Abstract
Through the analysis of teaching management characteristics under this mode wereanalyzed in this study, new requirements for teaching management were pointed out. Throughthe analysis of research status of domestic vocational colleges teaching management, currentproblems were pointed out. For example, the work of this combination mode has not beenpaid enough attention. People pay attention to the theory, but despise practice. Professionalsetting, curriculum system, teaching staff, teaching quality monitoring system can't meetthe teaching requirements of the combination. Especially, the teaching management system isstill a big gap.
This paper found a breakthrough aiming at these problems. That is to say, it looked forways and means to solve problems. A case study was taken as the basic method. This studystarted from the participants of the combination. Theory and practice were combined. Thecharacteristics and engineering principles of the teaching management under work-studycombination mode were described base on the constructivism Theory. On this basis, problemsexisting in the management of teaching in Guangdong Technical Collage of Water Resourcesand Electric Engineering were analyzed deeply, and it was expound how to takeeffective measures and gained experience according to the vocational training evaluationsystem. Inspiration was get through the case analysis. Higher vocational colleges should setup the ideas of work-study combination, implement the combination of talent training mode,standardize professional construction. construct the work process oriented curriculum system,strengthen the effective management of internship, establish teaching staff to meetthe teaching requirements under the work-study combination mode.
This study further put forward the strategy of deepening the reform of teachingmanagement system of Engineering in Higher Vocational Colleges based on the theory studyand practice on the verification in order to form a long-term mechanism.
①。construct the teaching management organization based on the combination mode,promote school and enterprise cooperation, improve the teaching management system.
②。construct the curriculum management system based on the combination of work andstudy. Professional settings on market research foundation to meet the demand ofpost occupation. The work process oriented curriculum development emphasizes the trainingof occupation ability. The good teaching mode was used about combination of teaching,learning and doing, integration of theory and practice, riching teaching resourcesand outstanding skills assessment.
③。construct the practical teaching management system based on the combination mode.
School and enterprise cooperate to build a practice base, strengthen the constructionof hardware and software, strengthen practice skills assessment, perfect the system of “doublecertificates”.
④。construct a faculty management system based on the combination of engineering andlearning mode. Strengthen the construction of teachers' quality connotation, strengthen theconstruction of double structure, combine full-time teachers and part-time teachers,adopt flexible introduction of talent management approach.
⑤。construct multiple monitoring system and evaluation system.
Keywords: Higher Vocational Colleges; work-study combination; personnel trainingmode; teaching management
目 錄
摘 要
Abstract
目 錄
1.緒論
1.1 問題的提出與研究的意義
1.1.1 問題提出
1.1.2 研究意義
1.2 國內外的工學結合人才培養模式
1.2.1 國外的工學結合人才培養模式及評價
1.2.2 國內高職院校工學結合的模式及評價
1.3 國內外相關文獻的研究綜述
1.3.1 國外職業教育管理和校企合作教學的研究
1.3.2 國內高職院校工學結合教學管理的研究
1.3.3 工學結合教學管理的研究述評
1.4 主要概念的界定
1.4.1 工學結合
1.4.2 人才培養模式
1.4.3 工學結合人才培養模式
1.4.4 教學管理
1.5 研究的思路與方法
1.5.1 研究的思路
1.5.2 研究的方法
2.工學結合模式下高職院校的教學管理理論分析
2.1 工學結合模式下高職院校的教學管理理論基礎
2.1.1 工學結合教學模式的哲學基礎---認識與實踐的辯證關系
2.1.2 工學結合教學模式的教育學基礎--建構主義理論
2.1.3 建構主義理論下工學結合教學的特點及管理中的問題、策略概述
2.2 高職院校教學管理的基本任務與原則
2.2.1 高職院校教學管理的基本任務
2.2.2 高職院校教學管理的基本原則
2.3 工學結合人才培養模式下的教學管理應遵循的原則
2.4 工學結合人才培養模式下的教學管理特點
3.工學結合人才培養模式下教學管理中存在的問題分析
3.1 思想認識方面
3.1.1 仍未擺脫重理論、輕實踐的傳統教育理念
3.1.2 職業崗位培養的意識淡薄，學生能力不能滿足企業的要求
3.1.3 職業院校對學生校外頂崗實習管理不夠，實習效果差
3.2 工學結合教學體系建設方面
3.2.1 課程設計不能滿足工學結合教學的要求
3.2.2 師資隊伍建設無法滿足工學結合人才培養的要求
3.3 工學結合教學管理制度實施方面
3.3.1 校外頂崗實習規章制度缺失，管理不到位
3.3.2 制度不完善，實習管理過程職責分工不明確
4.工學結合人才培養模式下的教學管理案例分析
4.1 廣東水利職院工學結合人才培養模式實施概況
4.1.1 廣東水利職院簡介
4.1.2 重點專業工學結合人才培養模式情況概況
4.2 廣東水利職院工學結合教學管理實施舉措
4.2.1 教學管理制度方面
4.2.2 專業設置方面
4.2.3 課程建設與職業崗位銜接方面
4.2.4 實踐教學方面
4.2.5 師資隊伍建設方面
4.2.6 教學質量監控方面
4.3 廣東水利職院工學結合模式下教學管理分析與啟示
4.3.1 樹立工學結合理念，落實工學結合人才培養
4.3.2 規范專業建設，探索形式多樣的人才培養模式
4.3.3 構建工作過程導向的課程體系
4.3.4 強化對學生頂崗實習的有效管理
4.3.5 建立適應工學結合教學的師資隊伍
5.高職院校工學結合模式下的教學管理策略體系的構建
5.1 構建基于工學結合的'教學管理機構和制度
5.1.1 推動校企合作，完善制度建設
5.1.2 建立和完善基于工學結合的組織管理機構
5.2 構建基于工學結合的高職課程管理體系
5.2.1 專業和課程設置以市場調研為基礎，滿足崗位職業需求
5.2.2 課程開發以工作過程為導向，突出職業能力的培養
5.2.3 采用“教、學、做相結合，理論與實踐一體化”的教學模式
5.2.4 豐富各種形式的教學資源
5.2.5 改革課程的考核管理模式，突出技能考核
5.3 構建基于工學結合的實踐性教學管理體系
5.3.1 加強校企合作，促進實習基地建設
5.3.2 加強實踐教學中的硬件建設和軟件建設
5.3.3 加強實踐技能的考核
5.3.4 完善“雙證書”制度
5.4 構建基于工學結合的師資隊伍管理體系
5.4.1 加強教師的素質內涵建設
5.4.2 加強教學團隊的“雙師結構”建設
5.4.3 加強“專兼結合”的師資隊伍建設
5.4.4 采用彈性制的人才管理辦法
5.5 構建基于工學結合的教學質量監控體系
5.5.1 建立基于工學結合的多元監控體系
5.5.2 建立基于工學結合的多元評價體系
6.回顧與展望
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