内涵式发展视域下的高职院校课堂认证——以江苏工程职业技术学院“卓越课堂认证”为例

On the Accreditation of Classroom Teaching in High Vocational Colleges from the Perspective of Full Potential of Higher Education——A Case Study of“Excellent Class Accreditation”in Jiangsu College of Engineering and Technology

高等职业教育内涵式发展对课堂教学提出了新要求,课堂认证是高职院校应对当前课堂教学问题、因“校”制宜提高课堂教学质量的系统化设计,是学校教学管理部门确认教师课堂教学质量是否达到标准规范的评定活动,具有基础性、小切口、按标准等特征。课堂认证的行动逻辑源于国家教育政策、产业转型升级、教师专业发展和学生个性发展要求。“卓越课堂认证”由江苏工程职业技术学院教务处组织发动,以教师+课程为单位,即对教师教授一门课程的课堂教学质量进行认证,分为教学资源建设、教学实录视频评比、说课展示3个环节,包含课程思政、项目化、信息化、课赛融通4个方面。在认定教学质量优秀、纳入教学量化考核、对接教师教学大赛等工作机制上进行创新,有利于推动课堂认证。

To bring out the full potential of higher vocational education,new requirements for classroom teaching have been put forward.The accreditation of classroom teaching,which is fundamental and developed on small scale with due standards,is a systematic design for higher vocational colleges to cope with the existing problems found in their classroom teaching and improve the teaching quality in the light of their own conditions,as well as a way for teaching management to determine whether the teaching quality of individual teachers meets the standards.Logically,the practice of accreditation is required by national education policies,industrial transformation and upgrading,teachers’professional development and students’individualized development.“Excellent Class Accreditation”organized and launched by the Teaching Affairs Office of Jiangsu College of Engineering and Technology is carried out on the“teacher-course”basis where the evaluation is made on each individual teacher and one of the courses he or she teaches.The accreditation consists of three parts including construction of teaching resources,display of teaching films and on-site presentation of teaching plans,which covers four aspects regarding teaching with ideological-political elements,project-based teaching,IT-based teaching and course-competition integration.In order to carry forward the accreditation,we should develop new ways to determine excellence in teaching,include the accreditation in quantitative teaching assessment,and connect it with the mechanism of teaching competition as well.