高职教育“输出为本”教学范式:内涵特征、现实意义与实践路径  

The“Output-Oriented”Teaching Paradigm in Higher Vocational Education:Connotative Characteristics,Realistic Significance,and Implementation Pathways

作　　者：张清涛[1] ZHANG Qing-tao(Sichuan College of Architectural Technology,Chengdu Sichuan 610399,China)

机构地区：[1]四川建筑职业技术学院,四川成都610399

出　　处：《云南开放大学学报》2024年第1期54-59,共6页Journal of Yunnan Open University

基　　金：四川省教育厅2022-2024年职业教育人才培养和教育教学改革研究项目“类型教育背景下高职‘输出为本’教学范式的课堂革命研究与实践”(GZJG2022-483)。

摘　　要：教学范式是教学的基本理念和教育目标,是教学的总体设计和规划。传统“输入为本”教学范式已不适应高职教育培养高素质技术技能人才的需要。“输出为本”教学范式与高职教育的类型特征相契合,从内涵上体现了高职教育新的教育教学理念,从作用上助推高职人才培养目标的实现。以“输出为本”教学范式指导具体的教学实践,需要认识和把握“输出为本”教学范式的内涵特征和现实意义,设置可视化教学目标,以具体任务为驱动,通过合作式问题探究,促成学生知识建构,并以输出呈现评价输入质量,从而构建高职“输出为本”课堂教学新样态。The teaching paradigm serves as the foundation for overall planning and design, embodyingfundamental educational principles and goals. The traditional “input-oriented” teaching paradigm nolonger meets the needs of cultivating high-quality technical talents in higher vocational education. The“output-oriented” teaching paradigm, in line with the distinct characteristics of higher vocationaleducation, can reflect new educational philosophies of higher vocational education connotatively, andfacilitate its attainment of talent cultivation functionally. To guide specific teaching practices using the“output-oriented” teaching paradigm, it is necessary to understand and grasp its connotation, charac⁃teristics, and practical significance. This involves setting visualized teaching objectives, task-driveninstructions, collaborative problem-solving approach to build up knowledge, and evaluating input qualitybased on output presentation, which will contribute to the creation of a new teaching mode in highervocational colleges, featured by an “output-oriented” teaching approach.

关 键 词：高职教育 输出为本 内涵 路径 

分 类 号：G712[文化科学—职业技术教育学]