“一带一路”背景下中国——东盟职业教育校企共同体建构  

Construction of China-ASEAN Vocational Education School-enterprise Community under the Background of“the Belt and Road Initiative”

作　　者：王忠昌 李晓娟 Wang Zhongchang;Li Xiaojuan(School of Vocational and Technical Education of Nanning Normal University,Nanning 530001;China-ASEAN Vocational Education Research Center,Nanning 530001;School of Educational Science of Nanning Normal University,Nanning 530001)

机构地区：[1]南宁师范大学职业技术教育学院,南宁530001 [2]中国-东盟职业教育研究中心,南宁530001 [3]南宁师范大学教育科学学院,南宁530001

出　　处：《职业技术教育》2020年第34期68-73,共6页Vocational and Technical Education

基　　金：2020年度广西高校中青年教师科研基础能力提升项目“‘一带一路’建设中职教校企共建协同创新共同体研究”(2020KY09007),主持人:王忠昌。

摘　　要：中国—东盟职业教育校企共同体是“一带一路”背景下职业院校及企业响应人类命运共同体理念、促进国际职业教育创新发展和满足国际化企业对技术技能人才急切需求的必然选择。根据中国—东盟职业教育校企共同体在地位、责任和愿景三方面的意蕴,在真实界、想象界和象征界三层次的境界,在主导方、关联方与受益方三元化的主体,在共商、共建、共治、共享四层面的特征,可以通过构建中国—东盟职业教育校企共同体的顶层机制、多样化人才培养模式、特色项目、多种信息共享渠道、合作共享平台等路径,进一步加强中国—东盟职业教育校企共同体建构。The China-ASEAN vocational education school-enterprise community is an inevitable choice for vocational schools and enterprises under"the Belt and Road Initiative"to respond to the concept of the community of human destiny,promote the innovation and development of international vocational education,and meet the urgent needs of international enterprises for technical and skilled personnel.The China-ASEAN vocational education school-enterprise community has three meanings in status,responsibility and vision,has three realms in the levels of realism,imagination and symbolism,three subjects of the ternary subject of the leading party,related party and beneficiary,and four characteristics of co-consultation,co-construction,co-governance and sharing.Furthermore,the ChinaASEAN Vocational Education School-Enterprise Community can construct through the establishment of the top mechanism,diversified talent training models,unique projects,multiple channels for information sharing,and effective paths such as cooperation and sharing platform.

关 键 词：“一带一路” 中国—东盟 职业教育 校企共同体 

分 类 号：G719.1[文化科学—职业技术教育学]