教育科学 ›› 2024, Vol. 40 ›› Issue (3): 52-59.

• 高等教育研究 • 上一篇    下一篇

职业本科院校学科与专业一体化发展的内在机理、现实困境与实施路径*——基于产科教一体化的视角

王亚南1, 金东贤2, 邵建东1   

  1. 1.金华职业技术大学 现代职业教育研究院,浙江 金华 321007
    2.中国教育科学研究院 《中国德育》杂志社,北京 100088
  • 出版日期:2024-05-15 发布日期:2024-08-07
  • 作者简介:王亚南(1986- ),男,河北邯郸人,金华职业技术大学现代职业教育研究院副研究员,博士,主要从事高职教育原理研究;|金东贤(1972- ),男,黑龙江七台河人,中国教育科学研究院《中国德育》杂志社主编,编审,博士,主要从事教育心理、德育研究;|邵建东(1972- ),男,浙江金华人,金华职业技术大学现代职业教育研究院院长、浙江省现代职业教育研究中心执行负责人,研究员,博士,主要从事高职院校教师专业发展研究。
  • 基金资助:
    *国家社会科学基金教育学一般课题“‘一带一路’建设背景下高职院校的跨文化教育研究”(BIA190185)

The Internal Mechanism, Real Dilemmas, and Implementation Path of Integrated Development of Disciplines and Specialties in Vocational Undergraduate Colleges—A Perspective Based on the Integration of Industry, Education, and Teaching

Wang Yanan1, Jin Dongxian2, Shao Jiandong1   

  1. 1. Institute of Modern Vocational Education,Jinhua University of Vocational Technology, Jinhua Zhejiang 321007,China
    2. Magazine of Moral Education in China,National Institute of Education Sciences,Beijing 100088,China
  • Online:2024-05-15 Published:2024-08-07

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摘要：

产科教一体化是产教融合与科教融汇之间进一步整合互融后的迭代升级,是新质生产力发展的内在逻辑和必然趋势,是产业、教育、科技不同领域办学要素一体化统筹规划与建设的过程与结果。以产科教一体化为视域审视职业本科院校学科与专业一体化发展,两者实现协同发展是产科教一体化理念落地的关键载体与抓手,无论是学科建设还是专业建设,皆须服务地方产业发展并聚焦技术应用领域。产科教一体化育人,培养具有理想信念、家国情怀、产业思维、国际视野以及科研创新意识的高素质人才,是学科与专业一体化发展的核心旨归,达成上述目标的关键在于产科教一体化平台的构筑与跨界混编产科教团队的组建。针对理念、平台与制度三个层面的缺失,职业本科院校学科与专业一体化首先需要确立一体化办学理念,强化一体化政策引导并构筑实体化、多样化、一体化产科教平台,通过制度重构与优化真正实现产科教协同育人。

关键词: 职业本科, 学科建设, 专业建设, 产科教一体化

Abstract:

The integration of obstetrics, science and education is the iterative upgrade after further integration and mutual integration between industry-education integration and science-education integration. It is the inherent logic and inevitable trend of the development of new productivity, and the process and result of the integrated planning and construction of school-running elements in different fields of industry, education, and technology. From the perspective of the integration of industry, science, and education, the integrated development of disciplines and majors in vocational undergraduate colleges is examined. The coordinated development of the two is the key carrier and starting point for the implementation of the concept of integrated industry, science, and education. Whether it is discipline construction or major construction, it must serve the development of local industries and focus on the field of technology application. The integration of industry, science, and education educates people and cultivates high-quality talents with ideals, beliefs, patriotism, industrial thinking, international vision, and scientific research and innovation awareness. This is the core purpose of the integrated development of disciplines and majors. The key to achieving the above goals lies in the construction of an integrated industry, science, and education platform and the establishment of a cross-border mixed obstetrics and science and education team. Given the lack of concepts, platforms, and systems, the integration of disciplines and majors in vocational undergraduate colleges first needs to establish an integrated school-running concept, strengthen the guidance of integrated policies, and build a substantive, diversified, and integrated obstetrics and science and education platform, and truly realize the coordinated education of obstetrics, science, and education through institutional reconstruction and optimization.

Key words: vocational undergraduate, discipline construction, major construction, integration of industry, science, and education

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