中高职一体化旅游人才培养模式解构:浙江案例与分析框架

Model Deconstruction of Tourism Talent Cultivation in the Integration of Secondary and Higher Vocational Schools: Zhejiang Case and Analysis Framework

推进中高职一体化是破解中职旅游专业招生与就业双重困境的突破口,浙江省先行先试,取得了优良成效。因此,本文以浙江2市4校旅游专业为典型样本,应用多案例分析法,从产教融合视角解构中高职一体化旅游人才培养模式的“黑箱”,凝练出“三级平台—四模块课程体系—三维现代学徒制”的一般性分析框架。本文首先从宏观至微观搭建出一体化育人模式的系列政策平台→职教集团平台→产业学院平台的三级架构。然后,以培养目标贯通为逻辑起点,聚焦课程衔接,归纳阐释了通识课程、专业课程、岗位课程和“1+X证书”课程四个模块构成的一体化课程体系。最后,通过对三个案例的剖析从三个维度归纳出现代学徒制的“三段贯通式”过程、“五双”要素和“跨界融通、技能迭代”特征,并拓展性地提出三个保障机制,以期增进对中高职一体化育人模式的理论知识补充与内在机制解释。

Promoting the integration of secondary and higher vocational education is a breakthrough to solve the dual dilemma of recruitment and employment of secondary vocational tourism majors. Zhejiang Province took the lead and achieved excellent results. Therefore, this paper takes tourism majors of 4 schools in 2 cities of Zhejiang as typical samples, applies the multi-case analysis method, and deconstructs the "black box" of the integrated tourism talent training model of middle and higher vocational colleges from the perspective of the integration of production and education, and condenses a general analysis framework: "three-level platform—four-module curriculum system—three-dimensional modern apprenticeships". This paper firstly builds a three-level structure of the integrated education model from a macro to micro perspective: a series of policy platforms→a vocational education group platform→an industrial college platform. Then, this paper takes the training goal as a logical starting point, focuses on the cohesion of courses, and summarizes and explains the integrated curriculum system composed of four modules: general courses, professional courses, job courses and "1 + X certificate" courses. Finally, through the analysis of three cases, this paper summarizes the "threestage through" process, "five pairs" elements and "cross-border integration, skill iteration" characteristics of modern apprenticeship from three dimensions, and expands to propose three safeguard mechanism. This is to enhance the theoretical knowledge supplement and internal mechanism explanation of the integrated education model of middle and higher vocational education.