“1+1+1+N”专业融合体建设的内涵意蕴、逻辑起点与实践样本  

The Connotation,Logical Starting Point,and Practical Samples of the Construction of the"1+1+1+N"Professional Integration Body

作　　者：姜汉荣[1] JIANG Hanrong

机构地区：[1]江苏联合职业技术学院通州分院党委

出　　处：《职教通讯》2023年第9期42-48,共7页Communication of Vocational Education

摘　　要：专业建设是中国式职业教育现代化生动实践的重要组成部分。“1+1+1+N”专业融合体以中职学校为核心主体,与职教本科、高职院校以及区域企业等利益主体进行多维、深度合作,因而需从人才培养、科研服务、社会服务、文化传承与创新、国际交流与合作等办学功能上理清“1+1+1+N”专业融合体建设的内涵意蕴,并锚定服务面向、问题导向和系统思维等“1+1+1+N”专业融合体建设的逻辑起点,同时围绕延伸教育链、服务产业链、支撑供应链、打造人才链、提升价值链等几个方面,创新实践“1+1+1+N”专业融合体建设与发展,初步为中国式职业教育现代化提供可能的实践样本。Professional construction is an important component of the modern and vivid practice of modernization of Chinese style vocational education.The"1+1+1+N"professional integration body takes vocational schools as the core body,and conducts multidimensional and deep cooperation with interest entities such as vocational undergraduate college,higher vocational colleges,and regional enterprises.Therefore,it is necessary to clarify the connotation and significance of the construction of the"1+1+1+N"professional integration body from the perspectives of talent cultivation,scientific research services,social services,cultural inheritance and innovation,international exchange and cooperation,and aiming at the logical starting point of the construction of the"1+1+1+N"professional integration system,such as service orientation,problem orientation,and systematic thinking,while focusing on extending the education chain,service industry chain,supporting supply chain,creating talent chain,and enhancing value chain to innovate and practice the construction and development of the"1+1+1+N"professional integration body,so as to provide possible practical samples for the modernization of Chinese style vocational education.

关 键 词：“1+1+1+N”专业融合体 内涵意蕴 逻辑起点 实践样本 

分 类 号：G710[文化科学—职业技术教育学]