高质量人才培养模式的内涵、框架与建构——以打造技工教育工学一体化人才培养模式升级版为例

Connotation, Framework and Construction of High-quality Talent Training Mode:A Case Study of Work-integrated Learning in Technical Education

打造高质量人才培养模式是建设高质量教育体系的核心。百年未有之大变局下,技工院校一体化课程与教学模式需要由“课程模式”升级到“培养模式”,由“借鉴外来”升级到“立足本来”,由“学有所教”升级到“学有优教”。高质量人才培养模式总体框架构建,以培养模式的生命周期为依据,由构思、设计、实施、运行四部分组成。模式构思以“中国理论”为指导,以培养“德智体美劳”全面发展的技能人才为使命,以历史唯物主义和辩证唯物主义为方法论。在设计方面,专业设计以需求为导向,人才培养方案设计以培养目标为导向,课程安排设计实行工学一体化,课本设计以学习为中心,课堂设计基于“帮助学生学会和会学”,评价设计基于德智体美劳全面发展的表现。实施要求是开展培养对象学情分析,开发现代化课程教学资源,打造一体化师资队伍,构建校企命运共同体。运行要求是基于12条标准的诊断与改进,并以开放促完善。

High-quality human’s development(talent training) is the core of high-quality education system. Facing the profound changes of a scale unseen in a century, the curriculum and teaching mode of work-integrated learning(WIL) in technical schools needs to change as well. It should develop from curriculum mode to talent training mode, from foreign experience learning to domestic conditions combining, and from teaching for learning to teaching for better learning. Overall, the framework for cultivating high-quality talents is based on the life cycle of the training mode, consisting of conception, design, implementation and operation. As for conception, the model is guided by Chinese theory, historical and dialectical materialism, having the mission to cultivate skilled talents with all-round ability in areas such as morality, intelligence, sports, work and aesthetics. As for design,there are six principles. Majors are planned according to market demands, talent training programs are directed by education objectives, curriculum arrangement insists WIL, textbooks are learning-centered, classroom instruction is to help students to learn,and evaluation is based on the performance of the all-round development. As for implementation, four strategies are required. It needs to make analysis of students’ learning situation, develop modern curriculum and teaching resources, build the integration team of teaching staff, and establish a community with a shared future for both schools and enterprises. As for operation, it follows the 12 standards of teaching diagnosis and improvement, persisting in the opening-up for improvement.