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何谓高等职业教育?围绕这一问题当前社会上有哪些趋同的认识?电大与高职教育的关系怎样?电大如何办高职教育?笔者谈几点不够成熟的意见,求教于远教界同行。 一、关于高等职业教育的内涵、特点、社会意义及发展途径 近两年,教育界许多专家、学者及一线的管理干部和教师就高职教育的内涵、发展背景、教育层次、培养目标,教学计划的设计与实施等等在理论与实践上都有所突破,国家教委的领导也作过重要讲话。目前争鸣犹在,实践也正在摸索。就最根本、最关键的问题,集多数人趋同的看法,加上笔者的思考归纳以下几点: l.我国的高等职业教育可以归属于国际教育标准分类的第五层,它是指本科教育以下,高中(中专)以上的高级职业教育。 2.高职教育包括学历教育和非学历教育(职业资格证书、技术等级培训)。 3.高职教育的培养目标是职业、技术型、操作技能型的高级应用人才。该培养目标反映了高职教育的本质特征。高职教育培养的人才主要智能标准在于能把成熟的规范化的技术规程变成现实的产品或直接的服务。他们的主要任务在于执行已有的规则,他们的工作性质并不要求他们去研究、开发新的
What is the relationship between TVU and higher vocational education? TVU how to do higher vocational education? I talk about a few points is not mature enough opinion, to teach in the distant education counterparts. First, on the connotation, characteristics, social significance and development path of higher vocational education In the past two years, many experts, scholars and front-line management cadres and teachers in the education field discussed the connotation, development background, education level, training goal, teaching The design and implementation of the plan have made breakthroughs both in theory and in practice. Leaders of the State Education Commission have also made important speeches. The debate is still ongoing, practice is also exploring. On the most fundamental and the most crucial issues, the view of the majority convergence, together with the author’s thinking summarizes the following points: l. China’s higher vocational education can be attributed to the fifth level of the International Education Standards Classification, which refers to undergraduate education The following, high school (technical secondary school) higher vocational education. 2 vocational education, including academic education and non-diploma education (vocational qualification certificate, technical level training). 3. Higher vocational education training objectives are professional, technical, operational skills-based high-level application personnel. The training objectives reflect the essential characteristics of higher vocational education. The main intelligent standard for the training of higher vocational education lies in being able to turn the mature and standardized technical regulations into real products or direct services. Their main task is to enforce existing rules, and the nature of their work does not require them to study and develop new