职业教育“2+2+2”贯通培养模式的生成逻辑、内涵特征与实施路径  

The Generating Logic, Connotation Characteristics, and ImplementationPath of the "2+2+2" Integrated Training Model in Vocational Education

作　　者：马良军 孙光明[1] 谢琴 刘淑静[1] MA Liangjun;SUN Guangming;XIE Qin;LIU Shujing(Hebei Jiaotong Vocational and Technical College,Shijiazhuang 050035,China)

机构地区：[1]河北交通职业技术学院,河北石家庄050035

出　　处：《工业技术与职业教育》2024年第1期71-77,共7页Industrial Technology and Vocational Education

基　　金：2023—2024年度河北省社会科学基金年度项目“服务河北先进制造业高质量发展的中国特色高层次学徒制研究”(项目编号:HB23JY017),主持人马良军。

摘　　要：职业教育“2+2+2”贯通培养模式是河北省推动职业教育人才培养改革的实践创新,是凸显职业教育类型特征、拓宽学生成长成才通道、提升人才培养质量的重要途径。在梳理“2+2+2”贯通培养模式的生成逻辑、分析其内涵特征的基础上,以河北交通职业技术学院电气自动化技术专业“2+2+2”贯通培养项目为例,提出其实施路径,包括:建立多主体贯通培养架构,一体化设计衔接育人标准体系,校企共同打造高水平双导师团队,校企共同开发优质教学资源,创新工学交替教学模式和构建教学运行质量保证体系。The"2+2+2"integrated training model in vocational education is the practical innovation to reform vocational education personnel training in Hebei province,which is the important way to highlight the type characteristics of vocational education,widen the channel for students to grow and become talents,and improve the quality of personnel training.Based on combing the generating logic of the"2+2+2"integrated training model and analysis of its connotation characteristics,taking the"2+2+2"integrated training project of the Electrical Automation Technology major at Hebei Jiaotong Vocational and Technical College as an example,we put forward the implementation approach,which includes:establishing a multi-subject integrated training framework,integrated designing the standard system of student educating,building a high-level dual mentor team and exploiting the high-quality educational resources by university�enterprise cooperation,implementing the"Engineering Alternating"teaching organizational form,and building an educational quality assurance system.

关 键 词：“2+2+2”贯通培养 类型特征 一体化设计 

分 类 号：G710[文化科学—职业技术教育学]