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一、“多学期、分段式”教学组织模式背景《教育部关于推进高等职业教育改革创新引领职业教育科学发展的若干意见》(教职成[2011]12号)中提出积极试行多学期、分段式等灵活多样的教学组织形式,将学校的教学过程和企业的生产过程紧密结合,校企共同完成教学任务,突出人才培养的针对性、灵活性和开放性。多学期、分段式教学组织形式是指在教学过程中,结合学生自身的特点、职业岗位的特点及技能要求,把教学过程和内容进行分段。“多学期”是将传统的一学年俩学期制改革为一学年三学期或四学期制,“分段”是在一学年俩学期制(或
First, “multi-semester, segmented ” teaching organization model background “Ministry of Education on promoting the reform and innovation of higher vocational education to lead the development of vocational education, a number of opinions” (teaching into [2011] 12) put forward positive trial and more Semester, and other flexible forms of teaching organization, the school’s teaching process and business processes closely integrated with the school-enterprise teaching tasks to complete, highlighting the talent training targeted, flexible and open. Multi-semester, segmented teaching organization means that in the teaching process, combined with the characteristics of the students themselves, the job characteristics and skills requirements, the teaching process and content segmentation. “Multi-semester ” is the traditional one year two semester system reform into three semesters or four semester system, “Segment ” is in the semester of one semester system (or