高职院校产教科教双融合机制的构建与实践——基于学校发展系统的视角

在深入实施创新驱动发展战略、加快发展壮大现代产业体系的背景下,深化产教融合和科教融合是高职院校推进人才培养供给侧结构性改革的迫切任务,基于学校发展系统构建产教科教双融合机制是支持这项任务的基础性工作。本文从学校发展系统视角出发,探讨高职院校产教科教双融合新机制的构建,并结合浙江金融职业学院的探索与实践进行个案分析,为高职院校深化产教融合与科教融合提供启示与借鉴。

学校发展系统:理论建构与实践探索

学校发展系统是教育系统的一个载体和缩影。本文在系统层面探讨学校发展,提出学校发展系统的概念,并通过对其特征、结构与功能的分析,形成一般性的理论,在此基础上,结合浙江金融职业学院的探索与实践,从支持力量成员、系统的扩大和制度与文化等多个维度对学校发展系统作全面的考察和阐述。

Mentoring as an Interaction System, Providing Teachers＇ Readiness to Integrate Into the School Environment

The sustainable development of today＇s society can be promoted by providing the educational sustainability. The education of prospective teachers should be based on ecological approach, which ensures the ecological perspective and an opportunity for students to develop their readiness to integrate into the school environment. The main aim of the author＇s research is to substantiate mentoring as an interaction system for the facilitation of the prospective teachers＇ readiness to integrate into the school environment. The author of this paper offers the results of her theoretical research： substantiation of mentoring＇s importance in teachers＇ education, substantiation of mentors＇ roles and functions, and substantiation of ecological approach in teachers＇ education. Ecological approach in teachers＇ education facilitates the formation of friendly attitude toward a school as an educational environment. Mentoring provides the prospective teachers＇ readiness to the professional activity and ability to successful integration in various types of school environment, considering their specificity. The author applied the following research methods： experience reflection, studying, analysing, and evaluating of scientific literature.