摘要
现阶段我国对"双师"结构专业教学团队的内涵界定存在一定的局限性,在一定程度上影响了人才培养质量的进一步提高。在新的形势下,高职"双师"结构专业教学团队内涵应界定为以制订和实施专业人才培养方案为中心任务,由分工协作、知识技能互补的校内教师和来自行业企业兼职教师所组成的跨单位(学校和企业)、跨学科(专业和基础)、跨部门(教学和学工)团队"。双师"结构分为三个层次:校内专业教师和企业兼职教师的"双师"结构;专业课教师和基础课教师的"双师"结构;课程教师和课外素质教育活动教师的"双师"结构。
Nowadays, the definition on the connotation of ＂dual-qualification＂ structure teaching team in China has some limitations, which influenced the increasing of talent cultivation quality in some degree. Under new context, the ＂alu- M-qualification＂ structure teaching staff can be defined as the trans-unit（school artd enterprise）, trans-subject（speciahy and basis） and trans-department（teaching and student work） teaching team which comprises of the full-time school teachers and part-time teachers come from industries and enterprises. The ＂dual-qualification＂ structure can be divided into three levels： specialty school full-time teachers and part-time teachers from enterprises, specialty courses teachers and basic courses teachers; classroom teaching teachers and extra-curricular quality activity teachers.
出处
《职业技术教育》
北大核心
2011年第22期49-52,共4页
Vocational and Technical Education
关键词
高等职业教育
双师结构
专业教学团队
内涵界定
higher vocational education
dual-qualification structure
specialty teaching team
connotation definition
