双线混融教学背景下职业教育课程开发的特征、问题及应对策略

Characteristics,Problems and Countermeasures of Curriculum Development of Vocational Education under the Background of Dual-line Mixed Teaching

新技术支撑的教育信息时代对职业教育课程提出了创新性和系统性的要求,要求充分运用现代教育技术深度融合教育教学,开发职业教育课程。职业教育课程开发拥有群体庞大等特征,要充分运用现代教育技术开发职业教育课程,目前,开发者整体专业素质偏弱、过于注重理论缺乏实践创新、开发内容缺乏具身性和共享性、无统一的质量标准和评价标准。双线混融教学背景下需立足于专家经验和数据挖掘,提高职业教育课程开发者专业素质;基于中国特色课程理论,挖掘本土源生性资源,加快开发特色职业教育课程;加强职业教育课程开发主体的多元联系,建立健全职业教育课程资源共享平台;优化基于价值目标和工作岗位为导向的课程开发主线,制定活页式评价标准。

The educational information era supported by new technology has put forward innovative and systematic requirements for vocational education curriculum, which requires full use of modern educational technology to deeply integrate education and teaching, and develop vocational education curriculum.The development of vocational education curriculum has the characteristics of large groups. We should make full use of modern educational technology to develop vocational education curriculum.At present, the overall professional quality of developers is weak, they pay too much attention to theory and lack of practical innovation, the development content is lack of individuality and sharing, and there is no unified quality standard and evaluation standard.At present, the overall professional quality of developers is weak, they pay too much attention to theory and lack of practical innovation, the development content is lack of individuality and sharing, and there is no unified quality standard and evaluation standard.Under the background of dual-line mixed teaching, it is necessary to improve the professional quality of vocational education curriculum developers based on expert experience and data mining;Based on the curriculum theory with Chinese characteristics, we should explore the native resources and accelerate the development of vocational education courses with Chinese characteristics;Strengthen the multi-contact of the main body of vocational education curriculum development, establish and improve the platform of vocational education curriculum resources sharing;Optimize the main line of curriculum development based on value goals and job positions, and develop loose-leaf evaluation criteria.