Study on the Coordination Mechanism Between Higher Vocational Students’Career Development Planning and School Management

The coordination mechanism between the career development planning of vocational students and the management of vocational colleges is an important means to improve the quality of education and students’vocational competitiveness.The application of synergy theory in the field of education emphasizes the interaction and coordination of various elements in the system and pursues the optimization of overall efficiency.Based on the theory of coordination and its relevance to the management of higher vocational colleges,this paper analyzes the current development status and problems of the coordination mechanism and puts forward the strategy of building an efficient coordination mechanism designed to enhance the students’employment competitiveness,promote the all-round development,and provide theoretical and practical support for the reform and development of higher vocational education.

Relevance Theory and Advanced Vocational College English Listening Comprehension

This thesis draws on Sperber and Wilson’s principle of relevance to expound listening comprehension is an ostensiveinferential process based on the cognitive context in searching for optimal relevance,thus to explore a range of effective suggestions and new thoughts.

Application of Scaffolding Theory to Higher Vocational Students Classroom Interaction in English Teaching

Scaffolding theory is one of the mature teaching methods of constructivism model . The effective interaction between teachers and students is one characteristic of scaffold teaching. This paper aims at combining scaffolding theory with classroom interaction in teaching higher vocational students English to help students arouse interest and enhance their comprehensive ability in English learning.

Study on English MOOC in Vocational Colleges from Educational Ecology Theory

From the programmed instruction method in the 1960 s and 1970 s to the emergence of open courses at the beginning of the 21 st century and then to the fast growth of massive open online course(MOOC), online education never stops its pace on the road of research and practice with the continuous upgrade of the Internet. As the hot education revolutionary, MOOC has aroused a large number of researchers' attention. So how English MOOC develop in vocational colleges? Is there any education theory contributing to MOOC's development? What's the special MOOC mode for English in vocational colleges? These are the research topics of this thesis.

Application of Context Theory in English Vocabulary Teaching in the Secondary Vocational School

This paper conducts a study of English vocabulary teaching in the secondary vocational school based on context theory. Through the quantitative research method, results of the study indicate that it is effective for the secondary vocational school students to improve their vocabulary mnemonic ability, English proficiency and words guessing ability through English vocabulary teaching based on context.

Problems and Countermeasures of Education Management in Changzhou Liuguojun Higher Vocational and Technical College from the Perspective of Motivation Theory

At present,higher vocational education is facing various problems and deficiencies.One of the most significant problems is that the learning motivation of higher vocational school students is lacking,and they are uncertain about personal life choices and career planning,which leads to a gap in the relationship between learning and personal development as well as a lack of motivation in their learning behavior.As a result,the quality of higher vocational education is affected.The application of motivation theory in higher vocational education management can solve these issues.This study mainly analyzes and investigates the connotation and function of motivation theory,the significance of applying motivation theory in higher vocational education management,the existing challenges,and the implementation path,in hope to explore a new path for the application of motivation theory in higher vocational education management.

Application of Bandura's Social Learning Theory in the Moral Education of Secondary Vocational College Students

In recent years,with the high rate of juvenile delinquency,people pay more attention to the moral education of students in secondary vocational colleges.Based on the framework of social learning theory,this paper explores the systematic and comprehensive application of social learning theory in the moral education course.From the cognition of the behavior to the selection and internalization of the representation of the model behavior,and finally the selective extemalization of the representation symbol to generate the behavior,the influencing factors and their utility in each stage of the production of moral behavior are analyzed step by step,assisting students to establish correct outlook on life and values,and cultivating their"key abilities."When students face a complex and diverse social environment,they can make judgments in line with the general moral standards of the society,and then seek to improve the effectiveness of the moral standards of secondary vocational students,and strive to maximize the effectiveness of moral education.

共生理论指导下产业要素融入职业院校人才培养的困境、因由及对策

共生理论是产业要素融入人才培养的理论基础。产业要素融入专业人才培养既是实现产教深度融合,亦是提高职业院校专业人才培养成效的重要途径。在共生理论指导下,选取资本、土地、人力、生产及管理、信息五大产业要素,对产业要素与人才培养要素进行匹配分析,并就目前职业教育“产”融入“教”所面临的困境及因由,从资本共投、土地共存、人才共培、教学共管、资源共建五个方面挖掘产业要素提升专业建设质量及人才培养成效的实现路径与实施策略。

“三全育人”视域下高职英语课程思政的探究

在课程思政建设背景下,立德树人是根本任务,“三全育人”是根本目标。基于此,高职院校课程思政融入英语课程,是英语教育教学改革的必然举措。如何结合英语课程特点挖掘英语课程中的思政元素,是高职英语教师面临的重点和难点。在“三全育人”基础上,阐述高职院校将课程思政融入英语课程的必要性,分析目前英语课程思政教学的现状及存在的问题,对课程思政融入英语课程的实施路径进行积极探索与实践。

高职院校实训类课程课程思政建设对策研究

现阶段,课程思政教学改革在广大高职院校中逐渐展开并取得了良好效果。作为高职院校人才培养重要组成部分的专业实训课程,实施课程思政教学改革势在必行。目前,高职院校实训类课程仍存在课程思政实施动力不足、思政元素的挖掘与融合不充分、实训教师的思政教学能力有待提升等问题。在大量调研、实证分析、文献查阅的基础上,论述了高职院校实训类课程课程思政建设的重要意义,分析出高职院校实训类课程课程思政建设的相关对策,为新时代高职院校实训类课程课程思政建设提供借鉴。

系统科学视域下职业教育人才贯通培养评价体系的构建

职业教育人才贯通培养是新时代职业教育领域内一项重要的综合改革,评价成为诊断贯通培养成效、调节贯通培养内容、激励与引导贯通培养发展的重要手段与依据。在系统科学视域下,职业教育人才贯通培养评价呈现了整体涌现性、层次结构性、动态关联性、目的最优化的解释性框架,应从组织化创生视角设计评价结构、从有序性协同视角生成指标元素、从发展性演化的视角优化评价体系。该过程亦是职业教育人才贯通培养作为有组织的整体实现持续不断的“组织化创生”的发展历程。以此为基础,在职业教育人才贯通培养评价实施的过程中,以开放性思维重构“大职教观”、跨层评价联动机制的优化、多元主体的参与、常态化评价信息反馈机制的构建,均有助于优化“组织化创生”的效果。

语境融入、模式选择与路径突破:职教课程理论应用于高职思政课教学改革探究

育人的根本在于立德,产教融合职业教育大发展背景下,高职思政课“能否与如何运用职教课程理论推进教学改革”的问题直接影响着立德树人根本任务的效果。高职思政教师要围绕职教课程理论如何应用于高职思政课教学改革,从语境融入、模式选择与路径突破三个维度解决观念上“能不能”、行动上“怎么办”的困惑。在思政课教学改革中“以工作过程重组教学流程、以工作知识构成教学内容、以行动导向实施教学过程”为理念,探索“四维多向”情境教学模式,拓展大思政课教育教学时空、创设思政课情境化教学内容、实施行动导向教学方法。

职业教育专业核心课教材编写:理论与策略

职业教育专业核心课是由工作任务转化而来的、体现岗位(群)核心内容和行动逻辑的课程。专业核心课的“核心”体现在它是其他类型课程的内容源泉,是内容体系化和课程化的核心。专业核心课教材的编写要解决三个关键问题:如何在教材中实现理实一体化、教材中的理论知识如何选择和呈现、实践要素在教材中如何表达。基于知识论和学习论的视角分析发现,专业核心课教材主要承载的是技术理论知识和技术实践知识,教材要为任务学习和能力形成提供有意义的情境,根据知识特点选择教材中理实一体化的模式,基于学习规律优化技术理论知识与技术实践知识的呈现方式,同时要为教师和学生提供有效的评价工具。因此在教材内容的开发上,应组建校企编写团队并选择合适的开发策略;在内容的组织上,应确保教材最小构成单元的独立性;在教材的内容的呈现上,应基于知识特点优化内容的排布、表达和信息模态。

行动者网络理论视域下职业院校教学数字化转型的动力机制与关键路径

教学数字化转型是职业院校数字化转型关键,是职业教育科教融汇的重要突破口。职业院校教学数字化转型包括课堂、课程和专业三个层面,是一个涉及多要素的复杂系统。依据行动者网络理论分析职业院校教学数字化转型的行动者要素及其功能,认为组织行动者的协同共生是转型的推力,个体行动者的数字能力是转型关键,物质范畴非人类行动者的联通共享是转型的支撑,意识范畴非人类行动者的文化重塑是转型的保障。基于“转译”原理,从动力激发、动力合成与动力保障三个阶段构建了职业院校教学数字化转型的动力机制,并从推动数据融通、强化产教融合能力、培育数字素养、培植数字文化四个方面构建了“一体两翼一擎”的职业院校教学数字化转型的关键路径。

职业教育助推乡村产业振兴:何为、难为与可为

在全面推进乡村振兴战略的背景下,职业教育要顺势而为,打破发展中的滞后惯习,积极赋能乡村产业,助力建构兴旺的产业新场域。不过,职业教育与乡村产业之间尚有场域壁垒,供给侧存在制度资本乏力,技术资本不强,理念意识偏差,教学方式传统等问题。对此,提出助推乡村产业振兴的实践进路:优化专业布局,构建多级开放型服务体系,健全农村职业教育制度,推进科研平台、机制、团队建设,树立职教服务新理念,探索多样化教法改革。

嵌入性理论下县域职业教育高质量发展的逻辑与路径

县域职业教育高质量发展是指在县域范围内,通过改革创新提高职业教育质量,以满足县域经济社会发展和个人发展的需求。根据嵌入性理论中“文化—政治—结构—认知嵌入性”分析框架,细化构建了“价值取向—县域文化—国家战略—县域治理—社会经济—个体发展—本质认知—表象认知嵌入性”分析框架,分析认为,文化嵌入性、政治嵌入性、结构嵌入性和认知嵌入性是县域职业教育高质量发展的内在逻辑。据此得出县域职业教育高质量发展的实践路径:以县域内文化现象为切入点,为职业教育注入文化底蕴和动能;以优化县域政治实践为重点,引领职业教育内涵式发展;以职业教育改革创新为动力,提高县域职业教育多元适应性;以改变县域职教偏见为痛点,多方合力弥补社会结构性缺陷。

“一树四位六步”的理实一体教学模式在五年一贯制高职内科护理教学中的应用

目的:构建“一树四位六步”的理实一体教学模式并探讨其在五年一贯制高职护理专业内科护理课程中的教学效果。方法:选取五年一贯制高职护理专业一年级的121名学生为研究对象,分为试验组59人和对照组62人。对照组采用线上线下混合式教学,试验组采用基于“一树四位六步”的理实一体教学,即以“智慧树”形式整合知识点,采用学生本位、理实一体、线上线下混合、情景模拟教学的四位一体教学模式,通过课前感知-课中情景模拟-小组讨论-反思总结-课后主题活动-感悟内化的六步教学方法。比较两组学生的课程成绩和自主学习能力。结果:试验组实训成绩、期末卷面成绩、期末总评成绩高于对照组,自主学习能力优于对照组,差异均有统计学意义(P<0.05)。结论:基于“一树四位六步”的理实一体教学模式有助于提高五年一贯制高职护理专业学生的学习成绩和自主学习能力。

职业教育理论与实践“双断点”:价值审思、问题观照与融合进路

理论与实践是职业教育发展的重要范畴,两者有机统一。理论是行动的先导,能够指导实践,而实践是实现的方式,实现理论的自我完善。而在职业教育发展过程中职业教育理论与实践彼此割裂、双向脱嵌,表现为职业教育理论滞后实践与实践拒斥理论、理论“去实践化”与实践“去理论化”、理论失灵和实践失灵等“双断点”问题。职业教育理论与实践的融合发展需要厘清理论与实践融合的逻辑之本,把握理论和实践失灵“双断点”的破解之策,打通理论实践化与实践理论化的整合之道,从而创生职业教育高质量发展的新格局。

高职院校跨专业组织发展的多维理论视角探析

高职院校跨专业组织是具有“跨界”和“跨专业”特征的产教融合型新形态组织。文章基于分工协作理论、协同创新理论和组织生态理论,从多维视角对高职院校跨专业组织进行深入探讨。借鉴这三个理论有助于准确把握高职院校跨专业组织的内涵、基本特征和发展动向,并为高职教育实践领域构建跨界融合的跨专业组织提供理论指导或理论依据。