摘要
毕业综合实践教学是高职院校培养人才的最后一个教学环节，旨在达到与职业岗位“零距离”的培养目的。浙江省6所高职院校在积极构建毕业综合实践教学模式的过程中，坚持“因岗施教、因材施教、重在上岗”的教学原则，以职业与专业为依托，将人才培养目标横分两大类，以岗位要求为目标，将应职应岗能力纵分三序列。毕业综合实践教学模式采用“全程导入法”实施教学。其实施步骤分为下达任务、完成毕业实践成果、组织成果评价3个环节。
Graduate comprehensive practice teaching is the last teaching step of talents cultivation in higher vocational schools, which aim to achieve ＂zero difference＂ of professional posts. 6 higher vocational schools in Zhejiang Province persist in teaching in accordance with posts and students＂ aptitude, relying on occupation and specialty, horizontally divide talents cultivation objectives into two types; taking posts requirement as goals, and vertically divide occupation and post ability into three serials. Graduate comprehensive practice teaching model adopt the ＂whole process guiding method＂ to implement teaching, and its teaching steps can divide into three steps： making assignment known to lower levels, accomplish graduate practice results, organize results evaluation.
出处
《职业技术教育》
2006年第10期27-29,共3页
Vocational and Technical Education
基金
浙江省教育厅、财政厅2004年新世纪高教教学改革招标项目《以毕业综合实践教学创新为突破口的高职应用性人才培养理论与实践研究》(ZB04010)
关键词
高职院校
毕业综合实践教学模式
全程导入法
应职应岗能力
higher vocational school
graduate comprehensive practice teaching model
whole process guiding method
ability suitable for occupation and post
