發(fā)布時(shí)間：2018-05-03 11:59

  本文選題：中職教育 + 課程改革�。� 參考：《廣東技術(shù)師范學(xué)院》2014年碩士論文

【摘要】：隨著職業(yè)教育的高速發(fā)展，技工學(xué)校專業(yè)中的課程設(shè)置未能緊貼社會和經(jīng)濟(jì)發(fā)展的新需求，已不能符合企業(yè)和學(xué)生的需要，故技工學(xué)校需應(yīng)社會、政府、企業(yè)的要求逐步開展一體化課程改革。改革的目標(biāo)是通過一體化課程讓學(xué)生具備職業(yè)崗位需要的綜合職業(yè)能力以及職業(yè)素養(yǎng)。 一體化課程的開發(fā)流程包括課程改革和課程實(shí)施、評價(jià)兩大部分，本文重點(diǎn)研究的是課程改革的部分。課程改革分為5個(gè)步驟：行業(yè)分析、工作分析、典型任務(wù)分析、一體化課程描述和學(xué)習(xí)任務(wù)設(shè)計(jì)�；贑ompetency Based Education和Develop A Curriculum開拓的一體化課程模式是以確定典型工作任務(wù)為基礎(chǔ)的。首先到相應(yīng)的企業(yè)進(jìn)行調(diào)研，掌握網(wǎng)絡(luò)技術(shù)方面的發(fā)展趨勢。然后對相應(yīng)的工作崗位進(jìn)行分析，了解本專業(yè)不同層次的主要崗位的具體工作，對其所需的職業(yè)能力進(jìn)行分析，了解對應(yīng)的國家職業(yè)標(biāo)準(zhǔn)，，確定相關(guān)專業(yè)的技能培養(yǎng)方向。邀請接受過職業(yè)教育并從事專業(yè)對口工作的企業(yè)實(shí)踐專家參加實(shí)踐訪談會，通過了解分析各人的個(gè)人職業(yè)成長進(jìn)程，提取并確定本專業(yè)的典型工作任務(wù)。由專業(yè)教師和企業(yè)實(shí)踐專家一同具體描述每個(gè)典型工作任務(wù)的任務(wù)目標(biāo)、工作方法、組織要求和工作要求等，編制成一個(gè)任務(wù)描述表。由課程專家、專業(yè)教師、較高層次的企業(yè)專家顧問、實(shí)踐專家參與的課程分析研討會上將典型工作任務(wù)轉(zhuǎn)化為一體化課程，形成專業(yè)課程方案和課程標(biāo)準(zhǔn)，并以此描述為基礎(chǔ)，描述一體化課程。由教師對學(xué)習(xí)任務(wù)方案進(jìn)行設(shè)計(jì)，對學(xué)習(xí)任務(wù)情景、學(xué)習(xí)目標(biāo)、學(xué)習(xí)內(nèi)容、教學(xué)條件、教學(xué)組織形式、考核與評價(jià)等進(jìn)行詳細(xì)描述。在完成以上流程后，學(xué)校還應(yīng)對師資隊(duì)伍、學(xué)材和學(xué)習(xí)環(huán)境進(jìn)行建設(shè)。 技工學(xué)校提出課程改革的方向，確定以培養(yǎng)專業(yè)人才的綜合職業(yè)素質(zhì)為目標(biāo)，通過開展一體化課程改革，探索出適應(yīng)經(jīng)濟(jì)發(fā)展和產(chǎn)業(yè)結(jié)構(gòu)調(diào)整的崗位從業(yè)人員培養(yǎng)規(guī)律，建立一體化人才培養(yǎng)模式，不但提升了學(xué)校的整體辦學(xué)實(shí)力，還為各行各業(yè)輸送出符合企業(yè)要求的高質(zhì)量的技能人才。
[Abstract]:With the rapid development of vocational education, the curriculum offered in technical schools has failed to meet the new needs of social and economic development, and it has failed to meet the needs of enterprises and students. Therefore, technical schools should respond to the needs of society and the government. The requirements of enterprises to gradually carry out integrated curriculum reform. The goal of the reform is to provide students with the comprehensive vocational abilities and qualities needed in vocational positions through integrated courses. The development process of integrated curriculum includes curriculum reform and curriculum implementation. The curriculum reform is divided into five steps: industry analysis, job analysis, typical task analysis, integrated curriculum description and learning task design. The integrated curriculum model based on Competency Based Education and Develop A Curriculum is based on the determination of typical work tasks. First of all, to the corresponding enterprises to investigate, grasp the development trend of network technology. Then the analysis of the corresponding jobs to understand the specific work of the main posts at different levels of their professional ability to analyze the need to understand the corresponding national professional standards to determine the relevant professional skills training direction. The enterprise practice experts who have received vocational education and engaged in professional counterpart work are invited to participate in the practical interview meeting. Through understanding and analyzing the personal career development process of each individual, the typical work tasks of this major are extracted and determined. The task objectives, working methods, organization requirements and job requirements of each typical task are described in detail by professional teachers and enterprise practice experts, and a task description table is compiled. Curriculum analysis seminars involving course experts, professional teachers, high-level corporate experts and practice experts translate typical work tasks into integrated courses, forming professional curriculum programs and curriculum standards, and describing them as the basis. Describe integrated courses. The learning task scheme is designed by the teacher. The situation of the learning task, the learning goal, the learning content, the teaching condition, the form of teaching organization, the examination and evaluation are described in detail. After completing the above process, the school should also build the teaching staff, learning materials and learning environment. The technical school put forward the direction of curriculum reform, determined to train the comprehensive professional quality of the professional personnel as the goal, through carrying out the integrated curriculum reform, explored the training law of the post practitioners who adapt to the economic development and the adjustment of the industrial structure. The establishment of an integrated talent training model not only enhances the strength of the school as a whole, but also conveys high-quality skilled personnel to meet the requirements of the enterprises.
【學(xué)位授予單位】：廣東技術(shù)師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G712;TP393-4

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