The Model of“Post,Course,Competition,Certificate”Integrated Education for Electronic Information Engineering Technology Major in Higher Vocational Colleges

The core education function of higher vocational colleges is to train technical talents with high quality,so as to meet the needs of talents in the development stage of our society.Under the guidance of talent training,higher vocational colleges need to pay attention to establishing an all-round and three-dimensional education model,and promote innovation of higher vocational education on the basis of this.It is also a way to promote the innovation of higher vocational education to vigorously promote the construction of“post,course,competition,certificate”mode in the construction of education mode.Through the construction of“post,course,competition,certificate”mode,the education mode of higher vocational colleges is gradually improved,so as to strengthen the effectiveness of talent training in higher vocational colleges.Therefore,in this paper,the author puts forward some suggestions to promote the construction of the integrated education mode of the electronic information engineering technology major in higher vocational colleges,so as to help improve the talent training level of higher vocational colleges.

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.

Exploration and Practice of“Four Integration and Four Innovation”Specialized and Creative Integration Talent Cultivation Mode:Taking Chongqing Energy Vocational College as an Example

With the release of China Education Modernization 2035,education modernization has become a national strategic goal.In this context,Chongqing Energy Vocational College is actively exploring the“four integration and four innovation”specialized and creative integration talent cultivation mode,aiming at cultivating high-quality talents with innovative spirit and practical skills.This paper analyzes the status quo and challenges of talent cultivation in higher vocational education,puts forward the main practices of innovation-driven,creation and research,cross-border integration,and innovative practice,and has achieved remarkable results.Additionally,it summarizes the experience revelation and provides a reference for other higher vocational colleges and universities.

Choose one’s Professional Future and Sandwich Training in Higher Education: Experiences and Perspectives from CFA University in Corsica

In France,the field of lifelong learning has undergone many changes since 2014 according to the laws that have been promulgated[Law No.2014-288 of 5 March 2014 on vocational training,employment and social democracy https://www.legifrance.gouv.fr/affichTexte.do?cidTexte=-JORFTEXT000028683576&categorieLien=id;Law n°2018-771 of September 5,2018 for the freedom to choose one's professional future https://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT000037367660&categorieLien=id.].While the reform on vocational training for employment and social democracy finalized the decentralization of vocational training by giving regions the means for a more coherent action and placed them as a pilot for the construction of training policies,the recent law for the freedom to choose one's professional future recentralises the regulation of continuing vocational training and sandwich courses.This development will not fail to impact the governance of the CFA,especially those of Higher Education anchored in the small territories.Faced with this major structural issue in the specific context of a small island economy,the University Center for Apprenticeship Training in the Corsican region strives,for a decade,to contribute to the enhancement of the professional integration of work-study students from the University of Corsica,by the development and the durability of determining factors characteristic of a small territorial area in search of structuration[Specially:increased employability and quality of professional integration of its human capital,demonstrated growth in the level of skills acquisition in line with the needs expressed by local socio-economic actors,transfer of relevant knowledge through the learning process,active incentive to entrepreneurial capacity.].After having highlighted the qualitative results resulting from the activity dynamics of the CFA University in Corsica,this contribution will analyze the perspectives drawn from the exemplary nature of the latter in the context of a new law that is supposed to contribute to the regional structuring of a knowledge and competence economy.

The Vocational Integration of Students-Apprentices in the Context of a Pandemic Crisis:Feedback from the University CFA in Corsica

The COVID-19 pandemic has generated major economic impacts in the vast majority of countries,including falling GDP and global trade,massive job losses,deficits and increased public debt.If quasi-generalized interventionist economic policies have made it possible to cushion the paralysis of the productive devices,the short-term global outlook remains very uncertain.In this gloomy context,what will be the situation on the labour market,and in particular the vocational integration of students?Corsica presents the example of a small island territory in search of a regional development scheme based on the economy of knowledge and competence.In this major structural perspective,the University Apprenticeship Training Centre(CFA UNIV)in the Corsican region has been striving,for a decade,to contribute to the enhancement of studentsapprentices vocational integration from the University of Corsica.Within the scope of its activities,are the monitoring and evaluation of the students-apprentices’professional integration from the University of Corsica.Since 2011,the carrying out the annual surveys on studentsapprentices’future from the University of Corsica has demonstrated the capacity of the sandwich course training in Higher Education simultaneously to boost the employability of skilled human capital and the growth of local business structuring.This contribution will aim to synthesize ten years of CFA UNIV experience and will endeavour to analyse the localized consequences of a global pandemic crisis on the nature of the vocational integration studentapprentices from the University of Corsica in a small territory island.

Improving Classroom Teaching Quality of Architectural CAD Through the Integration of Competition Content

Architectural Computer-Aided Design(CAD)is a highly technical and practical course and is also a course where its knowledge can be directly applied in the working field,which is especially important for higher vocational students majoring in architecture.In order to improve the teaching quality of this course,this paper proposes the integration of competition content into teaching under the based on the original syllabus.Therefore,the content of the“Reading and Drafting of Construction Drawings”competition is integrated into the teaching of this course,so as to realize the balanced development of teaching and competition,enhance students’professional skills and practical ability,and help students adapt to the development of the industry.With that,the goal of personnel training in higher vocational colleges can be achieved.

基于产教融合背景的高职院校成果转化路径与方法

通过阐述基于产教融合背景下的高职院校成果转化路径与方法,分析产教融合对于成果转化的重要作用,探究当前高职院校成果转化存在的问题,针对产教融合背景下高职院校成果转化的现状,提出转化路径以及具体策略,以期促进高职院校成果转化的发展。

高职院校学前教育专业产教融合协同育人的问题与对策

产教融合协同育人是职业院校办学的应然取向和现实需求,作为培养学前教育人才的重要阵地,高职院校学前教育专业也概莫能外。当前很多高职院校学前教育专业十分重视产教融合协同育人实施路径的探索,但却面临法律法规不完善、融合深度及创新不足、培养目标偏差、师资专业性不足等问题。高职院校学前教育专业必须从完善法律法规、创新融合方法、明确培养目标、培养“双师型”教师等方面采取有效对策,将产教融合协同育人理念贯穿学前教育培养的全过程。

高职院校产教融合、校企协同育人的不足与对策研究

高等职业教育作为高等教育的重要组成部分,不仅承担着为国家培养高等技能型应用人才的重任,更是经济与社会服务的主力军,毕业生实践技能水平是衡量职业院校人才培养质量的重要指标。建立现代技能型教育制度,促进校企协同育人势在必行。文章通过对河南省多所高职院校校企合作模式的现状调研,总结合作过程中的宝贵经验,剖析协同育人的问题,进而针对存在问题探索解决对策,以期为高职院校产教融合协同育人提供可借鉴经验。

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。

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。

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。

科教融汇视域下高职教育校企协同创新治理的逻辑与路径研究

教育、科技、人才“三位一体”重要论述为科教融汇视域下高职教育校企协同创新治理提供了政策基础与现实依据。高职教育校企协同创新实践中呈现出校企主体功能效益差异、管理权力运行向度单一、利益平衡机制缺失等问题表征,实际上是由于协同创新价值认同缺失、权力分配失衡、利益共享不均衡等治理不足所致。外溢性的公共价值达成、异质性的多元主体协同及柔性的网络化秩序建立共同构成了高职教育校企协同创新治理的逻辑。结合实践案例分析,校企协同创新治理现代化应通过建立“产科教”融合的治理价值理念、保障协同创新治理主体话语权、建立协同创新治理机制、构建基于自组织的协同创新场域等路径推进。

新时期医药行业对高职药学专业人才的职业核心能力要求调查

为了解新时期医药行业对高职药学人才的职业核心能力要求,为教育教学改革提供依据,笔者从社会能力、方法能力及专业能力三个维度设计评价职业核心能力问卷,对长三角地区药学全产业链上下游企事业单位的101名不同层级管理人员进行调研。调查发现,医药行业对学生职业核心能力有一些新变化和新要求。医药行业对学生的敬业精神、职业道德、诚实守信及责任担当要求非常高,各医药行业对专业知识与技能的要求也有所不同。

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。

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。

高职劳动教育与产教融合协同机制构建探究

为持续提升高职院校教学效能,增强学生实践能力和综合素质,要构建协同育人的全新职业教育模式。高职劳动教育与产教融合协同发展面临劳动教育适应性偏低、产教融合内容性缺失、教育教学兼容性不强等困境,因此,需做好制度顶层设计,构建政府政策引导、行业协调的对话机制,结合企业人才需求改善劳动环境,组建起高素质师资队伍,加速劳动教育与产教融合协同化进程。

产教融合背景下高职院校英语教育发展研究

高职院校是培养技能型、技术型人才的主要阵地,是持续推进我国社会主义市场经济健康发展的中坚力量。所以在产教融合视域下,高职英语教育不仅要培养学生的语言知识、素养及能力,也要提升学生的职业发展能力,帮助学生适应经济全球化、经济全球化及国内国际双循环格局,成为高素质、高质量的英语复合型人才。为此本文结合高职英语的实践性、开放性、职业性等特征,明确我国英语教育的发展趋势,探究产教融合赋能高职英语教育的逻辑,提出一个能提升英语教育开放性、文化性、职业性、实践性等发展策略。

“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。