产教融合赋能高职“五金”新基建的逻辑与路径  

The Logic and Path of Industry-Education Integration to Empower the New Infrastructure of“Five Gold”in Higher Vocational Education

作　　者：施星君[1] SHI Xingjun(Zhejiang Industry&Trade Vocational College,Wenzhou 325003,China)

机构地区：[1]浙江工贸职业技术学院,浙江温州325003

出　　处：《浙江工贸职业技术学院学报》2024年第3期12-16,共5页Journal of Zhejiang Industry & Trade Vocational College

基　　金：2024年温州市哲学社会科学规划年度课题“市域产教联合体赋能产业高质量发展的逻辑与路径研究——以温州湾新区为例”(24WSK084YB)。

摘　　要：高职“五金”新基建,即“金专业、金课程、金教师、金基地和金教材”建设需围绕着产教融合这一主线开展。深化产教融合能够从理念、行动和保障三重逻辑全闭环支撑“五金”建设。推进产教融合赋能高职院校“五金”建设,要把专业设在长在产业链上,让教师协同参与知识生产,将课程开在工作情境之中,使基地成为工厂生产车间,把教材建成工作手册形态,从而实现人才培养全过程全要素的产教融合。The construction of“Five Gold”new infrastructure in higher vocational education,namely“gold majors,gold courses,gold teachers,gold bases,and gold textbooks”,needs to be carried out around the main line of industry-education integration.Deepening the integration of industry and education can fully support the construction of“Five Gold”from 3 dimensions:concept,action,and guarantee.To achieve the integration of industry and education and empower the construction of“Five Gold”in vocational colleges,majors should be set up in the industry chain,teachers should collaborate in knowledge production,courses should be offered in work contexts,bases should be turned into factory production workshops,and textbooks should be built into work manuals,so as to achieve the integration of industry and education in the entire process and all elements of talent cultivation.

关 键 词：产教融合 “五金”新基建 高职院校 

分 类 号：G719.2[文化科学—职业技术教育学]