职业本科教育人才培养模式比较研究——基于32所职业本科院校教育质量报告的文本分析

Comparative Study of Talent Cultivation Models in Vocational Undergraduate Education: Based on Text Analysis of Education Quality Reports from 32 Vocational Undergraduate Institutions

人才培养是高质量发展职业本科教育的逻辑旨归和目标导向。推动职业本科教育高质量发展的根本基点在于人才培养模式的提质与变革,以人才结构优化促进职业本科教育类型化发展。以32所职业本科院校为例,依托近3年《高等职业教育质量年度报告》的文本,围绕人才培养目标、过程、制度和评价四个维度分析发现,32所职业本科院校的人才培养模式具有以“典型工作任务”为逻辑起点、以“产教融合”为实践进路等共性特征。此外,32所职业本科院校在人才培养模式的特色凸显及标准方式上存在较大校际差异。据此,职业本科教育人才培养模式的重心在于明确“人才规格+职业能力”的类型目标定位;推进“标准引领+任务导向”的实践育人过程;建立“纵向联动+横向协同”的配套培养制度;构建“动态调整+分类发展”的多元评价体系。

Talent cultivation is the logical essence and goal orientation for the high-quality development of vocational undergraduate education.The fundamental basis for promoting the high-quality development of vocational undergraduate education lies in the improvement and transformation of talent cultivation models,aiming to optimize the talent structure and promote the typification of vocational undergraduate education.Taking thirty-two vocational undergraduate institutions as examples,this study analyzes the talent cultivation models from four dimensions:goals,processes,systems,and evaluations,based on the texts of the Annual Reports on Higher Vocational Education Quality over the past three years.We found that the talent cultivation models in these thirty-two institutions have common characteristics,such as using typical work tasks as the logical starting point and integration of industry and education as the practical approach.Additionally,there are significant inter-school differences in the highlighted features and standard approaches of talent cultivation models among these institutions.Based on these findings,the focus of talent cultivation models in vocational undergraduate education lies in clarifying the types and goals of talent specifications and vocational abilities,promoting a practice-oriented process guided by standards and task orientation.It also focuses on establishing a coordinated system of vertical linkage and horizontal collaboration for talent cultivation,and building a diverse evaluation system that allows for dynamic adjustments and classified development.