高校“专—创—劳”融合课程的内在逻辑与实践向度

Inherent Logic and Practice Dimensions of the “Professional-Entrepreneurship-Labor” Integrated Course in Colleges

“专—创—劳”融合课程是由专业教育课程、创新创业教育课程和劳动教育课程互嵌融合形成的一类课程,具有面向全体学生、面向职业世界、动态协调性等三重特性。“专—创—劳”融合课程有助于激发高等教育改革的内生动力,加强知识世界与工作世界的高质量联通,促进全面发展的高素质人才培养。从融合课程实现的内在依据看,本土化的制度设计、相通性的目标体系、互依性的内容结构和关联性的实践途径为“专—创—劳”融合课程提供了必要性和可能性;从融合课程建设的实践向度看,目标、内容、师资等关键要素的链接构成融合课程的基本架构,多层面实践基地衔接是融合课程实践的载体,多主体参与和协同合作是融合课程可持续运转的保障。

The“professional-entrepreneurship-labor” integrated course is a kind of course formed by the integration of professional courses, innovation and entrepreneurship education courses and labor education courses. It has three characteristics: serving all students, aiming at the professional world, and dynamic coordination. The “professional-entrepreneurship-labor” integrated course helps to stimulate the endogenous driving force of higher education reform, strengthen the high-quality connection between the world of knowledge and the world of work, and promote the training of high-quality talents for all-round development.From the perspective of the internal basis for the realization of the integrated curriculum, the localized institutional design, the interlinked target system, the interdependent content structure and the related practice approach provide the necessity and possibility for the “professional-entrepreneurship-labor” integrated curriculum.From the perspective of the practice of integrated curriculum construction, the links of key elements such as goals, content, and teachers constitute the basic structure of integrated curriculum, and the connection of multi-level practice bases is the carrier of integrated curriculum practice.Multi-subject participation and collaborative cooperation are the guarantee for the sustainable operation of the integrated curriculum.