职业教育教学改革的基本现状和理性反思——基于2022年职业教育国家级教学成果奖获奖成果的实证分析
The Basic Status and Rational Reflection on the Reform of Vocational Education Teaching—An Empirical Analysis Based on the Winning Achievements of the 2022 National Teaching Awards in Vocational Education
孔巧丽 1刘志文2
作者信息
- 1. 广州番禺职业技术学院职业教育研究院,广东广州 511483;华南师范大学职业教育学院,广东广州 510631
- 2. 华南师范大学职业教育学院,广东广州 510631
- 折叠
摘要
职业教育国家教学成果奖作为我国职业教育领域最高级别的教学奖项,代表了职业教育教学改革和实践探索的最新动向和发展趋势.分析2022年职业教育国家级教学获奖的572个成果,发现获奖项目区域分布广泛、完成单位多元、成果完成注重团队、成果聚焦人才培养的核心内容.但也存在东部地区获奖"一家独大"、高职院校处于获奖的"霸主地位"、获奖成果完成负责人呈现"行政化导向"、涉及教学改革的关键教学要素"相对式微"等问题,未来职业教育教学的改革和成果的培育应注重从激发薄弱地区的教改动力、促进职业教育多样化特色发展、提升一线教师的教改能力和攻克影响教学改革的真问题等方面加强.
Abstract
As the highest level teaching award in the field of vocational education in China,The National Teaching Achievement Award for Vocational Education,represents the latest trend and development of vocational education teaching reform and practical exploration.Analyzing the 572 national level teaching awards in vocational education in 2022,it was found that the award-winning projects are widely distributed in regions,with diverse completion units,and the core content of focusing on team and talent cultivation is the achievement completion.However,there are also issues such as the"dominant position"of winning awards in the eastern region,the"dominant position"of higher vocational colleges,the person in charge of achievement completion presents a"administrative orientation",and the key teaching elements related to teaching reform are"relatively weak".In the future,the reform of vocational education and the cultivation of achievements should focus on stimulating the driving force of teaching reform in weak areas,promoting the diversified and characteristic development of vocational education.The teaching reform ability of teachers need to be strengthened and the real issues that affect teaching reform need to be addressed.
关键词
职业教育/教育教学改革/教学成果奖/获奖项目/人才培养Key words
vocational education/education and teaching reform/teaching achievement award/award winning projects/personnel training引用本文复制引用
基金项目
国家社会科学基金规划教育学一般课题(十四五)(BJA220256)
出版年
2024
NETL
NSTL
万方数据