差异性与延续性:一体化长学制的两个关键维度  

Difference and Continuity: Two Key Dimensions of the Integrated Long-term School System

作　　者：王琪[1] 吕建强 Wang Qi;Lv Jianqiang(Ningbo Polytechnic,Ningbo 315800,China)

机构地区：[1]宁波职业技术学院职业教育研究与规划中心,浙江宁波315800 [2]宁波职业技术学院,浙江宁波315800

出　　处：《天津职业大学学报》2022年第6期9-14,共6页Journal of Tianjin Vocational Institute

基　　金：2022年度第五批宁波市哲学社会科学规划课题“宁波市中高本一体化长学制技能人才培养问题与治理机制研究”(项目编号:G22-5-JY14,主持人:吕建强);国家社科基金教育学一般课题“高水平对外开放背景下高职院校教师国际素养及其培养体系研究”(项目编号:BJA210099,主持人:王琪)的阶段性研究成果。

摘　　要：一体化长学制是构建现代职业教育体系的重要抓手。我国职业教育人才培养尚未实现真正衔接,体现在还没有处理好差异化和衔接性两个关键维度。要解决这一问题,除了理顺教育管理体制外,关键还是要从实践层面做好顶层设计促进培养目标的一体化,多方协同参与促进专业开发的一体化,健全课程开发机制促进课程设计的一体化,形成落到实地的一体化机制和举措。The integrated long-term school system is an important starting point for the construction of modern vocational education system. The skilled talents training of vocational education in China has not yet achieved real cohesion, which is reflected that the two key dimensions of differentiation and cohesion have not been properly handled. To solve this problem, in addition to rationalizing the teaching and education management system, the key measures are to do a good job of top-level design from the practical level to promote the integration of training objectives, promote the integration of professional development through multi-party collaboration, improve the curriculum development mechanism to promote the integration of curriculum design, and form operable integration mechanism and measures.

关 键 词：职业教育 一体化 长学制 技能人才培养 

分 类 号：G712[文化科学—职业技术教育学]