2019年國(guo)(guo)務院頒布《國(guo)(guo)家職(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)(yu)改(gai)革(ge)實施方案(an)》為職(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)(yu)正名：“職(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)(yu)與(yu)(yu)普通教(jiao)(jiao)育(yu)(yu)是兩種不(bu)同(tong)教(jiao)(jiao)育(yu)(yu)類型，具有同(tong)等重要地(di)位。”首次(ci)(ci)在國(guo)(guo)家政策層面(mian)明確了職(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)(yu)作為類型教(jiao)(jiao)育(yu)(yu)的發展(zhan)(zhan)目標與(yu)(yu)發展(zhan)(zhan)方向(xiang)，中國(guo)(guo)職(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)(yu)迎來前所未有的發展(zhan)(zhan)機(ji)遇，開啟(qi)了新時(shi)代發展(zhan)(zhan)的新征程。為推(tui)動我(wo)國(guo)(guo)經濟高質(zhi)量發展(zhan)(zhan)，構建發展(zhan)(zhan)新格(ge)局，要求我(wo)們立足類型特色，進一(yi)步(bu)提(ti)(ti)升教(jiao)(jiao)育(yu)(yu)服務產業(ye)(ye)經濟的能(neng)(neng)力與(yu)(yu)水平，豐富多(duo)(duo)元化多(duo)(duo)層次(ci)(ci)多(duo)(duo)類型人(ren)才(cai)(cai)培(pei)養體(ti)系；注重能(neng)(neng)力導向(xiang)的人(ren)才(cai)(cai)培(pei)養，形成職(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)(yu)育(yu)(yu)人(ren)體(ti)系、理(li)論和范(fan)式(shi)；隨著職(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)(yu)層次(ci)(ci)結構中心(xin)上移(yi)，對技(ji)術技(ji)能(neng)(neng)人(ren)才(cai)(cai)的標準也進一(yi)步(bu)提(ti)(ti)高。面(mian)對新發展(zhan)(zhan)、新格(ge)局，為培(pei)養更多(duo)(duo)高素質(zhi)技(ji)術技(ji)能(neng)(neng)人(ren)才(cai)(cai)、能(neng)(neng)工巧匠、大國(guo)(guo)工匠，在類型教(jiao)(jiao)育(yu)(yu)視閾下開展(zhan)(zhan)職(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)(yu)全生命(ming)周(zhou)期協同(tong)育(yu)(yu)人(ren)，形成職(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)(yu)人(ren)才(cai)(cai)培(pei)養新范(fan)式(shi)，已經成為職(zhi)(zhi)教(jiao)(jiao)改(gai)革(ge)面(mian)臨(lin)的重大課題。
1、職業教育的育人目標解析和目標定位
1.1 目標解析
職業(ye)教(jiao)育(yu)是創造(zao)價值(zhi)的(de)(de)教(jiao)育(yu)，是培(pei)養(yang)高素質、高層次技(ji)(ji)術(shu)技(ji)(ji)能(neng)(neng)人(ren)(ren)(ren)才(cai)的(de)(de)教(jiao)育(yu)。技(ji)(ji)術(shu)技(ji)(ji)能(neng)(neng)人(ren)(ren)(ren)才(cai)是職業(ye)教(jiao)育(yu)培(pei)養(yang)的(de)(de)滿足產(chan)業(ye)需(xu)求(qiu)和應用需(xu)求(qiu)，面(mian)向(xiang)未來(lai)、面(mian)向(xiang)前沿、面(mian)向(xiang)產(chan)業(ye)、面(mian)向(xiang)國(guo)際的(de)(de)人(ren)(ren)(ren)才(cai)，包括中等(deng)(deng)職業(ye)技(ji)(ji)術(shu)技(ji)(ji)能(neng)(neng)人(ren)(ren)(ren)才(cai)、高等(deng)(deng)職業(ye)技(ji)(ji)術(shu)技(ji)(ji)能(neng)(neng)人(ren)(ren)(ren)才(cai)、復合型職業(ye)技(ji)(ji)術(shu)技(ji)(ji)能(neng)(neng)人(ren)(ren)(ren)才(cai)等(deng)(deng)。職業(ye)教(jiao)育(yu)開展(zhan)技(ji)(ji)術(shu)技(ji)(ji)能(neng)(neng)人(ren)(ren)(ren)才(cai)培(pei)養(yang)，要錨(mao)定產(chan)業(ye)前沿，解決企業(ye)急需(xu)，為(wei)經濟社會(hui)發(fa)展(zhan)提供人(ren)(ren)(ren)才(cai)和技(ji)(ji)能(neng)(neng)支撐。
1.2 職業教育育人目標定位
首(shou)先是“目標”，職(zhi)業(ye)(ye)教育(yu)的人才(cai)培(pei)養，要(yao)緊緊抓(zhua)住“類型教育(yu)”這(zhe)個(ge)關鍵(jian)詞。習近平總書記說，“職(zhi)業(ye)(ye)教育(yu)，前景(jing)廣闊，大有可為，要(yao)培(pei)養更多高素質(zhi)技術技能(neng)(neng)(neng)人才(cai)、能(neng)(neng)(neng)工(gong)巧匠、大國(guo)工(gong)匠”，這(zhe)就是對職(zhi)業(ye)(ye)教育(yu)育(yu)人目標的定位，人才(cai)畫像就是“厚德至(zhi)誠、匠心(xin)至(zhi)臻(zhen)、自強(qiang)致遠、器成致勝”，通俗講就是“兩好兩強(qiang)”，素質(zhi)好、技術好、實踐能(neng)(neng)(neng)力強(qiang)、適(shi)應能(neng)(neng)(neng)力強(qiang)。
1.3 職業教育實然現狀
我國(guo)職(zhi)業(ye)教(jiao)育(yu)(yu)(yu)起步較(jiao)(jiao)晚(wan)，長期隸屬于普通(tong)教(jiao)育(yu)(yu)(yu)系列，沿用學(xue)(xue)(xue)科體系的育(yu)(yu)(yu)人(ren)(ren)模式(shi)，受國(guo)家高(gao)(gao)(gao)(gao)考制度(du)(du)的影響，我國(guo)職(zhi)業(ye)教(jiao)育(yu)(yu)(yu)普遍存在社(she)(she)(she)會(hui)和家長認(ren)(ren)可度(du)(du)不(bu)高(gao)(gao)(gao)(gao)，地位尷尬的困(kun)惑。按(an)中(zhong)考和高(gao)(gao)(gao)(gao)考成(cheng)(cheng)績(ji)兩次(ci)分流，通(tong)常而言，學(xue)(xue)(xue)業(ye)成(cheng)(cheng)績(ji)不(bu)好的學(xue)(xue)(xue)生(sheng)進(jin)入(ru)(ru)中(zhong)職(zhi)和高(gao)(gao)(gao)(gao)職(zhi)教(jiao)育(yu)(yu)(yu)階段(duan)的學(xue)(xue)(xue)習(xi)(xi)，現階段(duan)大(da)(da)(da)部分中(zhong)高(gao)(gao)(gao)(gao)職(zhi)銜接基本打(da)通(tong)，即大(da)(da)(da)多數中(zhong)職(zhi)學(xue)(xue)(xue)生(sheng)可以進(jin)入(ru)(ru)高(gao)(gao)(gao)(gao)職(zhi)階段(duan)的學(xue)(xue)(xue)習(xi)(xi)。目前，高(gao)(gao)(gao)(gao)職(zhi)學(xue)(xue)(xue)制三年，大(da)(da)(da)多數學(xue)(xue)(xue)生(sheng)獲得大(da)(da)(da)專畢業(ye)證后進(jin)入(ru)(ru)社(she)(she)(she)會(hui)工(gong)(gong)作。隨(sui)著(zhu)我國(guo)經濟社(she)(she)(she)會(hui)的發展，學(xue)(xue)(xue)歷(li)日(ri)益成(cheng)(cheng)為人(ren)(ren)才(cai)選拔(ba)、就業(ye)晉升的敲門磚，高(gao)(gao)(gao)(gao)薪酬、高(gao)(gao)(gao)(gao)職(zhi)位往往與高(gao)(gao)(gao)(gao)學(xue)(xue)(xue)歷(li)成(cheng)(cheng)正(zheng)比。在這樣的選拔(ba)制度(du)(du)下，受學(xue)(xue)(xue)歷(li)限制，高(gao)(gao)(gao)(gao)職(zhi)學(xue)(xue)(xue)生(sheng)的階層基本定(ding)位在藍領產(chan)業(ye)技(ji)術工(gong)(gong)人(ren)(ren)，主要從事勞動密集程度(du)(du)較(jiao)(jiao)高(gao)(gao)(gao)(gao)的工(gong)(gong)種，報(bao)酬、就業(ye)保(bao)障、就業(ye)穩定(ding)性相對較(jiao)(jiao)低。因此，在類型教(jiao)育(yu)(yu)(yu)視閾下開展職(zhi)業(ye)教(jiao)育(yu)(yu)(yu)全生(sheng)命(ming)周期協同育(yu)(yu)(yu)人(ren)(ren)，形成(cheng)(cheng)職(zhi)業(ye)教(jiao)育(yu)(yu)(yu)人(ren)(ren)才(cai)培(pei)養(yang)新范式(shi)，可以有效(xiao)提高(gao)(gao)(gao)(gao)技(ji)術技(ji)能人(ren)(ren)才(cai)的培(pei)養(yang)質量，幫(bang)助技(ji)術技(ji)能人(ren)(ren)才(cai)重新進(jin)行社(she)(she)(she)會(hui)定(ding)位，提升技(ji)術技(ji)能人(ren)(ren)才(cai)的社(she)(she)(she)會(hui)認(ren)(ren)可度(du)(du)。
2、全生命周期協同育人學理邏輯解析
職(zhi)業教(jiao)(jiao)育(yu)(yu)作(zuo)為一個(ge)類別運行于(yu)(yu)教(jiao)(jiao)育(yu)(yu)體(ti)系之中，存(cun)在于(yu)(yu)社(she)會框架(jia)之內，受政治(zhi)、經(jing)濟(ji)、社(she)會以及文化的(de)相互影響(xiang)并相互作(zuo)用。探究職(zhi)業教(jiao)(jiao)育(yu)(yu)體(ti)系和(he)范式(shi)，需(xu)要從多學科(ke)的(de)理(li)論與視角(jiao)，運用多學科(ke)的(de)方法論，作(zuo)為探究的(de)學理(li)基(ji)礎和(he)內在邏輯。
2.1 社會學邏輯——生命歷程理論
生(sheng)命(ming)歷(li)程理論最早由(you)美國芝加(jia)哥社會學派提出，其(qi)代表人(ren)物是(shi)威廉·托馬斯，代表作是(shi)《波蘭農(nong)民在(zai)歐洲和美國》（與F.W.茲(zi)納尼茨基(ji)合著）。其(qi)通過研究波蘭移民從(cong)鄉村遷移到(dao)美國都市(shi)芝加(jia)哥的(de)生(sheng)命(ming)過程，根據生(sheng)命(ming)事件先后(hou)順序，個體角色（或地位）在(zai)經歷(li)了時(shi)空、場域、生(sheng)活方式等重大生(sheng)活變遷后(hou)的(de)社會階層(ceng)定位，進一步研究生(sheng)命(ming)歷(li)程中(zhong)，歷(li)史環境、社會結構、政策制度等因(yin)素對個體或特(te)定群體的(de)影響。
生(sheng)命歷(li)(li)(li)程(cheng)理論傳(chuan)統分(fen)(fen)析(xi)路線有(you)兩(liang)條，分(fen)(fen)別從(cong)(cong)(cong)社會(hui)(hui)文(wen)(wen)化(hua)視(shi)角(jiao)(jiao)和歷(li)(li)(li)史(shi)視(shi)角(jiao)(jiao)分(fen)(fen)析(xi)同(tong)(tong)(tong)齡(ling)(ling)(ling)(ling)(ling)群(qun)(qun)體的(de)生(sheng)命歷(li)(li)(li)程(cheng)。一(yi)般認為(wei)，同(tong)(tong)(tong)齡(ling)(ling)(ling)(ling)(ling)群(qun)(qun)體受歷(li)(li)(li)史(shi)和時(shi)(shi)代影響比較(jiao)大，經(jing)歷(li)(li)(li)的(de)歷(li)(li)(li)史(shi)時(shi)(shi)間(jian)和重大事件等比較(jiao)一(yi)致(zhi)，并隨著(zhu)時(shi)(shi)間(jian)流轉(zhuan)和空間(jian)變化(hua)形成各自生(sheng)命時(shi)(shi)間(jian)序列和社會(hui)(hui)角(jiao)(jiao)色(se)定(ding)(ding)位。社會(hui)(hui)文(wen)(wen)化(hua)視(shi)角(jiao)(jiao)根據年(nian)齡(ling)(ling)(ling)(ling)(ling)分(fen)(fen)層(ceng)，提(ti)供可(ke)以(yi)參照(zhao)的(de)生(sheng)命歷(li)(li)(li)程(cheng)社會(hui)(hui)標(biao)準時(shi)(shi)間(jian)表(biao)，歷(li)(li)(li)史(shi)視(shi)角(jiao)(jiao)則將年(nian)齡(ling)(ling)(ling)(ling)(ling)作為(wei)群(qun)(qun)體生(sheng)命歷(li)(li)(li)程(cheng)的(de)分(fen)(fen)層(ceng)基(ji)礎。從(cong)(cong)(cong)社會(hui)(hui)文(wen)(wen)化(hua)視(shi)角(jiao)(jiao)看，在不(bu)同(tong)(tong)(tong)年(nian)齡(ling)(ling)(ling)(ling)(ling)有(you)不(bu)同(tong)(tong)(tong)的(de)社會(hui)(hui)文(wen)(wen)化(hua)交流和社會(hui)(hui)參與(yu)，社會(hui)(hui)中的(de)同(tong)(tong)(tong)齡(ling)(ling)(ling)(ling)(ling)群(qun)(qun)體因此有(you)固定(ding)(ding)的(de)社會(hui)(hui)標(biao)準時(shi)(shi)間(jian)表(biao)的(de)指示參與(yu)到社會(hui)(hui)生(sheng)活(huo)中，并依據社會(hui)(hui)標(biao)準時(shi)(shi)間(jian)表(biao)發展自己的(de)生(sheng)命歷(li)(li)(li)程(cheng)。而從(cong)(cong)(cong)歷(li)(li)(li)史(shi)視(shi)角(jiao)(jiao)看，同(tong)(tong)(tong)齡(ling)(ling)(ling)(ling)(ling)年(nian)齡(ling)(ling)(ling)(ling)(ling)擁(yong)有(you)相(xiang)同(tong)(tong)(tong)的(de)時(shi)(shi)間(jian)界(jie)定(ding)(ding)，達到某一(yi)年(nian)齡(ling)(ling)(ling)(ling)(ling)，就擁(yong)有(you)接受教育的(de)機會(hui)(hui)、生(sheng)活(huo)機會(hui)(hui)、個體權利等。
2.1.1 技術技能人才的生命軌跡
生(sheng)(sheng)(sheng)命歷(li)程理論支(zhi)持生(sheng)(sheng)(sheng)命是由出(chu)生(sheng)(sheng)(sheng)、入學、成(cheng)(cheng)年(nian)、畢業、就業、婚戀、生(sheng)(sheng)(sheng)育(yu)、退休(xiu)等一系列時空轉換事(shi)(shi)件(jian)構成(cheng)(cheng)。這些時空轉換形(xing)成(cheng)(cheng)了(le)個體(ti)或(huo)特(te)定群(qun)(qun)體(ti)的生(sheng)(sheng)(sheng)命軌跡(ji)，具有十分(fen)重(zhong)要的意(yi)義(yi)和(he)價值，反映了(le)個體(ti)或(huo)特(te)定群(qun)(qun)體(ti)的生(sheng)(sheng)(sheng)活經歷(li)與時代互(hu)動。可以根據影響(xiang)程度不同，將個體(ti)或(huo)特(te)定群(qun)(qun)體(ti)生(sheng)(sheng)(sheng)命歷(li)程發生(sheng)(sheng)(sheng)的變化(hua)選擇(ze)中影響(xiang)較大的重(zhong)大變化(hua)選擇(ze)視為生(sheng)(sheng)(sheng)命歷(li)程的轉折點(dian)或(huo)關鍵事(shi)(shi)件(jian)。
技(ji)術技(ji)能(neng)人才生(sheng)(sheng)命(ming)歷(li)程(cheng)中(zhong)(zhong)(zhong)的(de)大事(shi)件主(zhu)要包括(kuo)：基礎教(jiao)(jiao)(jiao)育(yu)階(jie)段(duan)(duan)、職(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)育(yu)階(jie)段(duan)(duan)和結束(shu)教(jiao)(jiao)(jiao)育(yu)進入(ru)社會(hui)階(jie)段(duan)(duan)。其(qi)中(zhong)(zhong)(zhong)有部(bu)分(fen)學(xue)生(sheng)(sheng)職(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)育(yu)階(jie)段(duan)(duan)是(shi)高中(zhong)(zhong)(zhong)之后(hou)(hou)進入(ru)高等(deng)職(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)育(yu)學(xue)習(xi)(xi)的(de)，有部(bu)分(fen)學(xue)生(sheng)(sheng)是(shi)初(chu)中(zhong)(zhong)(zhong)畢(bi)業(ye)后(hou)(hou)即進入(ru)中(zhong)(zhong)(zhong)等(deng)職(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)育(yu)再到高等(deng)職(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)育(yu)，職(zhi)(zhi)業(ye)學(xue)習(xi)(xi)的(de)經歷(li)更(geng)長。無論哪種情況(kuang)，職(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)育(yu)階(jie)段(duan)(duan)在(zai)技(ji)術技(ji)能(neng)人才生(sheng)(sheng)命(ming)歷(li)程(cheng)中(zhong)(zhong)(zhong)都構成關(guan)鍵(jian)事(shi)件或(huo)者說(shuo)是(shi)拐點，對(dui)于其(qi)發(fa)展(zhan)產生(sheng)(sheng)重(zhong)要影(ying)(ying)響。生(sheng)(sheng)命(ming)歷(li)程(cheng)中(zhong)(zhong)(zhong)出現關(guan)鍵(jian)事(shi)件或(huo)拐點后(hou)(hou)，生(sheng)(sheng)命(ming)歷(li)程(cheng)的(de)走向將受到個體的(de)主(zhu)觀(guan)能(neng)動(dong)性和社會(hui)外部(bu)因素兩種因素的(de)影(ying)(ying)響，通常而言(yan)，外部(bu)因素對(dui)群體的(de)影(ying)(ying)響和意義(yi)更(geng)大，即社會(hui)與歷(li)史環境(jing)是(shi)否(fou)能(neng)提(ti)供(gong)更(geng)多制度保(bao)障，能(neng)否(fou)提(ti)供(gong)更(geng)多的(de)學(xue)習(xi)(xi)機會(hui)，能(neng)否(fou)提(ti)供(gong)更(geng)多的(de)提(ti)升路徑(jing)，幫助(zhu)其(qi)擁有更(geng)強的(de)職(zhi)(zhi)業(ye)適(shi)應(ying)能(neng)力，實現職(zhi)(zhi)業(ye)生(sheng)(sheng)涯的(de)可持續發(fa)展(zhan)。
2.1.2 技術技能人才的社會標準時間
在生(sheng)命(ming)歷程發展(zhan)(zhan)中(zhong)(zhong)，技(ji)術技(ji)能(neng)人(ren)(ren)才(cai)(cai)接受職業(ye)(ye)(ye)(ye)教育(yu)(yu)，就(jiu)構(gou)成(cheng)其(qi)生(sheng)命(ming)歷程中(zhong)(zhong)的(de)(de)(de)重(zhong)要事件(jian)，相(xiang)對應的(de)(de)(de)職業(ye)(ye)(ye)(ye)教育(yu)(yu)階段也(ye)就(jiu)成(cheng)為(wei)其(qi)生(sheng)命(ming)軌(gui)跡(ji)中(zhong)(zhong)的(de)(de)(de)關(guan)鍵(jian)時期，這(zhe)一(yi)重(zhong)要事件(jian)和關(guan)鍵(jian)時期也(ye)決定(ding)了他們(men)的(de)(de)(de)發展(zhan)(zhan)和社(she)(she)會(hui)地(di)位(wei)等(deng)(deng)。完成(cheng)職業(ye)(ye)(ye)(ye)教育(yu)(yu)后，技(ji)術技(ji)能(neng)人(ren)(ren)才(cai)(cai)社(she)(she)會(hui)角色就(jiu)不再是學生(sheng)，而(er)成(cheng)為(wei)城市工人(ren)(ren)等(deng)(deng)從(cong)業(ye)(ye)(ye)(ye)人(ren)(ren)員，其(qi)前期的(de)(de)(de)生(sheng)活(huo)環(huan)境、行為(wei)方(fang)式等(deng)(deng)得到(dao)(dao)固(gu)化，完成(cheng)技(ji)術技(ji)能(neng)人(ren)(ren)才(cai)(cai)這(zhe)一(yi)群(qun)體(ti)的(de)(de)(de)社(she)(she)會(hui)標準時間(jian)(jian)表(biao)。不同群(qun)體(ti)的(de)(de)(de)社(she)(she)會(hui)標準時間(jian)(jian)表(biao)都各自相(xiang)對穩定(ding)，從(cong)出(chu)生(sheng)、到(dao)(dao)入學、到(dao)(dao)成(cheng)年(nian)、到(dao)(dao)畢業(ye)(ye)(ye)(ye)、到(dao)(dao)就(jiu)業(ye)(ye)(ye)(ye)、到(dao)(dao)婚戀(lian)、到(dao)(dao)生(sheng)育(yu)(yu)、再到(dao)(dao)退(tui)休等(deng)(deng)的(de)(de)(de)時間(jian)(jian)都有(you)一(yi)個相(xiang)對固(gu)定(ding)的(de)(de)(de)年(nian)齡(ling)或范(fan)圍(wei)，社(she)(she)會(hui)標準時間(jian)(jian)表(biao)具有(you)明顯的(de)(de)(de)時間(jian)(jian)節點和時間(jian)(jian)約束性(xing)，這(zhe)諸(zhu)多限制在該(gai)群(qun)體(ti)的(de)(de)(de)社(she)(she)會(hui)角色和社(she)(she)會(hui)地(di)位(wei)方(fang)面(mian)也(ye)會(hui)有(you)一(yi)定(ding)程度的(de)(de)(de)體(ti)現(xian)。
2.1.3 技術技能人才的就業特點與階層定位
技術技能人(ren)才的(de)(de)(de)社會(hui)時間表(biao)在(zai)結(jie)束(shu)職業教(jiao)育(yu)之后，如果(guo)需要進一步升(sheng)(sheng)學(xue)(xue)，缺乏(fa)明確(que)的(de)(de)(de)升(sheng)(sheng)學(xue)(xue)指引，沒(mei)有在(zai)職業教(jiao)育(yu)類別下的(de)(de)(de)本(ben)科甚至更(geng)高(gao)層(ceng)級(ji)的(de)(de)(de)學(xue)(xue)習機(ji)會(hui)，致使想要繼(ji)(ji)續升(sheng)(sheng)學(xue)(xue)的(de)(de)(de)人(ren)，只(zhi)能通過(guo)自(zi)考、成(cheng)人(ren)教(jiao)育(yu)等方式完成(cheng)本(ben)科學(xue)(xue)習，實現學(xue)(xue)歷(li)提升(sheng)(sheng)，但此(ci)比例并不高(gao)，他們中的(de)(de)(de)絕大多數(shu)由(you)于缺少(shao)繼(ji)(ji)續升(sheng)(sheng)學(xue)(xue)深造的(de)(de)(de)機(ji)會(hui)，只(zhi)能遵從城市工(gong)人(ren)的(de)(de)(de)社會(hui)標(biao)準時間表(biao)，職業教(jiao)育(yu)結(jie)束(shu)成(cheng)為(wei)其生命歷(li)程的(de)(de)(de)一個轉折點，城市工(gong)人(ren)的(de)(de)(de)身份也決定了他們的(de)(de)(de)社會(hui)地位和社會(hui)角色。
隨著(zhu)產業(ye)升(sheng)級和技術迭代，職(zhi)業(ye)勝(sheng)任力(li)和可(ke)持(chi)續(xu)發展的(de)能(neng)力(li)越來越受(shou)到(dao)社會(hui)(hui)(hui)重視，這(zhe)種情況下，高(gao)職(zhi)位(wei)、高(gao)薪酬往(wang)(wang)往(wang)(wang)與高(gao)學(xue)(xue)(xue)歷成正(zheng)比，人才選拔、就業(ye)晉升(sheng)往(wang)(wang)往(wang)(wang)也設置學(xue)(xue)(xue)歷等(deng)門檻，而這(zhe)種情況導致(zhi)結束于(yu)高(gao)職(zhi)專科學(xue)(xue)(xue)習、學(xue)(xue)(xue)歷不占優勢的(de)技術技能(neng)人才在(zai)競(jing)爭中往(wang)(wang)往(wang)(wang)處于(yu)弱勢地(di)位(wei)。面(mian)對困境，他們(men)有改變現狀(zhuang)的(de)意愿，有進一(yi)步提升(sheng)學(xue)(xue)(xue)歷的(de)期(qi)待，但(dan)是由于(yu)缺少繼續(xu)提升(sheng)知(zhi)識、技術、技能(neng)的(de)通道(dao)，失去了(le)可(ke)參照的(de)社會(hui)(hui)(hui)標準(zhun)時間表(biao)，他們(men)無(wu)法實現升(sheng)學(xue)(xue)(xue)期(qi)待，不得不定位(wei)在(zai)城市工人，無(wu)論在(zai)社會(hui)(hui)(hui)地(di)位(wei)、職(zhi)業(ye)認可(ke)，還(huan)是在(zai)薪酬待遇(yu)等(deng)方面(mian)都存在(zai)無(wu)法解(jie)決的(de)難題[3]。
2.2 教育學邏輯——類型教育
從生命歷程追(zhui)求看(kan)，技(ji)(ji)術(shu)技(ji)(ji)能(neng)人(ren)(ren)(ren)才(cai)和其他社(she)(she)會(hui)(hui)(hui)(hui)(hui)群體一樣，都期(qi)待社(she)(she)會(hui)(hui)(hui)(hui)(hui)的價值(zhi)認(ren)同，而這種社(she)(she)會(hui)(hui)(hui)(hui)(hui)價值(zhi)認(ren)同要(yao)通(tong)(tong)過社(she)(she)會(hui)(hui)(hui)(hui)(hui)地位、價值(zhi)獲得等來體現(xian)。《國(guo)家職業教(jiao)育(yu)(yu)改(gai)革(ge)實施方案》明確(que)“職業教(jiao)育(yu)(yu)與普(pu)通(tong)(tong)教(jiao)育(yu)(yu)是兩種不同教(jiao)育(yu)(yu)類(lei)型，具有(you)同等重(zhong)(zhong)要(yao)地位”。這個重(zhong)(zhong)要(yao)論斷有(you)助于提(ti)高(gao)職業教(jiao)育(yu)(yu)的社(she)(she)會(hui)(hui)(hui)(hui)(hui)地位和社(she)(she)會(hui)(hui)(hui)(hui)(hui)認(ren)同，未來將(jiang)深刻影響技(ji)(ji)術(shu)技(ji)(ji)能(neng)人(ren)(ren)(ren)才(cai)的生命歷程，技(ji)(ji)術(shu)技(ji)(ji)能(neng)人(ren)(ren)(ren)才(cai)的社(she)(she)會(hui)(hui)(hui)(hui)(hui)地位和社(she)(she)會(hui)(hui)(hui)(hui)(hui)認(ren)同也必(bi)將(jiang)隨之提(ti)升。
立(li)足“類型教(jiao)(jiao)(jiao)育(yu)”，高質(zhi)量發(fa)展我國(guo)職業教(jiao)(jiao)(jiao)育(yu)，既是一(yi)項復(fu)雜而重大的(de)(de)(de)(de)系統工程，也是提(ti)(ti)(ti)高我國(guo)職業教(jiao)(jiao)(jiao)育(yu)地位和(he)質(zhi)量的(de)(de)(de)(de)關(guan)鍵。在此過(guo)程中，可(ke)以通過(guo)樹立(li)發(fa)展示(shi)范(fan)標桿，發(fa)揮先進輻射帶動(dong)(dong)作(zuo)用，形成職業教(jiao)(jiao)(jiao)育(yu)良性(xing)互(hu)動(dong)(dong)發(fa)展格局。英國(guo)教(jiao)(jiao)(jiao)育(yu)家約翰·洛克在《教(jiao)(jiao)(jiao)育(yu)漫話》中指出，榜(bang)(bang)樣(yang)(yang)(yang)(yang)示(shi)范(fan)“是最(zui)(zui)簡單、最(zui)(zui)容易而又(you)最(zui)(zui)有(you)效的(de)(de)(de)(de)辦(ban)法”。榜(bang)(bang)樣(yang)(yang)(yang)(yang)教(jiao)(jiao)(jiao)育(yu)強烈的(de)(de)(de)(de)直(zhi)觀性(xing)和(he)感染(ran)性(xing)符合人們的(de)(de)(de)(de)模(mo)仿特點和(he)認(ren)識規律，有(you)利于進行良好的(de)(de)(de)(de)引導(dao)和(he)熏陶。榜(bang)(bang)樣(yang)(yang)(yang)(yang)示(shi)范(fan)法為(wei)受教(jiao)(jiao)(jiao)育(yu)者(zhe)提(ti)(ti)(ti)供(gong)了鮮活具體的(de)(de)(de)(de)學(xue)(xue)習對象，榜(bang)(bang)樣(yang)(yang)(yang)(yang)示(shi)范(fan)為(wei)社會成員提(ti)(ti)(ti)供(gong)學(xue)(xue)習效仿的(de)(de)(de)(de)模(mo)板，促(cu)使(shi)民(min)眾(zhong)以榜(bang)(bang)樣(yang)(yang)(yang)(yang)為(wei)標準，不斷(duan)反思(si)、調整(zheng)(zheng)、矯(jiao)正、優化自身(shen)發(fa)展，縮小與榜(bang)(bang)樣(yang)(yang)(yang)(yang)的(de)(de)(de)(de)差距(ju)。榜(bang)(bang)樣(yang)(yang)(yang)(yang)示(shi)范(fan)的(de)(de)(de)(de)目的(de)(de)(de)(de)是通過(guo)示(shi)范(fan)推動(dong)(dong)主(zhu)流教(jiao)(jiao)(jiao)育(yu)的(de)(de)(de)(de)普及和(he)建設(she)，升華整(zheng)(zheng)體教(jiao)(jiao)(jiao)育(yu)品質(zhi)，促(cu)進整(zheng)(zheng)個教(jiao)(jiao)(jiao)育(yu)成為(wei)一(yi)個和(he)諧穩定的(de)(de)(de)(de)有(you)機整(zheng)(zheng)體。榜(bang)(bang)樣(yang)(yang)(yang)(yang)示(shi)范(fan)被視為(wei)教(jiao)(jiao)(jiao)育(yu)實踐中的(de)(de)(de)(de)有(you)效方(fang)法之一(yi)。榜(bang)(bang)樣(yang)(yang)(yang)(yang)示(shi)范(fan)能為(wei)被示(shi)范(fan)者(zhe)提(ti)(ti)(ti)供(gong)教(jiao)(jiao)(jiao)材式的(de)(de)(de)(de)學(xue)(xue)習范(fan)例，榜(bang)(bang)樣(yang)(yang)(yang)(yang)教(jiao)(jiao)(jiao)育(yu)理論從榜(bang)(bang)樣(yang)(yang)(yang)(yang)示(shi)范(fan)的(de)(de)(de)(de)價值與功能方(fang)面為(wei)深(shen)圳高職教(jiao)(jiao)(jiao)育(yu)先行示(shi)范(fan)提(ti)(ti)(ti)供(gong)了理論基礎。有(you)助(zhu)于引導(dao)深(shen)圳高職教(jiao)(jiao)(jiao)育(yu)往榜(bang)(bang)樣(yang)(yang)(yang)(yang)示(shi)范(fan)的(de)(de)(de)(de)方(fang)向和(he)目標發(fa)展，增強深(shen)圳高職教(jiao)(jiao)(jiao)育(yu)的(de)(de)(de)(de)向心力和(he)凝聚力，推動(dong)(dong)深(shen)圳高職教(jiao)(jiao)(jiao)育(yu)高端發(fa)展。
2.3 政策邏輯——推進職業教育高質量發展
不(bu)(bu)同(tong)的(de)時代需要(yao)不(bu)(bu)同(tong)的(de)教(jiao)(jiao)(jiao)育(yu)(yu)政(zheng)(zheng)策(ce)，不(bu)(bu)同(tong)的(de)區(qu)域也需要(yao)不(bu)(bu)同(tong)的(de)教(jiao)(jiao)(jiao)育(yu)(yu)政(zheng)(zheng)策(ce)。實踐表明，教(jiao)(jiao)(jiao)育(yu)(yu)發(fa)展(zhan)與一個國(guo)家(jia)或地區(qu)的(de)政(zheng)(zheng)策(ce)設(she)計緊密相(xiang)關(guan)。合理的(de)政(zheng)(zheng)策(ce)能夠推動事情的(de)正向發(fa)展(zhan)。為了推進教(jiao)(jiao)(jiao)育(yu)(yu)發(fa)展(zhan)，我國(guo)制(zhi)定了一系列(lie)的(de)教(jiao)(jiao)(jiao)育(yu)(yu)政(zheng)(zheng)策(ce)。為了促進職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)育(yu)(yu)發(fa)展(zhan)，我國(guo)相(xiang)繼(ji)推出《高(gao)等職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)育(yu)(yu)創新發(fa)展(zhan)行動計劃（2015—2018年）》《國(guo)家(jia)職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)育(yu)(yu)改革實施(shi)方案》《關(guan)于推動現代職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)育(yu)(yu)高(gao)質(zhi)量(liang)發(fa)展(zhan)的(de)意見》等系列(lie)重要(yao)文件，新修(xiu)訂的(de)《中華人民共和國(guo)職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)育(yu)(yu)法(fa)》更(geng)是從法(fa)律層(ceng)面夯實了現代職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)育(yu)(yu)體系的(de)法(fa)治基礎(chu)，進一步推進了職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)育(yu)(yu)高(gao)質(zhi)量(liang)發(fa)展(zhan)。
《教(jiao)育(yu)(yu)部廣東省人民政(zheng)(zheng)府關于(yu)推進深(shen)圳職(zhi)業教(jiao)育(yu)(yu)高端(duan)發展爭創世界一(yi)流(liu)的實(shi)(shi)施意見(jian)》提(ti)出，率先形成職(zhi)業教(jiao)育(yu)(yu)高質量發展格局，勇當建設中國特(te)色世界一(yi)流(liu)職(zhi)業教(jiao)育(yu)(yu)的開路先鋒(feng)。深(shen)圳高職(zhi)教(jiao)育(yu)(yu)取(qu)得如此發展成效并非出于(yu)偶然，在很大程度上是(shi)得益于(yu)政(zheng)(zheng)策(ce)的強力支(zhi)持。深(shen)圳高職(zhi)教(jiao)育(yu)(yu)先行示范的相關政(zheng)(zheng)策(ce)，其形成過程具(ju)有鮮明的目(mu)標(biao)導向，是(shi)基于(yu)時(shi)代而發，立(li)足(zu)深(shen)圳實(shi)(shi)情而定，充分體現了教(jiao)育(yu)(yu)政(zheng)(zheng)策(ce)制定的目(mu)標(biao)導向、因時(shi)制宜(yi)、因地(di)制宜(yi)的特(te)點，有效地(di)推進了深(shen)圳高職(zhi)教(jiao)育(yu)(yu)高端(duan)發展。
3、職業教育全生命周期協同育人推進策略
深圳信(xin)息職(zhi)業(ye)(ye)技術學(xue)(xue)院(yuan)(yuan)（以下簡(jian)稱深信(xin)）在(zai)職(zhi)業(ye)(ye)教(jiao)育(yu)(yu)(yu)(yu)高端發展背景下，立足(zu)類型教(jiao)育(yu)(yu)(yu)(yu)，以學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)為中心，關注全(quan)生(sheng)(sheng)(sheng)(sheng)命(ming)(ming)周(zhou)期協(xie)(xie)同育(yu)(yu)(yu)(yu)人(ren)(ren)，提出構(gou)建“深信(xin)一(yi)流(liu)育(yu)(yu)(yu)(yu)人(ren)(ren)新架構(gou)”，具體的(de)(de)模式(shi)是“深信(xin)全(quan)生(sheng)(sheng)(sheng)(sheng)命(ming)(ming)周(zhou)期協(xie)(xie)同育(yu)(yu)(yu)(yu)人(ren)(ren)模式(shi)”，基于生(sheng)(sheng)(sheng)(sheng)命(ming)(ming)歷程(cheng)理論(lun)，在(zai)學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)18歲上大學(xue)(xue)的(de)(de)社會標(biao)準時間，接受“職(zhi)業(ye)(ye)教(jiao)育(yu)(yu)(yu)(yu)”這一(yi)關鍵(jian)事(shi)件，探(tan)討對(dui)其人(ren)(ren)生(sheng)(sheng)(sheng)(sheng)的(de)(de)重大影(ying)(ying)響。關注“職(zhi)業(ye)(ye)教(jiao)育(yu)(yu)(yu)(yu)”的(de)(de)育(yu)(yu)(yu)(yu)人(ren)(ren)質量、育(yu)(yu)(yu)(yu)人(ren)(ren)舉措、育(yu)(yu)(yu)(yu)人(ren)(ren)成效；關注育(yu)(yu)(yu)(yu)人(ren)(ren)的(de)(de)學(xue)(xue)科(ke)交叉、知識跨界、過程(cheng)協(xie)(xie)同、領域(yu)融合、能(neng)力(li)創新；基于學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)崗位勝任(ren)力(li)的(de)(de)培養，助力(li)學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)職(zhi)業(ye)(ye)生(sheng)(sheng)(sheng)(sheng)涯(ya)可持(chi)續發展，強調“職(zhi)業(ye)(ye)教(jiao)育(yu)(yu)(yu)(yu)”這一(yi)關鍵(jian)事(shi)件、這一(yi)關鍵(jian)階段對(dui)學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)后(hou)續生(sheng)(sheng)(sheng)(sheng)命(ming)(ming)歷程(cheng)的(de)(de)正向影(ying)(ying)響。用大教(jiao)務(wu)統籌、大學(xue)(xue)工協(xie)(xie)同、素質賦能(neng)筑基的(de)(de)三大主線(xian)闡(chan)釋整個框架與各育(yu)(yu)(yu)(yu)人(ren)(ren)單位的(de)(de)邏輯關系，在(zai)一(yi)流(liu)育(yu)(yu)(yu)(yu)人(ren)(ren)新架構(gou)下，二級學(xue)(xue)院(yuan)(yuan)、職(zhi)能(neng)部門在(zai)各自(zi)的(de)(de)節(jie)點上，形成協(xie)(xie)同育(yu)(yu)(yu)(yu)人(ren)(ren)的(de)(de)績點和支撐。
3.1 技術技能培養
第一條主線是(shi)大(da)教(jiao)務統籌人(ren)(ren)才(cai)培養模式改(gai)革(ge)。通過(guo)科學規劃(hua)布局(ju)專業、建設高水(shui)平(ping)專業群(qun)、逐步完善(shan)“1234+X”人(ren)(ren)才(cai)培養模式等舉措，培養高層次、高素(su)質技術(shu)技能人(ren)(ren)才(cai)。要持續優化人(ren)(ren)才(cai)培養方(fang)案，立足“八(ba)性(xing)(xing)(xing)”（彈性(xing)(xing)(xing)、韌性(xing)(xing)(xing)、共性(xing)(xing)(xing)、多(duo)樣性(xing)(xing)(xing)、多(duo)維性(xing)(xing)(xing)、融合性(xing)(xing)(xing)、協同性(xing)(xing)(xing)和獨(du)特性(xing)(xing)(xing)）、“六(liu)味”（思政味、職業味、產業味、信息味、工程味、國際味）原則，進一步突出類型(xing)教(jiao)育特色，擦亮(liang)學校(xiao)信息底(di)色，促進教(jiao)育鏈(lian)、人(ren)(ren)才(cai)鏈(lian)與產業鏈(lian)、創新(xin)鏈(lian)有機銜(xian)接(jie)。
3.1.1 優化建設特色高水平專業（群）
面向(xiang)深(shen)圳高(gao)(gao)新(xin)(xin)(xin)技(ji)術(shu)產(chan)(chan)業(ye)(ye)、金融業(ye)(ye)等支柱產(chan)(chan)業(ye)(ye)和(he)新(xin)(xin)(xin)一代信息技(ji)術(shu)、高(gao)(gao)端裝備制造等戰略性新(xin)(xin)(xin)興(xing)產(chan)(chan)業(ye)(ye)，緊密對接信息技(ji)術(shu)產(chan)(chan)業(ye)(ye)集群(qun)(qun)(qun)(qun)，把(ba)握前沿方向(xiang)，聚焦重點領(ling)域，做好前瞻性專(zhuan)業(ye)(ye)布局(ju)，攜(xie)手(shou)騰訊、華為(wei)等頭部企(qi)(qi)業(ye)(ye)，組建(jian)建(jian)設(she)以軟件技(ji)術(shu)、移(yi)動通(tong)信技(ji)術(shu)2個(ge)“雙高(gao)(gao)計劃”重點建(jian)設(she)專(zhuan)業(ye)(ye)群(qun)(qun)(qun)(qun)為(wei)龍頭的(de)11個(ge)專(zhuan)業(ye)(ye)群(qun)(qun)(qun)(qun)。深(shen)入推進產(chan)(chan)教(jiao)(jiao)融合、校(xiao)企(qi)(qi)合作(zuo)，引(yin)企(qi)(qi)入校(xiao)、引(yin)校(xiao)進企(qi)(qi)、校(xiao)企(qi)(qi)共建(jian)，及時將(jiang)新(xin)(xin)(xin)技(ji)術(shu)、新(xin)(xin)(xin)工藝、新(xin)(xin)(xin)規范引(yin)入人才培養過程(cheng)，打(da)造信息特(te)色鮮(xian)明的(de)行(xing)業(ye)(ye)新(xin)(xin)(xin)標準、新(xin)(xin)(xin)形態教(jiao)(jiao)材、高(gao)(gao)水平(ping)課程(cheng)、場景化(hua)實(shi)(shi)訓基地等優(you)質(zhi)教(jiao)(jiao)學資(zi)源(yuan)。持續優(you)化(hua)建(jian)設(she)高(gao)(gao)水平(ping)專(zhuan)業(ye)(ye)群(qun)(qun)(qun)(qun)，開展專(zhuan)業(ye)(ye)群(qun)(qun)(qun)(qun)數字化(hua)改造工程(cheng)，對信息類專(zhuan)業(ye)(ye)突出AI+特(te)色，對非信息類專(zhuan)業(ye)(ye)實(shi)(shi)施AI+改造，體(ti)現深(shen)信專(zhuan)業(ye)(ye)群(qun)(qun)(qun)(qun)建(jian)設(she)“專(zhuan)”“精”“特(te)”“新(xin)(xin)(xin)”“高(gao)(gao)”五大特(te)色。
3.1.2 構建全鏈條人才培養體系
立(li)足類型教(jiao)(jiao)育(yu)，服務高端(duan)產業(ye)和產業(ye)高端(duan)，持(chi)續(xu)探索現代職業(ye)教(jiao)(jiao)育(yu)人(ren)才(cai)培(pei)(pei)(pei)(pei)(pei)養(yang)(yang)機制，校(xiao)(xiao)企共建特(te)色產業(ye)學(xue)(xue)(xue)院(yuan)，校(xiao)(xiao)校(xiao)(xiao)合(he)(he)作(zuo)開展協同育(yu)人(ren)工作(zuo)，構建從(cong)產業(ye)學(xue)(xue)(xue)院(yuan)到高等(deng)工程師學(xue)(xue)(xue)院(yuan)的(de)人(ren)才(cai)培(pei)(pei)(pei)(pei)(pei)養(yang)(yang)體系(xi)，做好(hao)從(cong)“崗(gang)(gang)位技(ji)術工匠(jiang)”到“崗(gang)(gang)位技(ji)術專家(jia)”到“崗(gang)(gang)位技(ji)術與(yu)知識專家(jia)”的(de)中高本碩(shuo)全(quan)鏈條(tiao)人(ren)才(cai)培(pei)(pei)(pei)(pei)(pei)養(yang)(yang)。持(chi)續(xu)完善(shan)深信特(te)色“1234+X”人(ren)才(cai)培(pei)(pei)(pei)(pei)(pei)養(yang)(yang)模式，校(xiao)(xiao)級層(ceng)(ceng)面實(shi)施(shi)“一中心(xin)、二(er)服務、三全(quan)程、四融(rong)合(he)(he)”人(ren)才(cai)培(pei)(pei)(pei)(pei)(pei)養(yang)(yang)模式，專業(ye)群層(ceng)(ceng)面突出各自“X”特(te)色，實(shi)現以學(xue)(xue)(xue)生為中心(xin)，服務產業(ye)經(jing)濟發展、服務學(xue)(xue)(xue)生成長成才(cai)，將價值塑造、創新(xin)能(neng)力(li)培(pei)(pei)(pei)(pei)(pei)養(yang)(yang)、實(shi)踐能(neng)力(li)培(pei)(pei)(pei)(pei)(pei)養(yang)(yang)貫穿人(ren)才(cai)培(pei)(pei)(pei)(pei)(pei)養(yang)(yang)全(quan)過程，產教(jiao)(jiao)科(ke)創融(rong)合(he)(he)、崗(gang)(gang)課(ke)賽證融(rong)合(he)(he)、價值塑造與(yu)核心(xin)能(neng)力(li)融(rong)合(he)(he)、技(ji)術技(ji)能(neng)與(yu)文化素養(yang)(yang)融(rong)合(he)(he)。
3.1.3 持續開展分層分類人才培養
面(mian)(mian)向未(wei)來、面(mian)(mian)向前(qian)沿(yan)、面(mian)(mian)向產業(ye)(ye)、面(mian)(mian)向國際，不(bu)斷適應(ying)新技(ji)術、新產業(ye)(ye)、新業(ye)(ye)態，結合區域發(fa)展需求、產業(ye)(ye)發(fa)展需求和崗(gang)位能力需求，針對(dui)多(duo)元化(hua)需要和生(sheng)源參(can)差不(bu)齊現(xian)狀，創(chuang)新人(ren)才(cai)(cai)培養模式，實施分(fen)學(xue)段教(jiao)學(xue)，突出分(fen)層分(fen)類特色，為學(xue)生(sheng)提供(gong)不(bu)同的學(xue)習方案(an)。開設“騰飛(fei)班(ban)(ban)”“鯤鵬班(ban)(ban)”等特色班(ban)(ban)，開展以頭部企業(ye)(ye)頂級(ji)證書和產業(ye)(ye)前(qian)沿(yan)技(ji)術為抓手、對(dui)標高(gao)層次創(chuang)新型(xing)應(ying)用(yong)工程師(shi)的深信(xin)卓越人(ren)才(cai)(cai)培養，校(xiao)企深度合作(zuo)重(zhong)構課程體系(xi)，實行校(xiao)企雙導師(shi)協同育(yu)人(ren)，配(pei)置優質教(jiao)學(xue)資源，推行項目化(hua)、模塊化(hua)教(jiao)學(xue)改革，制定準(zhun)入和退出規則，推進(jin)學(xue)生(sheng)評價改革，實現(xian)精準(zhun)有效教(jiao)學(xue)。軟件學(xue)院與騰訊產業(ye)(ye)互聯網學(xue)堂(tang)合作(zuo)的形成(cheng)高(gao)技(ji)能人(ren)才(cai)(cai)培養生(sheng)態閉環的騰飛(fei)班(ban)(ban)模式，入選了教(jiao)育(yu)部“提質培優增值(zhi)賦(fu)能”典型(xing)案(an)例，有效發(fa)揮了深信(xin)分(fen)層分(fen)類人(ren)才(cai)(cai)培養模式的引領示范作(zuo)用(yong)。
3.2 綜合素養提升
第二(er)條(tiao)主(zhu)(zhu)線是(shi)大學(xue)工(gong)(gong)(gong)協同開(kai)展(zhan)(zhan)綜(zong)合(he)素(su)(su)養工(gong)(gong)(gong)程(cheng)(cheng)(cheng)改革。圍繞立德樹人，發(fa)揮學(xue)生(sheng)處、團委雙引擎功能，協同各(ge)職能部門、各(ge)二(er)級(ji)學(xue)院(yuan)，搭建學(xue)工(gong)(gong)(gong)育(yu)人平臺(tai)，統籌協調綜(zong)合(he)素(su)(su)質(zhi)提(ti)升工(gong)(gong)(gong)作。堅持以生(sheng)為本，發(fa)揮“三(san)全(quan)育(yu)人”一(yi)(yi)體(ti)化(hua)工(gong)(gong)(gong)作機制，發(fa)揮“十大”育(yu)人體(ti)系相關工(gong)(gong)(gong)作的(de)(de)育(yu)人功能，推(tui)進“理(li)想(xiang)(xiang)信(xin)(xin)念”鑄魂工(gong)(gong)(gong)程(cheng)(cheng)(cheng)，厚植愛國(guo)主(zhu)(zhu)義情(qing)懷；推(tui)進“人文底蘊”厚實(shi)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)，打(da)好人生(sheng)發(fa)展(zhan)(zhan)根(gen)基；推(tui)進“責任擔當”強(qiang)化(hua)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)，培(pei)養現代公民意識；推(tui)進“主(zhu)(zhu)動(dong)(dong)學(xue)習(xi)”教育(yu)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)，助力成(cheng)就出彩人生(sheng)；推(tui)進“體(ti)商(shang)健(jian)康”優(you)化(hua)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)，筑牢(lao)身(shen)心(xin)(xin)(xin)安(an)全(quan)底線；推(tui)行“實(shi)踐(jian)創新”推(tui)進工(gong)(gong)(gong)程(cheng)(cheng)(cheng)，提(ti)升職業核心(xin)(xin)(xin)競爭力；推(tui)進“工(gong)(gong)(gong)匠精(jing)神(shen)(shen)(shen)”培(pei)育(yu)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)，堅定學(xue)生(sheng)職業理(li)想(xiang)(xiang)。通過綜(zong)合(he)素(su)(su)養提(ti)升系列工(gong)(gong)(gong)程(cheng)(cheng)(cheng)的(de)(de)有(you)(you)效(xiao)開(kai)展(zhan)(zhan)，促(cu)進學(xue)生(sheng)堅定理(li)想(xiang)(xiang)信(xin)(xin)念，厚植家(jia)國(guo)情(qing)懷、人文情(qing)懷，涵養勞動(dong)(dong)精(jing)神(shen)(shen)(shen)、工(gong)(gong)(gong)匠精(jing)神(shen)(shen)(shen)、勞模(mo)(mo)精(jing)神(shen)(shen)(shen)，強(qiang)化(hua)心(xin)(xin)(xin)理(li)調適能力、國(guo)際(ji)社會(hui)適應(ying)能力，豐富深信(xin)(xin)全(quan)生(sheng)命周期育(yu)人模(mo)(mo)式的(de)(de)內(nei)涵，實(shi)現“深信(xin)(xin)六(liu)課(ke)(ke)堂(tang)(tang)(tang)”（第一(yi)(yi)課(ke)(ke)堂(tang)(tang)(tang)教學(xue)課(ke)(ke)堂(tang)(tang)(tang)，第二(er)課(ke)(ke)堂(tang)(tang)(tang)素(su)(su)質(zhi)課(ke)(ke)堂(tang)(tang)(tang)，第三(san)課(ke)(ke)堂(tang)(tang)(tang)書院(yuan)、社區課(ke)(ke)堂(tang)(tang)(tang)，第四(si)課(ke)(ke)堂(tang)(tang)(tang)實(shi)踐(jian)課(ke)(ke)堂(tang)(tang)(tang)，第五課(ke)(ke)堂(tang)(tang)(tang)網絡課(ke)(ke)堂(tang)(tang)(tang)，第六(liu)課(ke)(ke)堂(tang)(tang)(tang)國(guo)際(ji)課(ke)(ke)堂(tang)(tang)(tang)）有(you)(you)效(xiao)銜接，大力推(tui)進學(xue)生(sheng)綜(zong)合(he)素(su)(su)養全(quan)面發(fa)展(zhan)(zhan)的(de)(de)力度(du)廣度(du)深度(du)。
3.3 素質賦能強基補短
第三條(tiao)主線是(shi)素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)增強(qiang)職(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)育適應(ying)性(xing)。對于(yu)技(ji)術技(ji)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)人才(cai)(cai)而(er)言，職(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)育不僅僅是(shi)技(ji)術技(ji)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)培養(yang)，更重(zhong)(zhong)要的(de)(de)是(shi)培養(yang)學(xue)(xue)(xue)(xue)生(sheng)職(zhi)業(ye)(ye)勝任能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)力和(he)(he)可持續發(fa)展(zhan)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)力。學(xue)(xue)(xue)(xue)校(xiao)重(zhong)(zhong)視(shi)素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)教(jiao)(jiao)(jiao)育，通過有效開(kai)(kai)展(zhan)素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)，強(qiang)基礎補短(duan)板(ban)，使技(ji)術技(ji)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)人才(cai)(cai)對所學(xue)(xue)(xue)(xue)知識、技(ji)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)有了(le)更深刻(ke)的(de)(de)認(ren)識，有利于(yu)鞏固專(zhuan)業(ye)(ye)知識、嫻熟(shu)專(zhuan)業(ye)(ye)技(ji)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)，進一步提(ti)高心理素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)、人文素(su)(su)(su)(su)(su)(su)養(yang)等，從而(er)具備支持未來發(fa)展(zhan)的(de)(de)職(zhi)業(ye)(ye)勝任力和(he)(he)可持續發(fa)展(zhan)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)力。為高質(zhi)(zhi)量(liang)開(kai)(kai)展(zhan)素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)工(gong)作，創(chuang)新性(xing)地(di)構建(jian)(jian)(jian)(jian)了(le)包含(han)“素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)基礎課(ke)(ke)(ke)程(cheng)(cheng)(cheng)”和(he)(he)“素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)拓展(zhan)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)”兩大系列的(de)(de)“厚(hou)通識、提(ti)素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)、活模(mo)塊(kuai)、強(qiang)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)”的(de)(de)素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)體(ti)系，緊密協(xie)同校(xiao)內外優秀資源(yuan)進行(xing)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)聯動(dong)，滿(man)足了(le)專(zhuan)業(ye)(ye)和(he)(he)學(xue)(xue)(xue)(xue)生(sheng)對素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)的(de)(de)個性(xing)化(hua)(hua)定制(zhi)(zhi)需求(qiu)，實(shi)(shi)現(xian)全面素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)最(zui)佳效果。高質(zhi)(zhi)量(liang)建(jian)(jian)(jian)(jian)設(she)素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)，在課(ke)(ke)(ke)程(cheng)(cheng)(cheng)設(she)計(ji)和(he)(he)授課(ke)(ke)(ke)方式上(shang)進行(xing)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)改革(ge)，深化(hua)(hua)教(jiao)(jiao)(jiao)育評價改革(ge)，結合(he)素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)特色，制(zhi)(zhi)定素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)評價標準(zhun)，多(duo)元化(hua)(hua)開(kai)(kai)展(zhan)素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)評價，分層分類建(jian)(jian)(jian)(jian)設(she)素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)，精準(zhun)化(hua)(hua)進行(xing)素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)推送，實(shi)(shi)現(xian)“模(mo)塊(kuai)化(hua)(hua)解構、積木化(hua)(hua)推送、精準(zhun)化(hua)(hua)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)”。引(yin)入虛擬教(jiao)(jiao)(jiao)研室建(jian)(jian)(jian)(jian)設(she)理念，通過校(xiao)企共建(jian)(jian)(jian)(jian)、校(xiao)校(xiao)共建(jian)(jian)(jian)(jian)，打造高水平素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)教(jiao)(jiao)(jiao)師團隊(dui)，以“三教(jiao)(jiao)(jiao)改革(ge)”為發(fa)力點(dian)，以跨界(jie)思維為創(chuang)新點(dian)，實(shi)(shi)施“矩(ju)陣協(xie)同、雙崗(gang)設(she)置、梯隊(dui)培養(yang)”，全力促進素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)教(jiao)(jiao)(jiao)師教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)力提(ti)升和(he)(he)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)創(chuang)新改革(ge)，高標準(zhun)開(kai)(kai)展(zhan)素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)、教(jiao)(jiao)(jiao)研、科研工(gong)作。重(zhong)(zhong)視(shi)素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)資源(yuan)建(jian)(jian)(jian)(jian)設(she)，建(jian)(jian)(jian)(jian)設(she)“從教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)標準(zhun)—到資源(yuan)素(su)(su)(su)(su)(su)(su)材—到立體(ti)教(jiao)(jiao)(jiao)材—到精品(pin)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)”的(de)(de)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)資源(yuan)全體(ti)系建(jian)(jian)(jian)(jian)設(she)流程(cheng)(cheng)(cheng)，著力建(jian)(jian)(jian)(jian)設(she)一流素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)實(shi)(shi)踐基地(di)，孵化(hua)(hua)學(xue)(xue)(xue)(xue)生(sheng)精品(pin)社團，為全校(xiao)師生(sheng)提(ti)供(gong)豐富的(de)(de)素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)資源(yuan)和(he)(he)沉浸式的(de)(de)素(su)(su)(su)(su)(su)(su)質(zhi)(zhi)賦(fu)(fu)(fu)(fu)(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)(neng)培養(yang)環境。
來(lai)源: 深圳信息(xi)職(zhi)業(ye)技術學院(yuan)學報，2023,21(01),8-13
作者簡介：周彥兵（1971-），女（白），云南人，博士，深圳(zhen)信息職業技(ji)術學(xue)院副校(xiao)長，主要研究方向(xiang)：教育(yu)領(ling)導與管理(li)、職業教育(yu)。高軍(jun)，深圳(zhen)信息職業技(ji)術學(xue)院。
基金(jin)：廣東省2022年(nian)度教(jiao)育(yu)科學(xue)規劃課題（教(jiao)育(yu)綜(zong)合改革專項）（項目編號：2022JKZG030）。
版權聲明：以上圖文，貴在分享，版權歸原作者及原出處所有，如(ru)涉及版權等問題，請(qing)及時與我(wo)們聯系。
400-9201-021
服務熱線：
