高职院校“三教”改革何以可能——基于新制度主义理论的视角

How to Make the “Three Reforms of Teaching, Textbooks and Teachers” in Higher Vocational Colleges Possible: Based on the Perspective of Neo-Institutionalism

"三教"改革作为一项教育教学制度变革,是当前推进职业教育质量革命的关键切入点。然而,高职院校作为开放复杂系统,如何打破原有的平衡和现实抵抗力是一项重要挑战。制度与组织环境是协同进化的,重大制度的变革需要重构组织场域的意义和符号系统推进组织制度逻辑变迁,强化组织成员的认知并推动行为实践,实现行为的规训"。三教"之中,教师是主导因素,通过教师变革实现教材和教法变革;将教材和教法变革作为推进教师变革的手段和路径。推进教师的变革,教师专业发展是基础,教学创新是抓手,团队创新是核心。基于斯科特的制度理论,通过构建教学创新共同体,创建新的教育教学创新空间,搭建教师专业发展平台,完善传帮带机制,全面开展高等学校教师教学能力提升培训,着力提升教师的学习能力、教育能力、社会能力、现代教育技术能力等,推进教师教学创新能力与团队创新能力提升,进而实现教材和教法的变革。

The"three reforms of teaching,textbooks and teachers"is the key point of promoting the quality of higher vocational education.As an open and complex system,it is,however,a great challenge to break the previous balance and realistic resistance.Institution is working in coordination with organizational environment.Therefore,the reform of important institution requires a reorganization of the signal system and the significance of organizational field to promote the logical change of the institution,a strengthening of the cognition from organization members to push forward practice and realize the discipline of behavior.Among the"three Ts",teachers are an independent variable,a key factor;textbooks and teaching are,however,dependent variables.To promote the reform of teachers,professional development of teachers is the foundation;the reform of teaching is a carrier;the innovation of the teaching community is the core.Based on Scott’s institutionalism,the reform of teachers is to develop a teaching community of innovation,to develop new room for the reform of teaching,to build a platform for the professional development of teachers,to promote the system of"passing-assisting-guiding",to fully operate the training of teaching abilities of teachers,to promote teachers’ability to study,to teach,to socialize and to apply modern education technology,to better the innovation power of teachers and the teaching community,thus,realizing the reforms of textbooks and teaching.