产教融合背景下高职院校整体教改的3个关键问题  

Discussion on Three Key Questions of Higher Vocational Education Reform under the?Background of Industry-Education Integration

作　　者：袁晓莉[1] 温志宏 方媛琳 YUAN Xiaoli;WEN Zhihong;FANG Yuanlin(Guangdong Construction Polytechnic, Guangzhou, Guangdong 510440, China;Guangzhou Shangding Industry Co.,Ltd, Guangzhou, Guangdong 510080, China)

机构地区：[1]广东建设职业技术学院,广东广州510440 [2]广州商鼎实业控股有限公司,广东广州510080

出　　处：《现代教育科学》2020年第4期17-21,共5页Modern Education Science

基　　金：广东省高职教育商业类专业指导委员会2017年度教学改革项目“商业地产运营核心能力培训课程建设与教学改革研究”(项目编号:YSYJZW2017QN56)。

摘　　要：在国务院提出“深化产教融合”新要求的背景下,高职院校整体教改的持续推进面临着3个关键问题:一是教改主体问题;二是课程内容问题;三是质量评估问题。在整体教改的第一阶段应突出教师主体,第二阶段应突出企业主体,第三阶段应突出学生主体。课程内容的体系化重构应包括从工作过程到运作模式的提炼、从运作模式到课程体系的对接、从课程体系到课程内容的完善三项工作。教学质量的评估应同时考虑目标设定问题、过程控制问题和评估方法问题。Under the State Council's new requirements of"deepening the integration of industry and education",the continuous promotion of higher vocational education reform is faced with three key problems:one is the subject of educational reform,the other is the content of curriculum,and the third is the evaluation of quality.In the first stage of education reform,teachers should be highlighted;in the second stage,enterprises should be highlighted,and in the third stage,students should be highlighted.The systematic reconstruction of curriculum content include three tasks:refining from work process to operation mode,docking of operation mode and curriculum system,and improving from curriculum system to curriculum content.The evaluation of teaching quality should consider the problem of goal setting,process control and evaluation method.

关 键 词：产教融合 教改主体 课程内容 质量评估 

分 类 号：G719[文化科学—职业技术教育学]