【摘要】：中德職業(yè)教育發(fā)展模式不同。德國(guó)"雙元制"模式處于成熟和穩(wěn)定期,中國(guó)職校制模式處于過渡和發(fā)展期。中德職業(yè)教育發(fā)展差異,來源于文化傳統(tǒng)、經(jīng)濟(jì)發(fā)展階段、勞動(dòng)力市場(chǎng)和產(chǎn)教融合模式不同。借鑒德國(guó)經(jīng)驗(yàn),高職院校要促進(jìn)職教集團(tuán)完善職業(yè)標(biāo)準(zhǔn),突出學(xué)生的通用技能培養(yǎng),提高學(xué)生的自學(xué)能力。
[Abstract]:The development pattern of middle-and-German vocational education is different. The German "two-element system" model is in the mature and stable period, and the Chinese vocational school system is in the transition and development period. The difference of the development of Chinese and German vocational education is from the cultural tradition, the economic development stage, the labor market and the production and education integration mode. Using the experience of Germany, higher vocational colleges should promote the vocational education group to improve the professional standard, to highlight the general skills of the students and to improve the self-learning ability of the students.
【作者單位】： 江蘇省教育廳高等教育處;
【基金】：中國(guó)高教學(xué)會(huì)“十二五”教育規(guī)劃重點(diǎn)課題“省級(jí)統(tǒng)籌視角下江蘇‘高職強(qiáng)省’建設(shè)研究”(2014ZBC006)
【分類號(hào)】：G719.1

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