数字时代高职金融专业核心素养结构模型与培养路径——从产业需求侧反观高职教育供给侧

The Core Literacy Structure Mode and Training Paths of Higher Vocational Finance Majors in the Digital Era——Looking at the Supply Side of Higher Vocational Education from the Industrial Demand Side

高职院校人才培养聚焦人才终身发展和社会发展所需的“核心素养”,而数字时代背景下金融科技迅速发展驱动金融产业人才需求侧变革。通过对10余家金融机构开展用人需求问卷调查,对数字时代金融人才需求进行分析,结合产业需求侧金融人才素养诉求,构建了包括自我发展、文化基础、业务基础、业务能力、职业素质和职业精神等要素在内的金融类专业结构模型,解构素养内涵表达,分析现有高职教育人才培养模式与核心素养培育匹配度,并提出高职金融专业核心素养培养路径:以项目为载体助力校企共建产教融合基地;与产业链转型升级相匹配,落实专业群平台化整合;以实践能力培养效果为导向,构建递进式实践教学模式;以企业院校双向成本分担为突破口,统筹资源共享共建;以夯实团队支撑为基石,创新校企师资双向流动机制。

Talent training in higher vocational colleges focuses on the“core literacy”required for the life-long development of talents and social development, while the rapid development of financial technology in the digital era drives the demand-side transformation of talents in the financial industry. By conducting a questionnaire survey on the employment needs of more than ten financial institutions, it analyzes the demand for financial talents in the digital era. Combining with the demands of financial talents literacy on the industrial demand side,it classifies the financial specialty structure model with 6 points and 18 index elements including self-development, cultural foundation,business foundation, business ability, professional quality and professional spirit, and deconstructs the connotation expression of literacy.This paper analyzes the compatibility between the existing higher vocational education talent training mode and core literacy training, and proposes a core literacy training path for higher vocational finance majors: using projects as a carrier to help schools and enterprises jointly build a industry-education integration base;matching with the transformation and upgrading of the industrial chain, and implementing specialty group platform integration;oriented by the effect of practical ability training, and building a progressive practical teaching model;taking the two-way cost sharing of enterprises and colleges as a breakthrough, and coordinating resource sharing and co-construction;taking solid team support as the cornerstone, and innovating the two-way flow of school-enterprise teachers mechanism.