协同理论视阈下高职院校“三全育人”:内涵特征、现实困境、价值逻辑与实现理路

“Three All-round Education”in Higher Vocational Colleges from the Perspective of Synergy Theory:Connotative Features,Realistic Dilemma,Value Logic and Practical Paths

当前,高职院校“三全育人”存在着全员育人“人员”角色缺位、全过程育人“过程”链条欠完整、全方位育人“方位”机制不健全等问题,对落实立德树人根本任务造成诸多制约。协同理论作为系统科学的重要分支,被广泛运用到社会科学中,其所具有的基于开放效应的开放性、基于伺服原理的序参量、基于自组织原理的自主性等内涵特征,成为实现高职院校“三全育人”的现实基础、关键要素、发展动力。协同理论视阈下高职院校“三全育人”的实现理路为:以价值引领实现目标重组促进目标协同;以评价改革实现主体重塑促进主体协同;以元素融合实现内容重构促进内容协同。

Nowadays,there are problems of“three all-round education”in higher vocational colleges such as the absence of the role of“personnel”,the incomplete“process”chain of whole-process education and the imperfect“orientation”mechanism of all-round education in whole-staff,whole-process and all-round education,which have caused many constraints on the implementation of the fundamental task of moral education and human cultivation.As an important branch of system science,synergy theory has been widely used in social science.Its connotative features,such as openness based on the open effect,order parameters based on the servo principle,and autonomy based on the self-organization principle,have become the realistic foundation,key elements,and development momentum to realizing“three all-round education”in higher vocational education.The theoretical route of realization of“three all-round education”in higher vocational colleges under the perspective of synergy theory include achieving target reorganization to promote target coordination with value guidance,achieving main body remodeling to promote main body coordination with evaluation reform and achieving content reconstruction to promote content coordination with element fusion.