职业教育“串行式”教学组织模式研究  

Research on the“Serial”Teaching Organization Model of Vocational Education

作　　者：曹登华[1] 刘备 CAO Denghua;LIU Bei(Hubei Communications Technical College,Wuhan 430202,China)

机构地区：[1]湖北交通职业技术学院,武汉430202

出　　处：《职业技术》2025年第2期103-108,共6页Vocational Technology

基　　金：2021年湖北省教育规划课题“新能源汽车技术专业职业技术课‘串行式’教学组织模式的研究”(2021GB157);2021年中国交通教育研究会课题“基于BOPPPS模式的‘丰田TEAM-GP’课程教学研究与实践”(JT2022YB465)。

摘　　要：当前,职业院校普遍采用的“并行式”教学组织模式,将班级多门专业课总学时分散安排到整个学期,各课程周学时少,不利于组织实践性强的专业课项目化教学,影响教学质量。通过创新“串行式”教学组织模式,依次完成学期内班级各专业课的教学,确保专业课教学实施的连续性、灵活性。设置专业概论课,弱化各门专业课之间的前置后续关系,解决受场地和师资等条件制约,同一专业多个班级“串行式”教学组织模式实施难等问题,整体提高专业人才培养质量,提高职业教育的适应性。Presently,vocational institutions predominantly employ a“parallel”teaching organization model,which distributes the total instructional hours for multiple specialized courses across an entire semester.This approach results in limited weekly hours per course,impeding the implementation of project-based instruction for practice-oriented specialized courses and consequently affecting educational quality.Through the innovation of a“serial”teaching organization model,specialized courses within a semester are completed sequentially,ensuring continuity and flexibility of the teaching and implementation of specialized courses.Set up the professional introduction course to decouple the pre-follow-up relationship between specialized courses,solve the problems such as the difficulty in implementing the“serial”teaching organization model of multiple classes in the same major due to the constraints of sites and teachers,improve the overall quality of professional talent training,and improve the adaptability of vocational education.

关 键 词：教学组织模式 并行式 串行式 串并混合 

分 类 号：G712[文化科学—职业技术教育学]