高质量发展背景下高职教育“三教”改革的逻辑内涵与实践路径  

Exploration of the Three Education Reform in Higher Vocational Education

作　　者：柯贞金[1] KE Zhenjin(Guangdong Industry Polytechnic,Guangzhou 510300,China)

机构地区：[1]广东轻工职业技术学院,广东广州510300

出　　处：《广东轻工职业技术学院学报》2022年第6期39-44,共6页Journal of Guangdong Industry Polytechnic

基　　金：全国教育科学“十三五”规划2019年度教育部重点课题(DJA190346)。

摘　　要：实现高职教育的高质量发展,离不开“三教”改革的落实落地。从“三教”改革的关系与内涵入手,聚焦教师、教材、教法三个课堂教学维度,探讨了“三教”改革的实践路径:把握“四种能力”,从专业能力、教研能力、教学能力、科研与社会服务能力建设推进教师改革;抓住“四个关键”,从教材建设的政治先进性、学术先进性,重视教材适应性、结合教材数字化推进教材改革;落实党建思政、信息技术、真实项目、传统文化四要素有机高效融入课堂,推进场景体验、平台媒介及理论实践资源的“五互动”法,从师生互动、生生互动、师师互动、场景互动、平台互动,推进教法改革。Achieving the high-quality development of higher vocational education is inseparable from the implementation of the “three educations” reform. This article starts with the relationship and connotation of the reform of “three religions”, focusing on the three classroom teaching dimensions of teachers, teaching materials and teaching methods, discusses the practical path of the “three religions” reform. Grasp the “Four Capabilities”, promote teacher reform from the construction of professional ability, teaching and research ability, teaching ability, scientific research and social service ability;Grasp the “Four Keys”, from the political and academic advancement of teaching materials construction, attach importance to the adaptability of teaching materials, and promote the reform of teaching materials in combination with the digitization of teaching materials;Implement the four elements of party building,ideology and politics, information technology, real projects, and traditional culture into the classroom organically and efficiently. Promote the “five interactions” method of scene experience, platform media and theoretical and practical resources, From teacher-student interaction, student-student interaction, teacher-teacher interaction, scene interaction, platform interaction, to promote teaching reform.

关 键 词：高职教育 教师 教材 教法 改革模式 

分 类 号：G712[文化科学—职业技术教育学]