本文選題：高職 + 語(yǔ)文課程　； 參考：《教育與職業(yè)》2017年23期

【摘要】：文章以英國(guó)、澳大利亞以及印度的職業(yè)教育國(guó)家資格框架為案例,以其發(fā)展過(guò)程和具體內(nèi)容分析為依托,建構(gòu)了用以分析我國(guó)中高職語(yǔ)文課程銜接的框架。目前我國(guó)中高職語(yǔ)文課程銜接存在教學(xué)目標(biāo)不清晰、不全面,利益相關(guān)者參與嚴(yán)重不足,定位不準(zhǔn)、分工不明等問(wèn)題,要建立中高職語(yǔ)文教學(xué)目標(biāo)指標(biāo)體系,多路徑鼓勵(lì)、引導(dǎo)利益相關(guān)者參與銜接過(guò)程,明確中高職語(yǔ)文課程的定位與分工,強(qiáng)化職業(yè)院校語(yǔ)文課程標(biāo)準(zhǔn)的頂層設(shè)計(jì)。
[Abstract]:This paper takes the national qualification framework of vocational education in Britain, Australia and India as a case study, based on the analysis of its development process and concrete content, and constructs a framework for analyzing the cohesion of Chinese curriculum in Chinese in middle and higher vocational education. At present, there are some problems such as unclear and incomplete teaching objectives, insufficient participation of stakeholders, inaccurate positioning, unclear division of labor and so on. Therefore, the target system of Chinese teaching in middle and higher vocational education should be set up, and the multi-path encouragement should be established. To guide the stakeholders to participate in the process of convergence, to clarify the orientation and division of labor of Chinese courses in middle and higher vocational schools, and to strengthen the top-level design of Chinese curriculum standards in vocational colleges and universities.
【作者單位】： 廣東生態(tài)工程職業(yè)學(xué)院;
【基金】：2016年度中國(guó)智慧工程研究會(huì)“十三五”科研規(guī)劃特色教育一般課題“應(yīng)用型人才培養(yǎng)模式下大學(xué)語(yǔ)文改革與創(chuàng)新研究”的階段性研究成果(課題編號(hào):ZKY1600193)
【分類(lèi)號(hào)】：H193
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本文編號(hào)：2053947