The training quality of preschool education professionals in higher vocational colleges is related to the overall quality of preschool teachers, and the key is the training of practical teaching ability, so the construction of practical teaching system of preschool education professionals in higher vocational colleges must be placed in a prominent position. By clarifying the endogenous logic of the practical teaching of preschool education major in higher vocational colleges, combing the construction context of practical teaching in higher vocational colleges, and selecting the widely recognized CIPP model as the theoretical framework, the practical teaching system of preschool education major in higher vocational colleges is reconstructed from the four dimensions of background, input, process and achievement. It mainly includes four aspects, namely training orientation, survival conditions, teaching implementation and evaluation management of practical teaching system, and constructs a practical teaching system of " One Body, Two Wings and One Boost " for preschool education major in higher vocational colleges. This paper puts forward the optimization path of four dimensions, such as adhering to the practical teaching concept of literacy orientation,promoting the integration of production and education, building and sharing practical teaching resources, practicing the practical teaching mode of combining teaching, learning and doing, and exploring the process value-added evaluation mechanism, so as to continuously improve the construction level of preschool education major in higher vocational colleges, and empower the high-quality development of vocational education and preschool education in the new era.
市域产教联合体强调政府作用与市场作用的有机融合,具有直接促进人才培养质量提升和促进产业发展的双重功能,是具有中国特色的产教融合型社会组织.在市域产教联合体发展中,政府的作用主要是提供政策指导、运行资金和宏观信息,市场的作用主要是汇集产教资源、完善人才培养方案、调整就业流向.市域产教联合体对于完善中国特色现代学徒制、促进"双师"队伍发展、提高人才培养质量和就业质量等方面具有重要推动作用.
课程纵向贯通是我国职业教育纵向贯通的重点和难点.为探索我国职业教育纵向贯通课程影响因素,文章从公共基础课、专业课和实践课三个维度构建课程衔接效果、课程难度和课程满意度的测量指标,将课程内容、课程学时量以及课程学习顺序安排作为课程结构评价指标,并以就业和升学划分学习目标,通过结构方程模型,开展路径分析、中介效应和调节效应分析,发现大部分受访者对我国职业教育纵向贯通课程衔接效果和总体满意度评价一般,对课程结构和难度设置感到满意,其中,我国职业教育纵向贯通课程满意度显著受到课程自身设计的影响,同时学习目标会调节课程自身设计与课程满意度间的关系.针对我国职业教育纵向贯通课程,提出科学设计课程整体结构,有效衔接各层次课程和深度链接学生就业需求与课程设置的建议.
面对更新的形势、更高的期望以及职教高考制度建设过程中的实践挑战,完善职教高考制度不能再局限于具体的修修补补,而是要站在"三教"统筹协同创新的宏阔视域下进行制度再设计.职教高考制度再定位应从畅通中等职业学校毕业生升学渠道与彰显职业教育类型特征上升到服务"三教"统筹协同创新与高质量教育体系建设.职教高考制度再设计需要围绕三个关键点深入探索,一是提升考试内容与考试形式的科学性,二是保证招生录取的公平性,三是树立职教高考制度的权威性并在此基础上形成明显的反拨效应.职教高考制度再设计必须高度重视系统性,一是形成职教高考制度与其他教育考试制度的协同效应,二是回应教育合流对职教高考制度再设计的规制.
高校继续教育协同治理是全面提升高校继续教育质量和效能的关键.其旨在通过利益相关者多主体之间的协商合作,发挥集体行动协同办学的优势,以实现高校继续教育办学公共利益的最大化.为解决"组织体系不健全,多元主体协同格局尚未形成;利益冲突难协调,协同治理遭遇集体行动困境;合作平台不完善,多元主体资源整合难以落地;监管评估不到位,协同治理实际效益有待提升"等问题,高校继续教育应建立多元立体交叉式治理组织体系;优化利益协调机制,化解多主体协同治理中的矛盾冲突;搭建合作平台,促进多元主体协同建设与资源共享;完善监管机制,确保协同治理办学的质量与效能.
