应用技术本科教育课程模式研究

发布时间：2018-07-13 10:46

【摘要】：应用技术大学现已被纳入现代职教体系,并且政府鼓励数百所地方高校向应用技术大学转型。但是,这数百所地方高校转型的方向是什么?重难点是什么?目标的"型"应该是什么?可以说,这一系列问题是影响应用技术本科教育发展趋势的方向性问题,进而会影响其在现代职教体系构建、人才培养等方面的积极作用。对此,作者认为,这一类型教育的关键难点是课程问题,课程问题若不能得到有效解决,其价值和作用将大打折扣。基于这一动因,本论文以应用技术本科教育课程为研究议题。本论文采用理论分析与真实材料例证辅助相结合的文献处理方式,结合中国与境外、历史与现实的横向纵向交叉融合,尝试找到"应用技术本科教育课程发展"的核心问题,从人才培养的起点:工作任务与职业能力分析着手,细挖其课程结构与内容,为支持其实施而提出应用技术本科课程发展的环境与支撑条件。本研究主要采取的研究方法有理论分析法、文献研究法、比较研究法和案例法四种。本论文的组织架构除第一章绪论外,主体由六部分组成。第一部分是应用技术本科教育的性质分析。应用技术本科教育的办学实体是由政府倡导不久的应用技术大学,在这一名称被官方认可并推广之前,学术界、实践界出现过多个称谓来指代这一教育类型。本文选取了流传最广的一个称谓:高职本科,进行发源追溯。高职本科这一在概念上具有本土浓厚色彩的教育类型,在国家开始倡导发展应用技术大学而变得式微。而应用技术大学则是更具"舶来品"色彩,我国在举办应用技术本科教育的探索是从2010年之后,大致经历了酝酿期、探索期、明朗期三个阶段。不具备应用技术本科教育课程属性的高等教育,都不能属于应用技术本科教育。对应用技术本科教育的性质进行分析,是探讨其课程问题的重要基础,不同属性的教育决定了其课程的特征。第二部分对应用技术本科教育人才的职业活动与职业能力进行了分析。这是打破原来学科课程体系的基本框架,也是借鉴世界职业教育课程开发技术的重要举措,以使应用技术本科教育所培养人才更贴近工作需要。从根本上看,对相关专业人才的职业活动与职业能力进行分析是工作任务导向课程理论的关键特征。为此,文章对这一类型教育本身的人才培养目标定位——现场工程师,进行了职业岗位特点分析,在技术创新能力和技术应用能力方面是其他人才类型所无法完全替代的。对应用技术本科教育人才的工作任务与职业能力进行分析有一套完整的步骤、方法、技术路线,需要企业专家、课程专家、专业教师等多个方面人员的积极参与。与工程人才和高职人才相比,应用技术本科教育所培养的人才在职业活动与职业能力的层次、类型、标准三个方面都有其独特性。从根本上说,分析该类人才所从事的职业活动以及完成这些工作任务所需具备的职业能力,是得出应用技术本科教育课程的重要课程内容。第三部分则论述了应用技术本科教育课程的知识论基础。学校教育课程的来源一方面来自现实实践,另一方面来自已有的知识系统。这部分主要选了两组对应用技术本科教育课程有直接关联的知识类型:理论知识与实践知识、科学知识与技术知识。当前应用技术本科教育课程内容仍大幅沿用学科课程重视理论知识、科学知识的传统。应用技术本科教育课程并不完全排斥学科知识,而是看其是以什么逻辑方式来组织这些内容。应用技术本科教育要处理好这两对知识类型的关系。应用技术本科教育课程应以工作任务导向筛选和组织知识。知识论对应用技术本科教育的课程提出了一定的诉求与规定。第四部分分析了应用技术本科教育的课程目标。课程目标是应用技术本科教育课程内容、组织、评价等的前提,也是基本依据。应用技术本科教育课程目标有其特殊性,以培养"工程技术专业能力"为课程目标,而确定的步骤与路线仍以对职业岗位的工作任务与职业能力分析表为基本蓝本,专业教师是其课程目标确立的主体。职业教育课程目标在具体陈述上包含三要素:活动、条件、结果。应用技术本科教育课程目标的表述从培养方向、使用规格、规范与要求三个方面来着手。第五部分是应用技术本科教育课程的内容与组织,这是课程开发的核心问题。当前应用技术本科教育课程内容存在着诸多问题,如其与人才培养目标、课程目标、生产实际发展等相脱节。应用技术本科课程内容的选择,第一个要做的工作即是先设置并确定好该专业所要开设的课程科目,即课程体系,是在课程目标指导下,以前期专业调查中工作任务和职业能力分析为蓝本。单门课程内容的选择同样需根据课程目标,以工作任务为导向、以工作过程为参照系,选择单门课程的内容,开发建构或重构课程。应用技术本科教育课程内容选择的路径也是要依照特定步骤与要求,分阶段进行课程开发。第六部分论述应用技术本科教育课程实施环境的构建。应用技术本科教育课程目标、内容、组织等的设计能否真正落实、且落实得好,需要多种外部因素的支撑。这部分内容首先从政策环境入手分析,目前应用技术本科教育课程的实施最大的障碍之一即是政策环境,这涉及了多种政策,如政策定位、专业设置政策、课程管理政策、校企合作政策等。其次还关注了教师的要素,倡导教师在应用技术本科教育课程建设中的主体作用,加强教师在课程发展中的水平与能力。最后这部分还提出了实验实训的支撑条件,实践教学应在其课程体系中占据更加重要的地位,我们应优化实践教学的环境,另外建议在实践教学中尝试推行现代学徒制。
[Abstract]:The University of applied technology has now been incorporated into the modern vocational education system, and the government encourages hundreds of local colleges and universities to transform to the University of applied technology. However, what are the directions of the transformation of the hundreds of local colleges and universities? What is the heavy difficulty and the "type" of the target? It can be said that this series of problems will affect the development trend of Applied Technology undergraduate education. The author believes that the key and difficult point of this type of education is the course problem, and that the value and function of the course will be buckled if the problem can not be effectively solved. Based on this reason, this thesis is based on the application of technical education. In this paper, the paper uses the literature processing method combining theoretical analysis with the support of real material example, combining the horizontal vertical cross integration between China and abroad, history and reality, trying to find the core problem of "the development of Applied Technology Undergraduate Education Course", from the starting point of talent training: the work task and professional ability analysis The structure and content of the course are dug, and the environment and support conditions for the development of applied technical undergraduate course are put forward to support its implementation. The main research methods of this study are theory analysis, literature research, comparative study and case law. The main body of this paper is composed of six parts except the first chapter. One part is the analysis of the nature of the undergraduate education in applied technology. The entity of the applied technology undergraduate education is the University of Applied Technology advocated by the government. Before this name is officially recognized and popularized by the government, there are many titles in the academic circle and the practice circle to refer to this type of education. The higher vocational undergraduate course, which has a strong native color in concept, has become more "imported" in the state, and the University of applied technology is more "imported". The exploration of the application of Applied Technology Undergraduate Education in China has been roughly in the course of the 2010. The three stages of the aging period, the exploration period and the bright period. The higher education, which does not have the attribute of the applied technology undergraduate education, can not belong to the applied technology undergraduate education. The analysis of the nature of the applied technology undergraduate education is the important basis for the discussion of the course problems. The education of different attributes determines the characteristics of the course. The second part is applied to the application of the curriculum. This is the basic framework of breaking the original subject course system, and it is also an important measure to draw lessons from the development technology of the world vocational education curriculum, in order to make the talents of the applied technology undergraduate education more close to the work. The analysis of activity and professional ability is the key feature of the theory of task oriented curriculum. For this reason, the article makes an analysis of the job characteristics of the talent training target of this type of education itself - the field engineer, which can not be completely replaced by other types of talents in technical innovation ability and technology application ability. There is a complete set of steps, methods and technical routes that require the active participation of many personnel, such as the enterprise experts, the curriculum experts, the professional teachers, and so on. Compared with the engineering talents and the higher vocational talents, the talents trained in the technical undergraduate education should be used in the professional activities and the professional activities. The level, type and standard of professional ability are unique in three aspects. From the basic point of view, the analysis of the professional activities that this kind of talent is engaged in and the professional ability to complete these tasks is the important course content of the undergraduate course of applied technology education. The third part discusses the course of Applied Technology undergraduate education. The source of the school education curriculum comes from the practical practice, on the other hand, it comes from the existing knowledge system. This part mainly selects two groups of knowledge types which are directly related to the undergraduate course of Applied Technology: theoretical knowledge and practical knowledge, scientific knowledge and technical knowledge. The course of Applied Technology undergraduate education should not completely reject the subject knowledge, but look at the logical way to organize these contents. The undergraduate education of applied technology should deal with the relationship between the two types of knowledge. The course of Applied Technology undergraduate education should be based on work. The fourth part analyses the course goal of Applied Technology undergraduate education. The target of the course is the basic basis of the course content, organization and evaluation of Applied Technology undergraduate education, and the basic basis of the application technology undergraduate education. The course goal has its particularity, in order to train "engineering skill professional ability" as the course goal, and the definite steps and route still take the basic blueprint for the job task and the professional ability analysis table of the professional post, the professional teacher is the subject of its course goal establishment. The course goal of vocational education contains three elements in the concrete statement: activity, condition As a result, the objectives of the applied technology undergraduate education curriculum are described from three aspects: the direction of training, the use of specifications, standards and requirements. The fifth part is the content and organization of the applied technology undergraduate education curriculum. This is the core issue of the curriculum development. There are many problems in the current application technology undergraduate education curriculum, such as it and talent cultivation. In the selection of the content of the applied technology undergraduate course, the first task to do is to set up and determine the course subject that the major should set up first, that is, the curriculum system, under the guidance of the course goal, the analysis of the work task and the professional ability in the pre professional investigation is the blueprint. The choice of the course content should also be based on the goal of the course, guided by the work task, taking the working process as the reference, choosing the content of the single course, developing the construction or reconstructing the course. The path of the selection of the content of the applied technical undergraduate course is also to develop the course according to the specific steps and requirements. The sixth part discusses the application of the course. The construction of the implementation environment of the technical undergraduate education curriculum. The goal, the content, the organization of the applied technology undergraduate education curriculum, and the implementation well, need a variety of external factors. First of all, this part begins with the analysis of the policy environment. One of the biggest obstacles to the implementation of the applied technology undergraduate education course is that it is one of the biggest obstacles to the implementation of the undergraduate education course. The policy environment involves a variety of policies, such as policy orientation, professional setting policy, curriculum management policy, school enterprise cooperation policy and so on. Secondly, it pays attention to the teachers' elements, advocates the main role of teachers in the construction of Applied Technology undergraduate education, and strengthens the level and ability of Teachers in the course of curriculum development. Finally, this part also puts forward the reality. The supporting condition of practical training is that practice teaching should occupy a more important position in its curriculum system. We should optimize the environment of practice teaching and try to carry out modern apprenticeship in practice teaching.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G642.3

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