国家级教学成果奖:价值追问、误区研判、特征澄明与可为方略  

National Teaching Achievement Award:Value Questioning,Misunderstanding Analysis,Feature Clarification,and Feasible Strategies

作　　者：张健[1] ZHANG Jian(Chuzhou Vocational and Technical College,Chuzhou 239000,China)

机构地区：[1]滁州职业技术学院职教研究所,安徽滁州239000

出　　处：《江苏高职教育》2023年第5期9-18,共10页Jiangsu Higher Vocational Education

基　　金：国家社会科学基金教育学一般项目“省域现代职业教育体系建设新模式推进策略与政策供给研究”(编号:BJA230036)。

摘　　要：国家级教学成果奖是国家层面激励、推动和规范职业教育内涵发展,反映发展成果的最重要的也是最高的奖项,对推动我国职业教育的高质量发展具有重要作用。其价值意义在于大盘点、大检阅的成果验收,树标杆、立样板的示范引领,引反思、促提升的改进过程。当下成果奖申报存在着重申报、轻培育的过程误区,重经验、轻理论的材料误区和重叠加、轻逻辑的理念误区。国家级教学成果奖的特征可概括凝练为系统性、逻辑性、创新性、实践性,与这些特征相呼应的国家级教学成果奖申报的可为方略是实践性方略、结构性方略和创新性方略。The National Teaching Achievement Award is the most important and highest award that motivates,promotes,and regulates the development of vocational education at the national level,reflecting the development achievements.It plays an important role in promoting the high⁃quality development of vocational education in China.Its value lies in the acceptance of the results of the overall review,the demonstration and guidance of setting a benchmark and setting a model,and the improvement process of leading reflection and promoting improvement.At present,there is a misconception in the application of achievement awards that emphasizes the application and neglects the cultivation process,a material misconception that emphasizes experience and neglects theory,and a conceptual misconception that emphasizes superposition and overlooks logic.The characteristics of the National Teaching Achievement Award can be summarized as systematic,logical,innovative,and practical.In response to these characteristics,the feasible strategies for applying for the National Teaching Achievement Award are practical,structural,and innovative strategies.

关 键 词：职业教育 国家级教学成果奖 职业教育教学 

分 类 号：G710[文化科学—职业技术教育学]