产教融合视角下CBE-CDIO模式构建——以“旅游营销策划”课程为例  

Construction of CBE-CDIO Teaching Mode under the Perspective of Industry-Teaching Integration—Taking the “Tourism Marketing Planning” Course as an Example

作　　者：房文静 葛中天 冯兰慧 

机构地区：[1]北京联合大学应用科技学院,北京

出　　处：《职业教育（汉斯）》2024年第5期1404-1411,共8页Vocational Education

摘　　要：当前,产教融合进入新发展阶段,为满足其呈现的新特征与新要求。本研究旨在构建新型教学模式,以旅游营销策划课程为例,将CBE与CDIO模式相结合,采用分段式教学。在前段教学过程中,采用CBE模式进行模块化教学,利用DACUM职业能力分析法,深入剖析学生未来工作中所需能力,并以此与课程模块相对应,明确学习目标。在后段教学过程中,采用CDIO模式,以项目为教学载体,组建学生小组,协同完成项目任务,通过四阶段考察学生的知识迁移能力。本研究通过CBE-CDIO模式,旨在培养旅游管理专业学生的通用能力,如沟通能力、灵活应变能力和自我管理能力,以及专项能力,如团队合作能力和高阶思维能力。这一新思路以期为高等教育提供新思路与新方法,实现培养高素质应用型人才的目标。Currently, the integration of industry and education has entered a new development stage, in order to meet the new features and requirements it presents. This study aims to construct a new teaching mode, combining CBE and CDIO modes, and adopting segmented teaching. In the first part of the teaching process, the CBE model is used for modular teaching, and the DACUM vocational competence analysis method is used to deeply analyse the competences required by students in their future work, and correspond to the course modules, so as to clarify the learning objectives. In the latter part of the teaching process, the CDIO model is adopted, using the project as the teaching carrier, forming student groups to collaboratively complete project tasks, and examining students’ knowledge transfer ability through four stages. This study aims to develop students’ generic competencies, such as communication, flexibility and self-management, and specialised competencies, such as teamwork and higher-order thinking, through the CBE-CDIO model. This new idea aims to provide new ideas and methods for higher education to achieve the goal of cultivating high-qual

关 键 词：产教融合 CBE模式 CDIO模式 模块化教学法 项目式教学法 

分 类 号：H31[语言文字—英语]