技工院校教学管理机制的六个要素

• 作 者: 黄景容
• 机 构: 深圳第二高级技工学校,
• 出 处: 中国培训
• 发表日期: 2010年07期
• 关键词: 技工院校 教学管理机制 岗位能力 技工教育 管理运行机制 技能人才培养 专业技能 一体化教学 院校教学管理 实训课

一、以岗位能力需求为导向岗位能力至少由三个方面组成:一是必须的理论知识,二是专业技能,三是职业道德。以岗位能力需求为导向,不仅仅是能否将教学管理运行机制与教学管理的目标、原则相衔接的问题,而且是能否遵循技能人才培养的规律、技工教育规律、市场就业规律的问题。因此,明确了以岗位能力需求为导向,就解决了技工院校教学管理运行机制的根本方向问题。这样的社会认识很有意义:

First, the demand for job-oriented capacity Post-capacity at least by three aspects: First, the necessary theoretical knowledge, and second, professional skills, and third, professional ethics. It is not only the question of whether the teaching management operation mechanism and the teaching management objectives and principles can be linked with the ability of post ability but also the ability to follow the law of skilled personnel training, the law of mechanic education and the law of employment in the market. Therefore, it is clear that taking the position ability demand as the guidance, it solves the fundamental direction of the teaching management operation mechanism in technical college. This kind of social awareness makes sense: