新质生产力视域下职业教育改革的研究——以工业机器人专业为例  

Research on the Reform of Vocational Education from the Perspective of New Productive Forces——Taking the Major of Industrial Robotics as an Example

作　　者：李雨健 张新星[1] Li Yujian;Zhang Xinxing

机构地区：[1]衢州职业技术学院,浙江衢州324000

出　　处：《时代汽车》2025年第7期50-52,共3页Auto Time

基　　金：2025年浙江省教育科学规划课题“伴生与耦合:新质生产力与职业教育双向赋能的内在逻辑、机理机制与实践路径研究”(项目编号:2025SCG132);衢州职业技术学院职业教育研究所专项规划课题《制造业数字化转型背景下高职工业机器人专业课程体系重构的研究》的研究成果,项目编号:VER202401;衢州职业技术学院2023年教学改革项目:黄炎培大职教观视域下工科专业“1+X”证书制度的实施(项目编号:KCJXGG202316)。

摘　　要：随着制造业的全面数字化转型,特别是汽车行业的“机器换人”,对工业机器人专业技能型人才的培养提出了更高的要求。新质生产力具备数字化、智能化和创新性等显著特点,能够为职业教育人才培养提供有力支持,推动教育模式持续创新。这有助于培养出适应制造业数字化转型所需的高素质技术技能人才。以工业机器人专业为例,新质生产力视域下职业教育改革的策略如下:重构专业课程体系,重塑课程考核制度;加强校企协同育人,深化校企产教融合。With the comprehensive digital transformation of the manufacturing industry,especially the "replacement of humans with machines" in the automotive industry,higher requirements have been put forward for the cultivation of skilled talents majoring in industrial robotics.New productive forces possess remarkable characteristics such as digitization,intelligence,and innovation,which can provide strong support for the cultivation of talents in vocational education and promote the continuous innovation of the education model.This is conducive to cultivating high-quality technical and skilled talents needed for the digital transformation of the manufacturing industry.Taking the major of industrial robotics as an example,the strategies for the reform of vocational education from the perspective of new productive forces are as follows:reconstruct the professional curriculum system and reshape the curriculum assessment system;strengthen the collaborative education between schools and enterprises and deepen the integration of industry and education between schools and enterprises.

关 键 词：新质生产力 工业机器人专业 黄炎培职教思想 人才培养 

分 类 号：F42[经济管理—产业经济]