工学一体化改革中的教师角色转型与能力提升研究 |
| 石娟灿 郑维 赖涵 |
| 四川矿产机电技师学院，四川成都，611200 |
| 摘要：随着经济社会的快速发展与产业结构的不断升级，职业教育在国家教育体系和人才培养体系中的战略地位愈加凸显。党的二十大报告明确提出“完善职业教育体系，深化产教融合、校企合作”，教育部及各级政府也相继出台了一系列关于推进工学一体化改革的政策文件。在这样的宏观背景下，工学一体化作为一种以能力培养为核心、以实践教学为主导的教学模式，逐渐成为职业院校课程改革的重要方向。同时，职业院校教师角色转型遇到了不少困难，比如有些教师以前没有接触过企业的生产一线，很难满足“双师型”教师的要求；还有些教师没有更新自己的教育理念，仍然固守着“课堂中心”的观念，对于项目化教学、任务驱动教学等新的模式还不太熟悉；还有一些学校在学校的制度设计、资源配置、考核激励等方面不够完善，所以学校不能给予充分支持，也会限制教师能力的提高以及角色的转变。所以如何让教师从“知识讲授者”转变为“工学一体化指导者”成了目前职业教育研究的一个重点问题。以工学一体化课程改革为例，研究从该视角探讨职业院校教师角色的转变路径以及能力提升的方法。首先梳理工学一体化的相关概念及实施现状，其次根据教师在改革中所起的作用明确其具体角色；然后结合实际职业教育教学需要指出教师如何提高自己的教育教学能力和自身专业技能，给予怎样有效的保障措施；最后基于具体实例探索职业院校教师角色的转变的实践途径和未来的发展方向。 |
| 关健词：工学一体化；职业教育改革；校企合作；课程体系建设；工学结合；实践教学 |
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| Research on Teacher Role Transformation and Capacity Enhancement in the Reform of Work-Integrated Education |
| juancan Shi Wei Zheng Han Lai |
| Sichuan Mineral Resources Electromechanical Technician College 611200, Chengdu, Sichuan Province China |
| Abstract：With the rapid development of the economy and continuous upgrading of industrial structures, vocational education has become increasingly prominent in the national education system and talent cultivation framework. The report of the 20th National Congress of the Communist Party of China explicitly proposed to “improve the vocational education system and deepen industry-education integration and school-enterprise cooperation.” In response, the Ministry of Education and local governments have successively issued a series of policy documents to promote the reform of work-integrated education. Against this macro background, work-integrated education, as a teaching model centered on competency development and guided primarily by practical teaching, has gradually become an important direction for curriculum reform in vocational colleges.At the same time, vocational college teachers face various challenges in role transformation. Some teachers have never been exposed to enterprise pro-duction lines, making it difficult to meet the requirements of “dual-qualified” teachers. Others have not updated their educational concepts, still adhering to a “classroom-centered” view and are unfamiliar with new teaching approaches such as project-based and task-driven instruction. Additionally, some schools lack adequate institutional design, resource allocation, and evaluation and incentive mechanisms, which limits institutional support and constrains teachers’ capacity improvement and role transformation. Therefore, how to shift teachers from “knowledge transmitters” to “work-integrated education facilitators” has become a key issue in vocational education research.Taking work-integrated curriculum reform as an example, this study explores the pathways for vocational college teachers’ role transformation and methods for enhancing their professional capabilities. First, it reviews the concepts and current implementation status of work-integrated education; second, it identifies teachers’ specific roles based on their functions in the reform; third, it points out how teachers can improve their pedagogical skills and professional expertise while receiving effective institutional support; finally, it explores practical approaches and future development directions for teacher role transformation based on specific cases. |
| Keywords：Work-Integrated Education; Vocational Education Reform; School-Enterprise Cooperation; Curriculum System Development;Integration of Work and Study; Practical Teaching |
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