术学院校级科研项目(ZR2019Z01);池州职业技术学院校级科研项目(ZR2018Z03);安徽省高等学校省级质量工程项目(2017jyxm0681)。

摘　　要：当前很多高职院校校企合作效果不理想,学生参与校企合作的学习目标感不强路径不清晰,学校教师没有时间深入企业实践。这就需要企业走进学校,帮助学校提升师资能力,增强学生的专业认知。校企合作建立生产性实训基地是解决上述问题的有效手段。如,通过创建网络技术生产性实训基地,充分发挥网络生产性实训基地在计算机网络技术专业人才培养、教学改革及课程体系建设、师资队伍建设等方面的作用。依托生产性实训基地,引入企业项目,将第一课堂与第二课堂相结合,将专业课程内容与考证内容及标准相结合,最终实现学生高质量对口就业。A productive practical training base is believed to be able to help with the solution to the problems like students'weak awareness of learning goal and vague paths and teachers'insufficiency of time to participate in practical production in enterprises,which lead to the poor performance of school-enterprise cooperation and the necessity for enterprises to participate in their partners'effort to improve teachers'competency and students'insight into their professions.For example,a productive training base of network technology can help a lot with the cultivation of talents in computer network technology,teaching reform and curricular system construction and the growth of teachers,and it can also serve as a platform to introduce certain projects from the enterprise cooperator into higher vocational schools so as to combine primary classroom and secondary classroom,specialized courses and qualification tests to prepare the students for quality performance in the job market.

关 键 词：生产性实训基地 教学改革 师资能力 

分 类 号：G642.0[文化科学—高等教育学] TP393[文化科学—教育学]