應(yīng)用技術(shù)本科教育課程模式研究
發(fā)布時間：2018-07-13 10:46
【摘要】：應(yīng)用技術(shù)大學(xué)現(xiàn)已被納入現(xiàn)代職教體系,并且政府鼓勵數(shù)百所地方高校向應(yīng)用技術(shù)大學(xué)轉(zhuǎn)型。但是,這數(shù)百所地方高校轉(zhuǎn)型的方向是什么?重難點是什么?目標(biāo)的"型"應(yīng)該是什么?可以說,這一系列問題是影響應(yīng)用技術(shù)本科教育發(fā)展趨勢的方向性問題,進而會影響其在現(xiàn)代職教體系構(gòu)建、人才培養(yǎng)等方面的積極作用。對此,作者認為,這一類型教育的關(guān)鍵難點是課程問題,課程問題若不能得到有效解決,其價值和作用將大打折扣�；谶@一動因,本論文以應(yīng)用技術(shù)本科教育課程為研究議題。本論文采用理論分析與真實材料例證輔助相結(jié)合的文獻處理方式,結(jié)合中國與境外、歷史與現(xiàn)實的橫向縱向交叉融合,嘗試找到"應(yīng)用技術(shù)本科教育課程發(fā)展"的核心問題,從人才培養(yǎng)的起點:工作任務(wù)與職業(yè)能力分析著手,細挖其課程結(jié)構(gòu)與內(nèi)容,為支持其實施而提出應(yīng)用技術(shù)本科課程發(fā)展的環(huán)境與支撐條件。本研究主要采取的研究方法有理論分析法、文獻研究法、比較研究法和案例法四種。本論文的組織架構(gòu)除第一章緒論外,主體由六部分組成。第一部分是應(yīng)用技術(shù)本科教育的性質(zhì)分析。應(yīng)用技術(shù)本科教育的辦學(xué)實體是由政府倡導(dǎo)不久的應(yīng)用技術(shù)大學(xué),在這一名稱被官方認可并推廣之前,學(xué)術(shù)界、實踐界出現(xiàn)過多個稱謂來指代這一教育類型。本文選取了流傳最廣的一個稱謂:高職本科,進行發(fā)源追溯。高職本科這一在概念上具有本土濃厚色彩的教育類型,在國家開始倡導(dǎo)發(fā)展應(yīng)用技術(shù)大學(xué)而變得式微。而應(yīng)用技術(shù)大學(xué)則是更具"舶來品"色彩,我國在舉辦應(yīng)用技術(shù)本科教育的探索是從2010年之后,大致經(jīng)歷了醞釀期、探索期、明朗期三個階段。不具備應(yīng)用技術(shù)本科教育課程屬性的高等教育,都不能屬于應(yīng)用技術(shù)本科教育。對應(yīng)用技術(shù)本科教育的性質(zhì)進行分析,是探討其課程問題的重要基礎(chǔ),不同屬性的教育決定了其課程的特征。第二部分對應(yīng)用技術(shù)本科教育人才的職業(yè)活動與職業(yè)能力進行了分析。這是打破原來學(xué)科課程體系的基本框架,也是借鑒世界職業(yè)教育課程開發(fā)技術(shù)的重要舉措,以使應(yīng)用技術(shù)本科教育所培養(yǎng)人才更貼近工作需要。從根本上看,對相關(guān)專業(yè)人才的職業(yè)活動與職業(yè)能力進行分析是工作任務(wù)導(dǎo)向課程理論的關(guān)鍵特征。為此,文章對這一類型教育本身的人才培養(yǎng)目標(biāo)定位——現(xiàn)場工程師,進行了職業(yè)崗位特點分析,在技術(shù)創(chuàng)新能力和技術(shù)應(yīng)用能力方面是其他人才類型所無法完全替代的。對應(yīng)用技術(shù)本科教育人才的工作任務(wù)與職業(yè)能力進行分析有一套完整的步驟、方法、技術(shù)路線,需要企業(yè)專家、課程專家、專業(yè)教師等多個方面人員的積極參與。與工程人才和高職人才相比,應(yīng)用技術(shù)本科教育所培養(yǎng)的人才在職業(yè)活動與職業(yè)能力的層次、類型、標(biāo)準三個方面都有其獨特性。從根本上說,分析該類人才所從事的職業(yè)活動以及完成這些工作任務(wù)所需具備的職業(yè)能力,是得出應(yīng)用技術(shù)本科教育課程的重要課程內(nèi)容。第三部分則論述了應(yīng)用技術(shù)本科教育課程的知識論基礎(chǔ)。學(xué)校教育課程的來源一方面來自現(xiàn)實實踐,另一方面來自已有的知識系統(tǒng)。這部分主要選了兩組對應(yīng)用技術(shù)本科教育課程有直接關(guān)聯(lián)的知識類型:理論知識與實踐知識、科學(xué)知識與技術(shù)知識。當(dāng)前應(yīng)用技術(shù)本科教育課程內(nèi)容仍大幅沿用學(xué)科課程重視理論知識、科學(xué)知識的傳統(tǒng)。應(yīng)用技術(shù)本科教育課程并不完全排斥學(xué)科知識,而是看其是以什么邏輯方式來組織這些內(nèi)容。應(yīng)用技術(shù)本科教育要處理好這兩對知識類型的關(guān)系。應(yīng)用技術(shù)本科教育課程應(yīng)以工作任務(wù)導(dǎo)向篩選和組織知識。知識論對應(yīng)用技術(shù)本科教育的課程提出了一定的訴求與規(guī)定。第四部分分析了應(yīng)用技術(shù)本科教育的課程目標(biāo)。課程目標(biāo)是應(yīng)用技術(shù)本科教育課程內(nèi)容、組織、評價等的前提,也是基本依據(jù)。應(yīng)用技術(shù)本科教育課程目標(biāo)有其特殊性,以培養(yǎng)"工程技術(shù)專業(yè)能力"為課程目標(biāo),而確定的步驟與路線仍以對職業(yè)崗位的工作任務(wù)與職業(yè)能力分析表為基本藍本,專業(yè)教師是其課程目標(biāo)確立的主體。職業(yè)教育課程目標(biāo)在具體陳述上包含三要素:活動、條件、結(jié)果。應(yīng)用技術(shù)本科教育課程目標(biāo)的表述從培養(yǎng)方向、使用規(guī)格、規(guī)范與要求三個方面來著手。第五部分是應(yīng)用技術(shù)本科教育課程的內(nèi)容與組織,這是課程開發(fā)的核心問題。當(dāng)前應(yīng)用技術(shù)本科教育課程內(nèi)容存在著諸多問題,如其與人才培養(yǎng)目標(biāo)、課程目標(biāo)、生產(chǎn)實際發(fā)展等相脫節(jié)。應(yīng)用技術(shù)本科課程內(nèi)容的選擇,第一個要做的工作即是先設(shè)置并確定好該專業(yè)所要開設(shè)的課程科目,即課程體系,是在課程目標(biāo)指導(dǎo)下,以前期專業(yè)調(diào)查中工作任務(wù)和職業(yè)能力分析為藍本。單門課程內(nèi)容的選擇同樣需根據(jù)課程目標(biāo),以工作任務(wù)為導(dǎo)向、以工作過程為參照系,選擇單門課程的內(nèi)容,開發(fā)建構(gòu)或重構(gòu)課程。應(yīng)用技術(shù)本科教育課程內(nèi)容選擇的路徑也是要依照特定步驟與要求,分階段進行課程開發(fā)。第六部分論述應(yīng)用技術(shù)本科教育課程實施環(huán)境的構(gòu)建。應(yīng)用技術(shù)本科教育課程目標(biāo)、內(nèi)容、組織等的設(shè)計能否真正落實、且落實得好,需要多種外部因素的支撐。這部分內(nèi)容首先從政策環(huán)境入手分析,目前應(yīng)用技術(shù)本科教育課程的實施最大的障礙之一即是政策環(huán)境,這涉及了多種政策,如政策定位、專業(yè)設(shè)置政策、課程管理政策、校企合作政策等。其次還關(guān)注了教師的要素,倡導(dǎo)教師在應(yīng)用技術(shù)本科教育課程建設(shè)中的主體作用,加強教師在課程發(fā)展中的水平與能力。最后這部分還提出了實驗實訓(xùn)的支撐條件,實踐教學(xué)應(yīng)在其課程體系中占據(jù)更加重要的地位,我們應(yīng)優(yōu)化實踐教學(xué)的環(huán)境,另外建議在實踐教學(xué)中嘗試推行現(xiàn)代學(xué)徒制。
[Abstract]:The University of applied technology has now been incorporated into the modern vocational education system, and the government encourages hundreds of local colleges and universities to transform to the University of applied technology. However, what are the directions of the transformation of the hundreds of local colleges and universities? What is the heavy difficulty and the "type" of the target? It can be said that this series of problems will affect the development trend of Applied Technology undergraduate education. The author believes that the key and difficult point of this type of education is the course problem, and that the value and function of the course will be buckled if the problem can not be effectively solved. Based on this reason, this thesis is based on the application of technical education. In this paper, the paper uses the literature processing method combining theoretical analysis with the support of real material example, combining the horizontal vertical cross integration between China and abroad, history and reality, trying to find the core problem of "the development of Applied Technology Undergraduate Education Course", from the starting point of talent training: the work task and professional ability analysis The structure and content of the course are dug, and the environment and support conditions for the development of applied technical undergraduate course are put forward to support its implementation. The main research methods of this study are theory analysis, literature research, comparative study and case law. The main body of this paper is composed of six parts except the first chapter. One part is the analysis of the nature of the undergraduate education in applied technology. The entity of the applied technology undergraduate education is the University of Applied Technology advocated by the government. Before this name is officially recognized and popularized by the government, there are many titles in the academic circle and the practice circle to refer to this type of education. The higher vocational undergraduate course, which has a strong native color in concept, has become more "imported" in the state, and the University of applied technology is more "imported". The exploration of the application of Applied Technology Undergraduate Education in China has been roughly in the course of the 2010. The three stages of the aging period, the exploration period and the bright period. The higher education, which does not have the attribute of the applied technology undergraduate education, can not belong to the applied technology undergraduate education. The analysis of the nature of the applied technology undergraduate education is the important basis for the discussion of the course problems. The education of different attributes determines the characteristics of the course. The second part is applied to the application of the curriculum. This is the basic framework of breaking the original subject course system, and it is also an important measure to draw lessons from the development technology of the world vocational education curriculum, in order to make the talents of the applied technology undergraduate education more close to the work. The analysis of activity and professional ability is the key feature of the theory of task oriented curriculum. For this reason, the article makes an analysis of the job characteristics of the talent training target of this type of education itself - the field engineer, which can not be completely replaced by other types of talents in technical innovation ability and technology application ability. There is a complete set of steps, methods and technical routes that require the active participation of many personnel, such as the enterprise experts, the curriculum experts, the professional teachers, and so on. Compared with the engineering talents and the higher vocational talents, the talents trained in the technical undergraduate education should be used in the professional activities and the professional activities. The level, type and standard of professional ability are unique in three aspects. From the basic point of view, the analysis of the professional activities that this kind of talent is engaged in and the professional ability to complete these tasks is the important course content of the undergraduate course of applied technology education. The third part discusses the course of Applied Technology undergraduate education. The source of the school education curriculum comes from the practical practice, on the other hand, it comes from the existing knowledge system. This part mainly selects two groups of knowledge types which are directly related to the undergraduate course of Applied Technology: theoretical knowledge and practical knowledge, scientific knowledge and technical knowledge. The course of Applied Technology undergraduate education should not completely reject the subject knowledge, but look at the logical way to organize these contents. The undergraduate education of applied technology should deal with the relationship between the two types of knowledge. The course of Applied Technology undergraduate education should be based on work. The fourth part analyses the course goal of Applied Technology undergraduate education. The target of the course is the basic basis of the course content, organization and evaluation of Applied Technology undergraduate education, and the basic basis of the application technology undergraduate education. The course goal has its particularity, in order to train "engineering skill professional ability" as the course goal, and the definite steps and route still take the basic blueprint for the job task and the professional ability analysis table of the professional post, the professional teacher is the subject of its course goal establishment. The course goal of vocational education contains three elements in the concrete statement: activity, condition As a result, the objectives of the applied technology undergraduate education curriculum are described from three aspects: the direction of training, the use of specifications, standards and requirements. The fifth part is the content and organization of the applied technology undergraduate education curriculum. This is the core issue of the curriculum development. There are many problems in the current application technology undergraduate education curriculum, such as it and talent cultivation. In the selection of the content of the applied technology undergraduate course, the first task to do is to set up and determine the course subject that the major should set up first, that is, the curriculum system, under the guidance of the course goal, the analysis of the work task and the professional ability in the pre professional investigation is the blueprint. The choice of the course content should also be based on the goal of the course, guided by the work task, taking the working process as the reference, choosing the content of the single course, developing the construction or reconstructing the course. The path of the selection of the content of the applied technical undergraduate course is also to develop the course according to the specific steps and requirements. The sixth part discusses the application of the course. The construction of the implementation environment of the technical undergraduate education curriculum. The goal, the content, the organization of the applied technology undergraduate education curriculum, and the implementation well, need a variety of external factors. First of all, this part begins with the analysis of the policy environment. One of the biggest obstacles to the implementation of the applied technology undergraduate education course is that it is one of the biggest obstacles to the implementation of the undergraduate education course. The policy environment involves a variety of policies, such as policy orientation, professional setting policy, curriculum management policy, school enterprise cooperation policy and so on. Secondly, it pays attention to the teachers' elements, advocates the main role of teachers in the construction of Applied Technology undergraduate education, and strengthens the level and ability of Teachers in the course of curriculum development. Finally, this part also puts forward the reality. The supporting condition of practical training is that practice teaching should occupy a more important position in its curriculum system. We should optimize the environment of practice teaching and try to carry out modern apprenticeship in practice teaching.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：G642.3
本文編號：2119093
[Abstract]:The University of applied technology has now been incorporated into the modern vocational education system, and the government encourages hundreds of local colleges and universities to transform to the University of applied technology. However, what are the directions of the transformation of the hundreds of local colleges and universities? What is the heavy difficulty and the "type" of the target? It can be said that this series of problems will affect the development trend of Applied Technology undergraduate education. The author believes that the key and difficult point of this type of education is the course problem, and that the value and function of the course will be buckled if the problem can not be effectively solved. Based on this reason, this thesis is based on the application of technical education. In this paper, the paper uses the literature processing method combining theoretical analysis with the support of real material example, combining the horizontal vertical cross integration between China and abroad, history and reality, trying to find the core problem of "the development of Applied Technology Undergraduate Education Course", from the starting point of talent training: the work task and professional ability analysis The structure and content of the course are dug, and the environment and support conditions for the development of applied technical undergraduate course are put forward to support its implementation. The main research methods of this study are theory analysis, literature research, comparative study and case law. The main body of this paper is composed of six parts except the first chapter. One part is the analysis of the nature of the undergraduate education in applied technology. The entity of the applied technology undergraduate education is the University of Applied Technology advocated by the government. Before this name is officially recognized and popularized by the government, there are many titles in the academic circle and the practice circle to refer to this type of education. The higher vocational undergraduate course, which has a strong native color in concept, has become more "imported" in the state, and the University of applied technology is more "imported". The exploration of the application of Applied Technology Undergraduate Education in China has been roughly in the course of the 2010. The three stages of the aging period, the exploration period and the bright period. The higher education, which does not have the attribute of the applied technology undergraduate education, can not belong to the applied technology undergraduate education. The analysis of the nature of the applied technology undergraduate education is the important basis for the discussion of the course problems. The education of different attributes determines the characteristics of the course. The second part is applied to the application of the curriculum. This is the basic framework of breaking the original subject course system, and it is also an important measure to draw lessons from the development technology of the world vocational education curriculum, in order to make the talents of the applied technology undergraduate education more close to the work. The analysis of activity and professional ability is the key feature of the theory of task oriented curriculum. For this reason, the article makes an analysis of the job characteristics of the talent training target of this type of education itself - the field engineer, which can not be completely replaced by other types of talents in technical innovation ability and technology application ability. There is a complete set of steps, methods and technical routes that require the active participation of many personnel, such as the enterprise experts, the curriculum experts, the professional teachers, and so on. Compared with the engineering talents and the higher vocational talents, the talents trained in the technical undergraduate education should be used in the professional activities and the professional activities. The level, type and standard of professional ability are unique in three aspects. From the basic point of view, the analysis of the professional activities that this kind of talent is engaged in and the professional ability to complete these tasks is the important course content of the undergraduate course of applied technology education. The third part discusses the course of Applied Technology undergraduate education. The source of the school education curriculum comes from the practical practice, on the other hand, it comes from the existing knowledge system. This part mainly selects two groups of knowledge types which are directly related to the undergraduate course of Applied Technology: theoretical knowledge and practical knowledge, scientific knowledge and technical knowledge. The course of Applied Technology undergraduate education should not completely reject the subject knowledge, but look at the logical way to organize these contents. The undergraduate education of applied technology should deal with the relationship between the two types of knowledge. The course of Applied Technology undergraduate education should be based on work. The fourth part analyses the course goal of Applied Technology undergraduate education. The target of the course is the basic basis of the course content, organization and evaluation of Applied Technology undergraduate education, and the basic basis of the application technology undergraduate education. The course goal has its particularity, in order to train "engineering skill professional ability" as the course goal, and the definite steps and route still take the basic blueprint for the job task and the professional ability analysis table of the professional post, the professional teacher is the subject of its course goal establishment. The course goal of vocational education contains three elements in the concrete statement: activity, condition As a result, the objectives of the applied technology undergraduate education curriculum are described from three aspects: the direction of training, the use of specifications, standards and requirements. The fifth part is the content and organization of the applied technology undergraduate education curriculum. This is the core issue of the curriculum development. There are many problems in the current application technology undergraduate education curriculum, such as it and talent cultivation. In the selection of the content of the applied technology undergraduate course, the first task to do is to set up and determine the course subject that the major should set up first, that is, the curriculum system, under the guidance of the course goal, the analysis of the work task and the professional ability in the pre professional investigation is the blueprint. The choice of the course content should also be based on the goal of the course, guided by the work task, taking the working process as the reference, choosing the content of the single course, developing the construction or reconstructing the course. The path of the selection of the content of the applied technical undergraduate course is also to develop the course according to the specific steps and requirements. The sixth part discusses the application of the course. The construction of the implementation environment of the technical undergraduate education curriculum. The goal, the content, the organization of the applied technology undergraduate education curriculum, and the implementation well, need a variety of external factors. First of all, this part begins with the analysis of the policy environment. One of the biggest obstacles to the implementation of the applied technology undergraduate education course is that it is one of the biggest obstacles to the implementation of the undergraduate education course. The policy environment involves a variety of policies, such as policy orientation, professional setting policy, curriculum management policy, school enterprise cooperation policy and so on. Secondly, it pays attention to the teachers' elements, advocates the main role of teachers in the construction of Applied Technology undergraduate education, and strengthens the level and ability of Teachers in the course of curriculum development. Finally, this part also puts forward the reality. The supporting condition of practical training is that practice teaching should occupy a more important position in its curriculum system. We should optimize the environment of practice teaching and try to carry out modern apprenticeship in practice teaching.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：G642.3
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