Curriculum System Construction for Art and Design Major in the Transition between Secondary and Higher Vocational Education

Cooperative secondary and higher vocational education has been gradually launched in China,however,the curriculum system for the transition between both has not been fully established in many professional fields,such as art and design major,and has been confined by many disadvantages and perception problems.Taking the students of art design and production major co-cultivated by Nanjing Vocational College of Industry and Technology,Nanjing Xuanwu Secondary School,Jiangsu Dingyi International Cultural Creative Industry Co.,Ltd.,this paper explored the contents and methods of constructing curriculum system in sectionalized secondary and higher vocational education,in order to provide references for the art and design curriculum transition between secondary and higher vocational education,and to further promote the transition between secondary and higher vocational education.

Research and Analysis of SWOT on Connection between Vocational College Education and Vocational Training

The connection between vocational college education and vocational training is a new way for vocational colleges and enterprises to develop together. At present, vocational college education focusing on the education level of talent training, however, it ignores the needs of workers’ vocational training based on enterprise development planning and training of professional career development. Therefore, we should strengthen the connection between vocational training and vocational education. For the establishment of modern vocational education system, we should enhance the value of human capital of workers in order to adapt to the new economic norm with important practical signifi cance.

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.

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.

中高职“3+2”衔接教育及存在的问题、原因与对策

通过对湖北省及全国部分地区中高职“3+2”衔接技能人才分段培养的调研,梳理人才培养过程中存在的问题及主要原因。一是高职阶段学生学习动力不足,学生管理难度大;原因有中职段管理不严,学习无压力,及教学设计存在问题;二是课程设置存在脱节与重叠现象;问题原因是标准未严格执行,并且中高职校缺乏沟通;三是存在衔接口径不匹配现象;原因在于缺乏专业设置标准及监督。针对问题提出了相应的对策建议。一是要建立统一的专业衔接标准、专业教学标准,加强标准执行情况的检查力度;二是要改革“3+2”转段考核的方式,加强中职学生平时成绩的要求与管理;三是加强中高职的沟通与交流;四是延伸中高职衔接为中高本衔接。

中高本职业教育贯通衔接的成效、问题及实践策略

有效推进中高本不同层次职业教育的贯通衔接是构建现代职教体系的关键。经过多年的“贯通衔接”实践,中高本职业教育贯通衔接的顶层设计已基本形成,实践探索也在向纵深开展,积累了不少宝贵的实践经验。但是在具体实践中依然存在着关系协调通畅不够、内涵衔接缝隙较多、教学质量差强人意和社会认可依然偏低等突出问题。破解“贯通衔接”实践难,实现中高本职业教育高质量贯通衔接须对标对表疏“堵点”,强化政府主导下的协调机制;对点对卯连“断点”,健全上下一体化管理的运行机制;上下同行“聚焦点”,优化提升教学质量的激励机制;跨界合作“攻难点”,全力推进“类型化”发展的办学机制。

中高职眼视光技术专业一体化课程体系构建策略

在调研温州市中高职眼视光技术专业的衔接课程时,发现存在课程内容重复、技能实践训练颠倒、学生文化素养偏低及实践教学安排混乱等若干问题。为推动中高职一体化教育的全面发展,确保满足不同阶段的中高职一体化专业教学要求,通过实施调整培养目标、课程体系、课程标准及强化实践教学环节等衔接措施,提升眼视光技术专业人才培养质量。

中高职有效衔接与一体化发展探究

中高职一体化发展是实现职业教育提质培优的重要抓手,对于推动现代职业教育高质量发展起着重要作用。中高职一体化虽已实施多年,但仍存在断层、失调等诸多问题。文章从院校、专业两个层面着手,分析中高职未能有效衔接的原因,并提出了完善中高职一体化的建议与对策:优化调整专业布局、改革创新人才培养模式、构建课程有效衔接机制、完善学生管理互通互融机制、建立质量保障体系。

食品类专业“中高本”一体化人才培养路径探究

职业教育作为我国教育结构中的重要组成部分,备受国家重视。推进“中高本”一体化的职业教育人才培养模式,是推进我国现代职业教育体系改革的重大决策。基于此,文章以高职教育中的食品类专业为例,探讨食品类专业“中高本”一体化人才培养路径,包括目标确定、课程设置、标准制定、校企合作、校校联合、教学评价等方面的创新举措,以推动食品类专业人才培养模式的创新与改进,更好地满足行业需求和社会发展的需要。

职业教育大数据专业中高本一体化培养模式研究

文章阐述大数据专业中高职一体化培养目标的定位,即培养数字经济时代所需的专业人才,而非简单地将中职、高职、本科层次的教育相加。中职阶段重视基础知识和技能的教学,高职阶段强调实践能力和技术应用的训练,本科层次则注重创新、团队合作、跨文化交流、科研和实践能力的培养。实现一体化教育需要多方合作和支持,需要学校、企业和政府等各方面共同采取具体措施。该研究旨在统一培养中专、高职和本科学生,使学生全面掌握大数据专业的知识和技能,为社会培养高素质、高技能的大数据专业人才提供支持。

现场工程师培养视域下中高职校企协同育人实践研究与探索

中高职贯通培养是职业教育育人的重要途径,为区域产业发展提供重要人力资源。针对中高职贯通培养规格定位不准,培养质量不高等问题,以东莞职业技术学院机械制造及自动化省级高水平专业群建设为契机,构建以工程实践项目为载体的五年一贯制培养模式,开发一体化系统化的课程体系;以递进层级岗位能力要求为培养主线,精准对接企业需求,提出了中高企一体化协同育人模式,形成了中高企命运共同体机制,为培养符合现场工程师标准的技术技能人才提供经验借鉴。

中高职一体化课程体系构建研究与实践——以水生态修复技术专业为例

中高职一体化培养是建立现代职业教育体系的重要举措之一,中高职衔接的核心是一体化课程体系的构建。通过分析一体化课程体系内涵及构建途径,以水生态修复技术专业为例,探索构建中高职一体化课程体系,以实现中高职一体化人才培养的有效衔接,提高技术技能人才培养质量。

基于学习进阶的中高职一体化课程设计研究——以汽车发动机构造与检修课为例

中高职一体化是一种推进中高职衔接、加强中高职贯通的培养模式。对现有中高职一体化研究现状分析,初步探明由于缺乏理论指导,当前中高职一体化课程存在课程内容重复、教学方式单一、学生学习积极性差等问题。以OECD学习框架2030、学习进阶理论、社会分工理论为基础构建了基于学习进阶的中高职一体化课程设计模型。选取汽车检测与维修技术专业核心课程“汽车发动机构造与检修”,从学习进阶理论的五大要素进阶终点、进阶维度、成就水平、学业表现和评测工具进行中高职一体化课程设计,提出实施建议,以期实现中高职一体化由形式上的合作走向内涵式融合发展。

区域中高职一体化人才培养的逻辑理路与实践路径——基于浙江的省域探索

中高职一体化人才培养是长学制技术技能人才培养的重要途径。对“上延式”“下沉式”“横向式”等中高职一体化人才培养组织模式进行比较分析,提出对接区域产业发展,推动区域中高职一体化人才培养改革,是提升职业教育适应性和支撑力的有效路径。基于浙江的改革实践,梳理出要适应区域产业集群特征,回应地方企业对于“用得上、留得住”高素质技术技能人才的现实需求;研制专项政策,构建契约型实体组织,推动优质高职教育资源下沉,赋能中职教育高质量发展;深化标准共研、教材共编、方案共制、人才共育、师资共培、竞赛共比等“六共”衔接,立足区域培养复合型高端技术技能人才。

基于双高和升本任务水利工程制图“中高本”一体化课程教学衔接探究

在高职院校(或部分专业)向职业本科升级的新环境下,以国家双高水利工程专业群开设的《水利工程制图》为研究对象,提出“中职重基础,高职会应用,本科善创新”的“中高本”一体化课程设计理念。具体做法是重新划分教学内容的知识点和技能点并提出“初中-中职、中职-高职、中职-职业本科、高职-职业本科、高中-高职、高中-职业本科”6种不同升学出口的具体要求,分层次设计职业素养思政目标,在模块化教学的基础上采用任务驱动和不同教学秩序开展具体教学工作,针对不同升学出口提出不同的考核办法。最终实现内容不重复、技能螺旋上升、职业素养全贯通的课程衔接目标,为“中高本”一体化课程研究提供一定的借鉴。

高教版中职语文(基础模块)新旧教材比较分析

国家越来越重视职业教育的发展,教材作为教育载体具有研究意义和价值。文章通过比较新旧两版高教版中职语文(基础模块)教材的编排结构和教材内容(课文、练习和插图),深度挖掘新旧教材的异同。在编排结构方面,新旧教材都按照学习重点进行单元划分,旨在培养学生的学习能力;在课文方面,新教材篇目上更换了近一半的课文,内容上更注重中华优秀传统文化的传承,难度有所增加;在练习方面,新旧教材题量都较大、题型微观具体;在插图方面,新教材插图的表征性更强,图文联系更加紧密。

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。

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。