The Realistic Dilemma and Promoting Path of Secondary Vocational Education Talent Training Model under the Background of Education Supply-side Reform

In today's world,the competition for high-end smart technology is becoming increasingly fierce,and the huge connotation hidden behind the fierce competition is the competition of high-quality skilled talents.The status of secondary vocational education in our country's education system has a solid foundational role.The close connection it exhibits with social and economic development is beyond the reach of other types of education.However,the current secondary vocational education talent training model shows a situation that is not in line with market demand,and problems such as"shortage of skilled personnel"and"unemployment structural imbalance"have appeared in related fields.The supply of talents in secondary vocational education lacks a balanced mechanism,lacks in quality of supply,and does not have a high effect.It is urgent to train high-quality skilled talents with matching socio-economic structure transformation and upgrading for the society through education supply-side reform measures.In view of this,according to the changes in market demand,we will vigorously promote the reform of the school-based curriculum of secondary vocational schools,strive to create a new integrated development model that combines textbooks and practice,promote in-depth exchanges and cooperation between schools and characteristic enterprises in the industry,and train people in practice.Cultivating people,creating a good atmosphere for cultivating technical talents,and combining with the new goal of practicing education to build an evaluation system suitable for the growth of secondary vocational talents,making the human resource structure more and more suitable for the transformation and upgrading of the current social industrial structure.

Evaluation of Technical Education by Using a Modern Structured MOODLE Laboratory Course, in Relation to Recent Data

E-learning platforms support education systems worldwide, transferring theoretical knowledge as well as soft skills. In the present study high-school pupils’, and adult students’ opinions were evaluated through a modern structured MOODLE interactive course, designed for the needs of the laboratory course “Automotive Systems”. The study concerns Greek secondary vocational education pupils aged 18 and vocational training adult students aged 20 to 50 years. The multistage, equal size simple random cluster sample was used as a sampling method. Pupils and adult students of each cluster completed structured 10-question questionnaires both before and after attending the course. A total of 120 questionnaires were collected. In general, our findings disclosed that the majority of pupils and adult students had significantly improved their knowledge and skills from using MOODLE. They reported strengthening conventional teaching, using the new MOODLE technology. The satisfaction indices improved quite, with the differences in their mean values being statistically significant.

Discussion on the Pathways for Cooperative building of Vocational Education Platforms

the enactment of Planning for Modem Vocational Education System （2014-2020） [[2014] No. 6 of MOE] declares the development of vocational education in China has entered a new historical stage. The development of vocational education, after being elevated to the level of national strategy, will inevitably imply that the existing resources for vocational education must be effectively integrated. To improve the quality of vocational educational institutions, enhance social service levels of vocational institutions and provide smooth career paths for professional talents, are the main goal of vocational education in the future. Since innovative education system for vocational institutions is the inevitabl choice to achieve the above development goal, to innovate the educational system by way of cooperative building of vocational education platforms is the inevitable requirement upon the development of vocational education.

Strategies and Perspectives of School Actors During a Reform of Vocational Training in Luxembourg

Since 2008, a reform of vocational training is being implemented in the upper level of secondary education in Luxembourg. The new method consists of： （1） teaching through competencies; （2） modular training where modules can be repeated until they are achieved; and （3） evaluation which has been changed from quantitative to qualitative. The reform continues to face ongoing challenges and resistance from the different actors involved in vocational training. Semi-structured interviews were carried out with the relevant actors in order to analyse their strategies and perspectives during and after the reform： representatives of the Ministry of Education, teaching staff, school administrations, enterprises, parents, and pupils. A heuristic model of resistance to change in education was constructed, based on these interviews. A general fatigue with the reform has spread; and this is at a moment when the Ministry wants to implement new changes to the aforementioned law. In order to make the reform viable, a new negotiated agreement based on the interests of the different players should be achieved.

Discussion on Hierarchical Training of Accounting Vocational Core Competencies

In order to implement the hierarchical training of core competence in accounting profession, above all we need to establish the positioning for personnel training in intermediate and advanced accounting profession. Based on the five major targeted vocational positions and its main task of accounting profession, this article has constructed the accounting vocational competence system, analyzed the correspondence between accounting profession＇ s core competencies and educational levels, and raised nine core competencies for the accounting profession, as well as the correspondence between the division of the breadth and depth of core competencies in vocational training and educational levels, with focus on the correspondence between the training breadth and depth of three key core accounting competencies and educational levels in the process of educational convergence.

中高本贯通式人才培养模式研究

中高级技术技能人才对推动我国经济社会发展具有重要的意义。为统筹发展各级各类职业教育,畅通技术技能人才培养的重要渠道,我国职业教育正在积极探索中高本贯通式人才培养模式。从中高本贯通式人才培养模式的定义和内涵出发,阐述了中高本贯通式人才培养模式的实施原则,并以高职电气自动化技术专业为例,从衔接专业、中高本校校联合体、人才培养方案、课程体系、考核机制五个方面探索中高本贯通式人才培养实施路径。

职业本科人才培养定位与课程体系建设——以金融管理专业为例

发展本科层次职业教育,是构建纵向贯通、横向融通的中国特色现代职业教育体系的关键一环。职业本科教育发展的关键是专业人才培养,而人才培养实践的核心在于课程。职业本科人才培养定位应坚持“高等性”与“职业性”两个本质特征;专业课程体系建设应坚持职业本位理念,基于对岗位职业能力和典型工作任务的分析确定学习领域,课程教学设计要体现高层次。职业本科人才培养实施中需要重点关注师资队伍的结构优化、人才培养的职业属性坚守、不同实施模式下的人才培养方案差异化制定等重点问题。

类型优化视域下中高本一体化标准开发样态与优化框架

开发中高本一体化专业人才培养标准是实现中高本内涵式一体化发展的基本路径,是构建现代职业教育体系、优化职业教育类型定位的应有之义。而职业教育的类型属性是开发中高本一体化专业人才培养标准的起点。当前,一体化专业人才培养标准开发实践虽已初见成效,但仍存在开发主体失衡、内容失真、过程失序等诸多不足,标准的成果质量与类型特征仍有待整体性提升。基于职业教育的类型属性或特征,在专业人才培养标准开发一般性原理与技术的基础之上,针对一体化标准开发的问题样态,分别从开发工作机制、体系逻辑、技术方案不同维度进行优化设计,构成了一体化标准开发的主要实践向度。

产教融合视域下中高职“长学制”培养模式研究——以港口机械与智能控制专业为例

随着国家对职业教育的重视程度不断提升,产教融合在职业教育改革中的地位不断提升,中职、高职院校、行业企业在职业人才培养过程中的配合衔接问题也日渐突出。文章阐述了建立“五年长学制”人才培养模式,对接企业开展产教融合,有助于在职业教育过程中充分发挥各方作用,提高职业教育发展质量,从而提升学生职业技能水平,使学生能够更快融入企业。

新能源汽车校内实训基地文化建设与实施

新能源汽车产业的迅猛发展,意味着社会需要更多这方面的人才。中职学校的教育主旨就是为社会输送技能型人才,因此,培养学生在新能源汽车领域的实践能力和创新精神显得尤为必要。通过建设和实施校内实训基地文化,学校能够提供更加贴近实际应用的教育环境,增强学生的专业素养和综合能力。基于此,文章分析了新能源汽车校内实训基地文化建设的重要内容,包含建设目标与定位、基地硬件设施的规划与布局、师资团队建设与培养,提出了学校领导层的支持与参与、教师和学生参与的激励机制、校企合作与资源整合这几条新能源汽车校内实训基地文化建设策略。通过研究,能为中职学校提供一些教育思路,助力其培养更多新能源汽车领域的人才,提升学校的教育质效。

混合型订单式人才培养模式下的利益博弈失序及其深层动因——基于N技工院校的多案例研究

在高质量发展背景下,校企协同育人的难点之一是订单式人才培养中多元利益诉求的有效协调。基于多案例研究法对N技工院校中6个校企合作育人专业(共18个订单班)的实证分析显示,订单式人才培养呈现混合化发展趋势,并呈现出“五阶段四主体”的模式特征。该培养模式下的核心利益主体包括技工院校、订单班教师、用人单位和订单班学生,其利益冲突与博弈的交叠影响催生出校—企、校—生、校—师、企—生、企—师、师—生等博弈失序问题,影响人才培养质量及效益。引发博弈失序的深层动因包括制度层面的宏观和微观制度功能缺失与执行失效,法律层面的校企合作订单式育人地位模糊,以及文化层面的就业导向观、利益本位观与个人本位观冲突。为协调多元利益诉求、推动各主体实现良性博弈,应从制度建设与文化整合两个层面入手,围绕“准备阶段—班级组建—班级授课—最终考核—实习就业”的人才培养全链条实现机制优化。

《聚焦职业教育与培训:2023年教育概览》报告的要点及对我国的启示

2023年9月,经济合作与发展组织发布《聚焦职业教育与培训:2023年教育概览》报告,聚焦经合组织各成员国职业教育与培训的发展现状,分别从普通高中教育和中等后非高等教育两个阶段分析职业教育的结构、途径、公平性等内容,强调以高中教育为发展重点,并为高中毕业生提供多样化发展路径和更高层次的职业教育与培训。为此,我国应持续提升中等职业教育的质量,搭建好职业教育与普通高等教育的立交桥,大力推进职业教育公平,政府和社会应进一步加大对职业教育与培训的投入。

基础性导向下中职学校升学机制的形成与内化——基于对一所中职学校的田野调查

中等职业学校升学政策为中职学生提供了学历提升的空间,也建构了学校以“升学率”为导向的活动场域。对案例学校的田野调查发现,中职学校在这种升学场域中,以资源的优化配置划定培养特区,形成了一整套对学生学习行为可操控的规范化技术,塑造了落实—精细化管理的惯习,进而构建了以学生学习方法的持续改进和学习习惯的不断矫正为圭臬的规训机制。这种规训机制通过分数体现的学习效果和学生对教师权威的信任与依赖,使学生产生认同,完成规训从外在强制到内部控制的转化,实现了中职学生从中考失利到高考成功的逆袭。

中职电工实训STEM教育模式应用研究

该文以中职电工实训课程为例,探讨STEM教育模式在中等职业学校电工专业实训中的应用优势与构建模式,通过将科学、技术、工程和数学融入电工实训课程,旨在提升学生问题解决能力,同时有助于培养学生的创新思维和团队协作能力。研究结果旨在提供STEM教育模式在中等职业学校电工实训中的应用方法,未来研究可以进一步深入探讨如何更好地整合STEM元素到电工实训中,并评估其长期影响,以不断提升中职学生的综合能力和就业竞争力。

VR技术在中职实训教学中的应用研究

电子装配技术在实训教学中存在很多问题,如实训教学资源匮乏、实训教学理论与实践课程融入不足、实训教学手段单一等。将虚拟现实(Virtual Reality,VR)技术应用于电子装配实训教学,具有节约成本、降低实训风险、提高教学效率的优点。本文通过分析VR技术在实训中的应用,进一步阐明了在电子装配实训教学中应用VR技术对提高电子装配实训教学质量的重要作用。

职业教育“中高本”贯通培养的现实困境与破解路径

高质量发展是全面建设社会主义现代化国家的首要任务,离不开庞大且高质量的人才储备作为坚实支撑。如何培养高质量技术技能人才是职业教育必须回答的时代命题,中职、高职、职业本科一体化贯通培养是重要的实现路径。当前我国在实施职业教育一体化贯通培养过程中还不同程度存在人才培养目标定位不清晰,职业本科学校数量质量不足,考试招生制度类型特色不鲜明,课程内容设置重复等现实困境。为解决上述困境,职业院校可充分借鉴技能形成的建构性策略理论,人才培养的能力本位教育理论和办学模式的整体性治理理论以及域外成功经验,从“功能与定位—环境与能动—衔接与反馈”三个层面实现中职、高职、职业本科一体化贯通培养。

基于产教融合的中职学校实训教学现状与策略研究

产教融合是中职学校的基本办学模式,也是实训教学改革的重要方向。基于此,分析中职学校实训教学的现状和存在的问题,并提出基于产教融合的中职学校实训教学改进策略,以期为提升中职学校实训教学质量提供参考。

中职学生升学:意向与需求——基于对广东省G市的调查

在社会经济发展和政策导向下,升学成为中职毕业生的主流。通过对广东省G市5374位中职生的问卷调查和27位中职生的深度访谈发现:中职学生升学意向强烈,以本科高校为主要升学目标院校;升学意向在性别、年级、专业及父母职业维度上存在显著差别;升学最主要的障碍是学业基础薄弱和升学渠道不够畅通,最大的需求是高等教育资源供给和学业支持。建议扩大和优化高等教育资源,推进中职学校多样化发展,加强中职升学信息宣传和优化职业教育资助政策。

校园合作下中职学前教育专业人才的培养路径探究

人才培养是教育永恒的关键词,向社会输送高素质科研人才或实用性技术人才也一直都是教育的核心任务,无论是普通教育还是职业教育,都要肩负起培养专业人才这一职责,以人为本,为社会的建设和发展提供更大的助力和更多的支持。中职是我国教育体系中职业教育的一个组成部分,分为学历教育和非学历教育两个组成部分,其中学历教育属于高中阶段的教育,毕业后可取得中职学历,非学历教育则由资格证书培训和岗位证书培训组成。在中考的分流后,中职就是初中毕业生们的又一教育选择。文章则主要围绕校园合作下中职学前教育专业人才的培养展开,从校园合作的角度出发,探究了中职院校培养专业学前教育人才的有效路径和策略。