高等职业教育数字化转型省际比较的政策启示——基于31个省域《高等职业教育质量年度报告(2023)》的分析  

Policy Implications for Provincial Comparison of Digital Transformation in Higher Vocational Education——Analysis Based on the Annual Report on the Quality of Higher Vocational Education in 31 Provinces(2023)

作　　者：林媛 LIN Yuan(Party and Government Office,Minjiang Teachers College,Fuzhou,Fujian 350108,China)

机构地区：[1]闽江师范高等专科学校党政办公室,福州350108

出　　处：《青岛职业技术学院学报》2024年第3期21-26,共6页Journal of Qingdao Technical College

基　　金：福建省高校哲学社会科学研究项目(JAS20640);福州市科协调研课题(2022017)。

摘　　要：高等职业教育数字化转型是深化职业教育改革,促进职业教育高质量发展,实现职业教育中国式现代化的必由之路。2023年我国31个省域高等职业教育质量年度报告分析结果表明,在国家战略支持、新一代信息技术以及高等职业教育内生发展的驱动下,江苏、湖南和重庆的高等职业教育数字化转型分别在东部、中部、西部地区成果丰硕,三者分别构建了“多层多方政策支持”“以需求、应用、发展、实效为原则”“服务国家、区域战略发展”的政策体系。基于此,各省应加强顶层设计,优化高等职业教育数字化转型战略,夯实基础,多要素整合,打通高等职业教育数字化转型体系。The digital transformation of higher vocational education is essential for deepening reforms in vocational education,promoting high-quality development,and achieving the modernization of vocational education in a Chinese context.An analysis of the Annual Report on the Quality of Higher Vocational Education in 2023 across all 31 provinces reveals that,propelled by national strategic support,new generation information technologies,and the intrinsic development of higher vocational education,Jiangsu,Hunan,and Chongqing have reaped substantial benefits from their digital transformation efforts in eastern,central,and western regions,respectively.These provinces have developed policy frameworks centered on“multi-level and multi-party policy support,”“principles of demand-driven,application-oriented,development-focused,and effectiveness-based approaches,”and“serving national and regional strategic development.”Based on these findings,it is advised that provinces reinforce top-level designs,refine digital transformation strategies for higher vocational education,strengthen foundational infrastructures,integrate various elements,and streamline the digital transformation system for higher vocational education.

关 键 词：高等职业教育 教育数字化转型 教育政策 

分 类 号：G712[文化科学—职业技术教育学]