“中国制造2025”视域下高职教学模式的改革与创新——基于认知学徒制的基本思想被引量：11

Reform and Innovation of Higher Vocational Teaching Mode from the Perspective of “Made in China 2025”

在线阅读下载PDF

导出

摘要 "中国制造2025"对技术技能人才的基本能力、专业能力、发展能力提出了"应然"规定,而现存高职教学模式在技术技能人才能力培养方面的"实然"样态难以满足上述"应然"规定。认知学徒制的基本思想及其适切性为"中国制造2025"战略背景下高职教学模式的改革与创新提供了理论基础。遵循该思想,高职教学模式改革与创新的路径选择主要围绕教学理念与目标、教学内容与组织、教学考核与评价等展开。 New demands for technical and skilled talents＇ basic, professional and developmental abilities are caused by ＂Made in China 2025＂. However, current higher vocational teaching mode can＇t meet the demands. The basic ideas of cognitive apprenticeship and its appropriateness provide the theoretical basis for the reform and innovation of higher vocational teaching mode under the ＂Made in China 2025＂ strategy. Following the basic ideas, the reform and innovation paths are implemented from three aspects, which are teaching idea and goal, teaching content and organization, and teaching assessment and evaluation.

作者张振王琪

机构地区宁波职业技术学院

出处《现代教育管理》 CSSCI 北大核心 2017年第7期101-106,共6页 Modern Education Management

基金 2017年度浙江省哲学社会科学规划重点课题"浙江省技术技能人才培养的中职高职及应用型本科衔接制度问题与治理优化研究"(17NDJC019Z)

关键词 “中国制造2025” 高职教学模式认知学徒制 ＂made in China 2025＂ higher vocational teaching mode cognitive apprenticeship

分类号 G712 [文化科学—职业技术教育学]

作者简介张振（1986-），男，山东阳谷人，宁波职业技术学院助理研究员，博士，主要从事高职教师职业认同、高职教学模式研究；王琪（1981-），男，安徽临泉人，宁波职业技术学院副研究员，博士，主要从事高职教师专业发展、高职教育基本理论研究。

引文网络
相关文献

参考文献4

1宋克慧,田圣会,彭庆文.应用型人才的知识、能力、素质结构及其培养[J].高等教育研究,2012,33(7):94-98. 被引量：252
2李政.“中国制造2025”与职业教育发展观念的转轨[J].中国职业技术教育,2015,31(33):38-44. 被引量：68
3闫承利.课堂教学的策略、模式与艺术[J].教育研究,2001,22(4):43-46. 被引量：52
4陈家刚.技术支撑的认知学徒制学习环境设计[J].现代远距离教育,2010(4):68-72. 被引量：9

二级参考文献39

1张大均,余林.试论教学策略的基本涵义及其制定的依据[J].课程．教材．教法,1996,16(9):6-8. 被引量：37
2李如密.关于教学模式若干理论问题的探讨[J].课程．教材．教法,1996,16(4):25-29. 被引量：126
3李康.教学策略及其类型探析[J].西北师大学报（社会科学版）,1994,31(2):75-78. 被引量：59
4Collins, A., Brown, J.S. & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics [ A ]. In L. B. Resnick (Ed.), Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser ( pp. 453 - 494). Hillsdale. N. J : Lawrence Erlbaum Associates.
5Collins, A.(1991). Cognitive apprenticeship and instructional technology[ A ]. In L. Idol & B.F. Jones ( Eds), Educational Values and Cognitive Instruction, LEA.
6Wilson, B. G., Jonasson, D. H., & Cole,P. (1993). Cognitive approaches to instructional design [A]. In G. M. Piskurich(Ed. ), The ASTD Handbook of Instructional Technology ( pp. 21. 1 - 21.22 ). New York : McGraw- Hill. Also available at http://www, cudenver. edu/bwilson.
7Conway, J. (1997). EducationalTechnology's Effect on Models of Instruction. http://copland. udel. edu/- jconway/EDST666, htm. [ DB/OL, 2008 -3 -1].
8Clark, R. C. ( 1998 ). The Promise of Cognitive Apprenticeship, http://www, adobe, com/support/authorware/ basics/instruct/instructl9, html. [ DB/OL,2009 - 1 - 10 ].
9Collins, A. (1996). Whither Technologyand Schools? Collected Thoughts on the Last and Next Quarter Centuries[A]. In C. Ficher, D.C. Dwyer, K. Yocam (Eds). Education & Technology: Reflection on Computing Classrooms. San Francisco: Jossey- Bass.
10Rosset A, & Hoffman, B. (2007). Informal Learning [ A1. In R. A. Reiser, J. V. Dempsey (Ed.). Trends and Issues in Instructional Technology (2nd edition). ,Upper Saddle River, NJ: Pearson Education, Inc. pp. 170.