2022年职业教育国家级教学成果奖:分布特征、理性思考与培育启示

2022 National Teaching Achievement Award of Vocational Education:Distribution Characteristics,Rational Thinking and Cultivation Enlightenments

国家级教学成果奖代表了目前我国教育教学工作的最高水平。对2022年职业教育国家级教学成果奖拟授奖成果进行数据统计与分析,结果表明:各个地区的获奖不平衡态势仍普遍存在;“双高计划”院校身份、经济发展水平、合作形式等特征对成果产出的影响十分明显;同时,产教融合多元化主体参与办学的特征逐渐显现,职业教育服务国家战略的意识普遍增强。国家应在政策层面进一步向东北等经济发展相对滞后地区倾斜、职业院校应紧盯学校关键办学能力的提升探索教育教学改革。广大教育工作者应从把握“五性”评审内涵、开拓“三阶递进”培育路径、找准真实教学问题及凸显中国职业教育理论研究等方面培育教学成果,以回应“切实提高人才培养质量”的社会关切。

The National Teaching Achievement Award represents the highest level of education and teaching work in China at present.This study conducted data statistics and analysis on the proposed award of the National Teaching Achievement Award for Vocational Education in 2022.Research shows that there is still a widespread imbalance in awarding in various regions;the identity of the"double-high plan"universities,economic development level,and cooperation form have a significant impact on the output of achievements.At the same time,the characteristics of diversified participation in education through the integration of industry and education have gradually emerged,and the awareness of vocational education serving national strategies has generally increased.The country should further tilt towards areas with relatively lagging economic development such as Northeast China at the policy level,and vocational colleges should closely focus on improving the key educational capabilities of schools to explore educational and teaching reforms.Education workers should cultivate teaching achievements from five aspects:grasping the connotation of the"five qualities"evaluation,exploring the"three-step progressive"cultivation path,identifying real teaching problems,and highlighting the theoretical research of Chinese vocational education,in order to respond to the social concern of"effectively improving the quality of talent cultivation"