职业教育赋能新质生产力:理论基点、现实堵点与实践路径  

New Quality Productive Forces Empowered by Voca⁃tional Education:Theoretical Basis,Real Bottlenecks and Practice Approach

作　　者：丁洁 DING Jie(Changzhou College of Information Technology,Changzhou Jiangsu 213164)

机构地区：[1]常州信息职业技术学院数字经济学院,江苏常州213164

出　　处：《天津商务职业学院学报》2024年第6期72-79,共8页Journal of Tianjin College of Commerce

基　　金：2023年度常州大学高等职业教育研究课题一般项目“人工智能赋能职业教育高质量发展的路径研究”(项目编号:CDGZ2023027);2023年度中国职业技术教育学会第五届理事会分支机构科研课题“教育数字化:职业教育高质量发展体系构建”(项目编号:ZJ2023B197)的阶段性研究成果

摘　　要：职业教育是促进新质生产力形成的关键力量,两者存在同频共振赋能生产要素配置优化、体系互构赋能产业结构升级迭代,双向驱动赋能科技创新成果转化的理论基点。但目前职业教育赋能新质生产力还存在技能人才结构性错配、产教协同不充分、创新素养难培育、成果与产业脱节的现实堵点。因此,为了加快锻造新质生产力,职业教育应加强需求供给以提升人才适配,创新教学样态以塑造新质能力,提升创新素养以培育新质理念,助力科技创新以推动新质转化。Vocational education is a key force to promote the formation of new quality productive forces.In theory,the two can optimize the production factors alloca⁃tion at equal frequency,complement each other through systematic interconnection to ad⁃vance the upgrading of industrial structure,and drive each other to facilitate the transfor⁃mation of scientific and technological innovation achievements.However,there are still some bottlenecks in reality,such as structural mismatch of skilled talents,insufficient co⁃ordination between industry and education,difficulty in cultivating innovative literacy,and disconnection between scientific achievements and industrial production.Therefore,to accelerate the forging of new quality productive forces,we should improve the fit mea⁃sure of talents,innovate teaching patterns to develop new quality competence,improve innovation literacy to promote the concept of new quality,and support scientific and tech⁃nological innovations for the transformation of new quality productive forces.

关 键 词：新质生产力 职业教育 教育元宇宙 

分 类 号：G719.2[文化科学—职业技术教育学]