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专业好文档论行业高职院校基于行业标准的高技能人才培养模式之必要性吴万敏 姚琳莉摘 要:基于行业标准的高技能人才培养模式是一种校企紧密合作、工学深度融合的人才培养模式;学历证书和职业资格证书“双证”融通模式;增强毕业生工作适应性和岗位胜任力,促进成功就业的人才培养模式。基于行业标准的高技能人才培养模式有利于行业高职院校的价值定位和功能确定,是实现产学深度融合的重要基础,培养适应行业需求的高质量人才的根本保证。关键词:行业高职院校;行业标准;人才培养模式;高技能人才培养基于行业标准的高技能人才培养模式是一种校企紧密合作、工学深度融合的人才培养模式。服务面向、培养目标、教学内容和课程体系、师资队伍建设,以及实训基地建设等人才培养各要素,全面服务行业、依托行业,同行业企业共建共享教育资源,培养行业所需的高技能人才。基于行业标准的高技能人才培养模式是一种学历证书和职业资格证书“双证”融通模式。基于行业标准把职业资格标准作为学历教育的内涵要求引入教学,在专业人才培养方案中全面“嵌入”职业资格证书和技能证书的课程内容。将职业资格证书的标准和高职院校的教学内容融合,使学生在完成学历教育的同时达到职业资格要求,实现了双证内涵的融合。学生在不延长学制的情况下,获得行业职业资格证书和学历证书,全面增强了教学内容的针对性,极大提高了学生学习的积极性。基于行业标准的高技能人才培养模式是一种增强毕业生工作适应性和岗位胜任力,促进成功就业的人才培养模式。其直接针对行业岗位或岗位群,培养行业所需的高技能人才。通过该模式培养的毕业生,由于到企业后上手快,工作适应性强,具有一定的岗位胜任力,受到行业企业的青睐。从人才培养目标维度看,基于行业标准的高技能人才的目标直面行业对高技能人才知识、技能、素质的要求,培养适应行业需要的生产、管理一线技术应用性人才;从教学内容和课程体系维度上看,将行业标准和行业具体岗位的工作任务对高技能人才知识、技能、能力、道德素质要求有机融入到专业课程中;从办学机制维度上看,坚持产学紧密合作、工学深度融合,校企合作设计和开发专业课程、建设“双师型”专业教学团队,以及共建共享公共实训平台,能够有效形成产学合作长效机制;从办学效益维度看,学校充分利用了行业教育资源,能够有效促进高职教育人才培养质量,行业因获得所需要的高技能人力资本,实现校企“双赢”。 一、基于行业标准的高技能人才培养模式:有利于行业高职院校的价值定位和功能确定 行业高职院校具有极强的行业导向性,主要为行业企业服务,培养高技能应用性人才。探究人才的核心能力培养如何与行业企业的岗位要求相对接,保证人才培养对于人才培养目标的适切性和对行业的适应性,是行业高职院校的首要任务。将行业标准与任务导向教学模式有机结合,以就业为导向、职业能力为中心,充分体现高职教育的“高等性”和“实践性”的高技能人才培养模式,有利于行业高职院校的价值定位。基于行业标准进行高技能人才培养,是行业高职院校人才培养的主导方向,是推动行业高职院校可持续发展的根本保障。 依据行业标准,强化行业高职院校的岗位资格证书培训和考试单位功能,为行业构建终身学习体系做出贡献。高等职业院校除了属于“学校教育”子系统外,同时又属于全社会继续教育和终身教育的子系统,是推动企业学习化的高层次载体。职后教育,特别是非学历教育的上岗、转岗、提升岗位胜任能力对职业教育的需求日渐旺盛。现代高等职业教育的发展应奉行终身教育理念,突破学历教育的范畴,将职业教育与培训结合在一起。坚持对在校生的培养与在职人员的培训并举,不拘一格办学。实行学历教育与职业培训相结合、全日制与限时间制相结合、职前教育与职后教育相结合。1 行业高职院校普遍具有行业资源优势和区域人才需求优势,更重要的是具有从事行业高技能人才培训的信誉优势。行业高职院校应依据行业协会和行业职能部门制定的规章和标准,最大限度的发挥专业、师资、设备、场地等学校教育资源优势,努力建设成为行业岗位资格证书培训和考试单位,不断完善行业高技能人才培训基地功能,面向行业企业开展多种形式的行业高技能人才培训,最终建成面向社会的、开放的、多功能的教育和培训中心。依据行业标准,强化行业高职院校的岗位资格证书培训和考试单位功能建设,不但能够增强学校的辐射能力,提高办学效益,扩大影响力和知名度,而且能够使学校的管理人员和教师在教育培训中不断提升,更重要的是能够加强行业企业对学校人才培养和培训的依存度,为行业高技能人才培养和构建终身学习体系做出卓有成效的贡献。 双证书制度是指受教育者在取得学历证书的同时,还取得相应的职业资格证书。国家教育部200616号文件要求,高等职业院校学生毕业前职业资格证书通过率要达到80%以上。2002年国家劳动和社会保障部、教育部、人事部联合下发的关于进一步推动职业学校实施职业资格证书制度的意见明确指出:“在全社会实行学业证书、职业资格证书并重制度”,是落实十六大提出的培养数以千万计的高素质劳动者的重要举措。高职教育是培养面向企事业生产、经营、服务和管理第一线的高素质技能性人才,而双证书制度充分体现这一培养目标的要求。2职业资格证书是高职毕业生具有某种职业能力的体现和证明,是高职毕业生能够直接上岗工作的凭证,这与高职教育的培养目标是完全一致的。高等职业教育实施双证书制定,对提高劳动者素质,推动就业准入制度的实施,促进高等职业教育的改革和发展,增强毕业生的实践、创新能力、创业能力和就业具有重要意义。 二、基于行业标准的高技能人才培养模式:实现产学深度融合的重要基础 行业高职院校需要结合“行业性”和“职业性”的特征,积极探究与实践适合自身发展的工学结合人才培养模式的具体形式,将行业标准融入人才培养的全过程。基于行业标准的高技能人才培养,强调在办学模式方面,依托行业标准,探索产学合作的具体形式;在专业建设方面,基于行业标准,积极开展专业教学改革试点工作;在课程体系建设方面,在开展课程理论研究和实践工作中要注重融合行业标准,建设基于行业标准的精品课程,开展融合行业标准的教材建设;在教学实施方面,注重将行业标准融入实践教学环节,创新基于行业标准的工学结合教学模式。基于行业标准的高技能人才培养模式,是行业高职院校对工学结合的进一步探究与实践,是行业高职院校人才培养模式改革的具体方向和必然选择。 通过产学合作、跨地区合作、国际合作,形成集团优势、互惠互利、共谋发展,这是高职教育提高办学水平的必由之路。目前,产学合作的具体形式包括订单式培养、校企联合培养、工学交替、顶岗实习、项目合作等。但是,产学合作往往只是停留在经验探索的阶段,缺乏系统、科学的总结、思考和提炼。高职院校和企业都需要积极探索切实有效、可供推广的模式,从而保证高职院校与企业的密切联系,实现产学合作的稳定性和持久性。行业高职院校由于隶属于行业企业,很多都是行业办学或企业办学,在产学合作方面有着天然的优势,行业高职院校也应充分合理的利用这一有利条件,形成适应行业高职院校的产学合作特色模式。基于行业标准的高技能人才培养模式,通过行业标准这一行业企业共同遵守并有效实施的规范性文件,深入挖掘行业企业所需的核心职业能力,将行业企业的核心能力要求融入到高职院校人才培养的各个环节,有效地对接了岗位群,从而能够保证产学合作的可持续性和发展性,最终推动产学深度融合。 基于行业标准的高技能人才培养是实现产学、工学紧密合作,获得行业,企业支持,将产学合作、工学结合落到实处的根本保证。首先,引入行业标准,即是将政府的宏观指导与调控因素引入进来,创造了一个有利于产学合作健康发展的制度环境。其次,基于行业标准进行人才培养,保证了高职院校和行业企业在物质和精神层面的多层次、全方位的深度合作,互利互惠,共同发展。再次,基于行业标准的高技能人才培养,保证了行业企业对人才培养目标和培养方案的高度参与,行业标准本身也为高技能人才培养提供了导向性意见。第四,基于行业标准的高技能人才培养的对象,不仅包括高职院校的在校生,而且包括行业企业的在职人员,保证了行业企业积极参与到人才培养的全过程中来,并且实现了以需求为导向,为产学深度融合奠定了重要基础。3 三、基于行业标准的高技能人才培养模式:有利于行业高职教学内容和课程体系改革 专业建设融合行业标准,依据行业标准进行课程改革,为学生的专业技能培养提供了有力保障。基于行业标准的高技能人才培养,在专业建设方面,主要强调专业建设融合行业标准,在课程改革方面,主要体现在依据行业标准进行课程建设,基于行业标准,分解和提炼出从事具体职业岗位群工作所需的核心职业能力、专项能力以及能力要素,进行课程建设。 融合行业标准的专业建设,要求专业设置对应岗位群,并针对行业的发展要求灵活调整专业,依据岗位的技能要求确立培养目标。在设计人才培养方案时,要结合国内外行业标准,根据学生的职业发展,明确专业培养目标,按模块开发专业教学计划、设置课程体系,结合行业相关岗位培训考试大纲和“岗位资格证书”的内涵要求,进行专业建设。 在课程改革方面,要依据行业标准,构建体现核心职业能力培养的课程体系,形成课程标准。即充分发挥行业、企业和专业顾问委员会的作用,按照行业标准和相关专业岗位的职业能力要求,进一步强化专业设置与岗位(群)核心技能相对接,将行业的职业标准及职业岗位所需的关键能力培养融入到专业教学体系中,对照行业的职业标准制订课程标准以及评价标准体系。根据企业的用人需求,与企业共同开发专业人才培养方案和课程体系,确定实训实习方案和岗位资格考证计划。 此外,基于工作过程的课程开发是以基于行业标准的高技能人才培养作为统领的。融合行业标准的专业建设和依据行业标准的课程建设,充分保证了高职院校的人才培养完全满足行业企业的需求,以及在相关行业从业的可持续发展能力。 四、基于行业标准的高技能人才培养模式:有利于实现校企共享型公共实训平台建设与“双师型”专业教学团队建设 基于行业标准进行实验室训条件建设和“双师”素质、专兼结合的教学团队建设,为适应行业需求的人才培养提供了优质的教育教学条件。强化 实践教学环节,强化校内实训和实验、校外实训和实习的实践教学系统设计,强调通过实践导向的教学结构、学生自主的学习过程,成为高职教育全面推进教学改革的重要主题。行业高职院校基于行业标准进行实验实训条件建设,在校内实训基地建设方面,基于行业标准,与企业合作共建校内仿真实训基地(中心),为学生实训营造了贴近生产实际的工作环境,同时也可用于企业开展新员工岗位技能培训,校企共建、共享,实现校企“双赢”。校外实习基地建设,学生在校期间到企业生产一线顶岗实习或生产实习,解决了学生的专业实习,又满足了企业的用人需要,实现校企“互惠”。基于行业标准的实验实训条件建设为行业高职院校的高技能人才培养提供了校内仿真的和校外真实的实践教学环境,提供了优质教学条件保障。 名师出高徒,培养高技能人才必须有“双师型”教师队伍来支撑。高职院校因“以需求为导向”和“以就业为导向”而需要根据实际情况不断转换专业,经常导致专业教师的缺乏,也往往使得原有专业教师必须不断更新知识,以适应专业的调整。行业高职院校因其较强的行业导向性,为教师队伍的建设提供了有利条件。基于行业标准进行“双师”队伍建设,是行业高职院校避免因专业调整而带来问题的最佳途径。通过“内培外引”,培养好、建设好原有的专业教学团队,全方位、多渠道的引进专业技术人才和能工巧匠,培育好兼职教师队伍。鼓励专职教师考取相关岗位专业技能培训教员和考评员资格证书,成为行业技能鉴定培训考证的培训师。基于行业标准的“双师”队伍建设,首先能够保证专业教师的教育教学能力的培养和专业知识的更新满足高技能人才培养的需求。其次,能够保证引进的兼职教师无障碍的参与到人才培养的全过程中来,在业务能力方面起到更加突出的积极作用。此外,专任教师和兼职教师因其各自所具有的优势和不足,基于行业标准的“双师队伍建设”为他们提供了交流的平台,取长补短,有利于高职教育师资队伍整体水平的提高。此外,建设一支“双师型”教师队伍是推行“双证书”制度的质量保证。结语 基于行业标准的高技能人才培养模式是对工学结合人才培养模式的有益尝试,行业高职院校要继续深入探究并努力实践这一特色道路,结合自身的特点不断予以完善,在制度和机制层面着力打造行业高职院校人才培养的特色,以期为各类高职院校工学结合人才培养模式的转型提供可供借鉴的范例。参考文献1吴万敏.大力发展职后教育:民航高等职业教育服务“民航强国”的功能拓展.民航管理,2008.3.2马树超 郭扬.高等职业教育跨越转型提升M.北京:高等教育出版社,2008.45.3张辉 吴万敏.高职教育产学合作长效机制论略.高等教育研究,2008.11.原载于高教探索2010年第6期Editors note: Judson Jones is a meteorologist, journalist and photographer. He has freelanced with CNN for four years, covering severe weather from tornadoes to typhoons. Follow him on Twitter: jnjonesjr (CNN) - I will always wonder what it was like to huddle around a shortwave radio and through the crackling static from space hear the faint beeps of the worlds first satellite - Sputnik. I also missed watching Neil Armstrong step foot on the moon and the first space shuttle take off for the stars. Those events were way before my time.As a kid, I was fascinated with what goes on in the sky, and when NASA pulled the plug on the shuttle program I was heartbroken. Yet the privatized space race has renewed my childhood dreams to reach for the stars.As a meteorologist, Ive still seen many important weather and space events, but right now, if you were sitting next to me, youd hear my foot tapping rapidly under my desk. Im anxious for the next one: a space capsule hanging from a crane in the New Mexico desert.Its like the set for a George Lucas movie floating to the edge of space.You and I will have the chance to watch a man take a leap into an unimaginable free fall from the edge of space - live.The (lack of) air up there Watch man jump from 96,000 feet Tuesday, I sat at work glued to the live stream of the Red Bull Stratos Mission. I watched the balloons positioned at different altitudes in the sky to test the winds, knowing that if they would just line up in a vertical straight line we would be go for launch.I feel this mission was created for me because I am also a journalist and a photographer, but above all I live for taking a leap of faith - the feeling of pushing the envelope into uncharted territory.The guy who is going to do this, Felix Baumgartner, must have that same feeling, at a level I will never reach. However, it did not stop me from feeling his pain when a gust of swirling wind kicked up and twisted the partially filled balloon that would take him to the upper end of our atmosphere. As soon as the 40-acre balloon, with skin no thicker than a dry cleaning bag, scraped the ground I knew it was over.How claustrophobia almost grounded supersonic skydiverWith each twist, you could see the wrinkles of disappointment on the face of the current record holder and capcom (capsule communications), Col. Joe Kittinger. He hung his head low in mission control as he told Baumgartner the disappointing news: Mission aborted.The supersonic descent could happen as early as Sunday.The weather plays an important role in this mission. Starting at the ground, conditions have to be very calm - winds less than 2 mph, with no precipitation or humidity and limited cloud cover. The balloon, with capsule attached, will move through the lower level of the atmosphere (the troposphere) where our day-to-day weather lives. It will climb higher than the tip of Mount Everest (5.5 miles/8.85 kilometers), drifting even higher than the cruising altitude of commercial airliners (5.6 miles/9.17 kilometers) and into the stratosphere. As he crosses the boundary layer (called the tropopause), he can expect a lot of turbulence.The balloon will slowly drift to the edge of space at 120,000 feet (22.7 miles/36.53 kilometers). Here, Fearless Felix will unclip. He will roll back the door.Then, I would assume, he will slowly step out onto something resembling an Olympic diving platform.Below, the Earth becomes the concrete bottom of a swimming pool that he wants to land on, but not too hard. Still, hell be traveling fast, so despite the distance, it will not be like diving into the deep end of a pool. It will be like he is diving into the shallow end.Skydiver preps for the big jumpWhen he jumps, he is expected to reach the speed of sound - 690 mph (1,110 kph) - in less than 40 seconds. Like hitting the top of the water, he will begin to slow as he approaches the more dense air closer to Earth. But this will not be enough to stop him completely.If he goes too fast or spins out of control, he has a stabilization parachute that can be deployed to slow him down. His team hopes its not needed. Instead, he plans to deploy his 270-square-foot (25-square-meter) main chute at an altitude of around 5,000 feet (1,524 meters).In order to deploy this chute successfully, he will have to slow to 172 mph (277 kph). He will have a reserve parachute that will open automatically if he loses consciousness at mach speeds.Even if everything goes as planned, it wont. Baumgartner still will free fall at a speed that would cause you and me to pass out, and no parachute is guaranteed to work higher than 25,000 feet (7,620 meters).It might not be the moon, but Kittinger free fell from 102,800 feet in 1960 - at the dawn of an infamous space race that captured the hearts of many. Baumgartner will attempt to break that record, a feat that boggles the mind. This is one of those monumental moments I will always remember, because there is no way Id miss 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