通(tong)常來(lai)講，在(zai)線(xian)精品(pin)(pin)課(ke)(ke)(ke)程(cheng)建設重在(zai)促(cu)進(jin)(jin)(jin)信(xin)息(xi)技(ji)(ji)術(shu)(shu)(shu)(shu)與(yu)教(jiao)(jiao)學(xue)(xue)(xue)過程(cheng)深度融(rong)(rong)合(he)(he)，通(tong)過重構(gou)課(ke)(ke)(ke)程(cheng)體(ti)系、課(ke)(ke)(ke)程(cheng)內(nei)容(rong)(rong)和教(jiao)(jiao)學(xue)(xue)(xue)模式，強化(hua)線(xian)上(shang)與(yu)線(xian)下(xia)的(de)(de)師生互動、生生互動，促(cu)進(jin)(jin)(jin)跨(kua)區域(yu)、跨(kua)學(xue)(xue)(xue)校共享優質課(ke)(ke)(ke)程(cheng)資源，實現以教(jiao)(jiao)為主向(xiang)以學(xue)(xue)(xue)為主轉變、以課(ke)(ke)(ke)堂教(jiao)(jiao)學(xue)(xue)(xue)為主向(xiang)課(ke)(ke)(ke)堂教(jiao)(jiao)學(xue)(xue)(xue)與(yu)課(ke)(ke)(ke)外教(jiao)(jiao)學(xue)(xue)(xue)相結合(he)(he)轉變。在(zai)線(xian)精品(pin)(pin)課(ke)(ke)(ke)程(cheng)的(de)(de)建設實踐中(zhong)(zhong)同時要結合(he)(he)課(ke)(ke)(ke)程(cheng)內(nei)容(rong)(rong)使產(chan)教(jiao)(jiao)融(rong)(rong)合(he)(he)、校企(qi)合(he)(he)作、科教(jiao)(jiao)融(rong)(rong)匯的(de)(de)概念(nian)具象化(hua)于課(ke)(ke)(ke)堂與(yu)教(jiao)(jiao)學(xue)(xue)(xue)中(zhong)(zhong)，在(zai)課(ke)(ke)(ke)程(cheng)內(nei)容(rong)(rong)、手段和模式等方(fang)面展現出先進(jin)(jin)(jin)的(de)(de)教(jiao)(jiao)學(xue)(xue)(xue)理念(nian)、現代化(hua)的(de)(de)教(jiao)(jiao)育技(ji)(ji)術(shu)(shu)(shu)(shu)水平、前沿的(de)(de)行業(ye)技(ji)(ji)術(shu)(shu)(shu)(shu)及(ji)應(ying)用，既推進(jin)(jin)(jin)信(xin)息(xi)化(hua)環境(jing)下(xia)教(jiao)(jiao)學(xue)(xue)(xue)方(fang)法、教(jiao)(jiao)學(xue)(xue)(xue)手段和教(jiao)(jiao)學(xue)(xue)(xue)管理體(ti)制機制的(de)(de)改(gai)革與(yu)創新(xin)(xin)，又踐行之(zhi)。職(zhi)(zhi)業(ye)院校要將立(li)德樹人、德技(ji)(ji)并修，產(chan)教(jiao)(jiao)融(rong)(rong)合(he)(he)、校企(qi)合(he)(he)作，面向(xiang)實踐、強化(hua)能力(li)，面向(xiang)人人、因(yin)材施(shi)教(jiao)(jiao)等理念(nian)融(rong)(rong)入在(zai)線(xian)精品(pin)(pin)課(ke)(ke)(ke)程(cheng)之(zhi)中(zhong)(zhong)，促(cu)進(jin)(jin)(jin)在(zai)線(xian)精品(pin)(pin)課(ke)(ke)(ke)程(cheng)對接新(xin)(xin)產(chan)業(ye)、新(xin)(xin)業(ye)態(tai)、新(xin)(xin)模式、新(xin)(xin)職(zhi)(zhi)業(ye)，反映相關領(ling)域(yu)新(xin)(xin)技(ji)(ji)術(shu)(shu)(shu)(shu)、新(xin)(xin)工藝、新(xin)(xin)規范，體(ti)現行業(ye)企(qi)業(ye)參與(yu)特征，緊(jin)貼本專(zhuan)業(ye)相關技(ji)(ji)術(shu)(shu)(shu)(shu)領(ling)域(yu)職(zhi)(zhi)業(ye)崗(gang)位（群）的(de)(de)能力(li)要求，突出崗(gang)課(ke)(ke)(ke)賽證融(rong)(rong)合(he)(he)，并支持個性化(hua)教(jiao)(jiao)學(xue)(xue)(xue)（圖1）。因(yin)此，職(zhi)(zhi)業(ye)院校的(de)(de)在(zai)線(xian)精品(pin)(pin)課(ke)(ke)(ke)程(cheng)建設要遵(zun)循如(ru)下(xia)幾(ji)點。
圖1 在線精品課程建設的應然路(lu)徑
一、頂層設計：建設標準與制度先行
其(qi)(qi)一，行(xing)業(ye)(ye)、企業(ye)(ye)、職(zhi)業(ye)(ye)院(yuan)校(xiao)(xiao)針對擬(ni)建(jian)(jian)在(zai)(zai)(zai)線(xian)(xian)(xian)(xian)(xian)精(jing)(jing)品(pin)課程(cheng)(cheng)(cheng)(cheng)開(kai)展(zhan)聯合調研，界定職(zhi)業(ye)(ye)相(xiang)關(guan)崗(gang)位任務和能(neng)力要求，并據此制(zhi)定《某行(xing)業(ye)(ye)職(zhi)業(ye)(ye)教育(yu)在(zai)(zai)(zai)線(xian)(xian)(xian)(xian)(xian)精(jing)(jing)品(pin)課程(cheng)(cheng)(cheng)(cheng)建(jian)(jian)設(she)(she)(she)(she)(she)標準(zhun)》，內容涵蓋在(zai)(zai)(zai)線(xian)(xian)(xian)(xian)(xian)精(jing)(jing)品(pin)基本概念、課程(cheng)(cheng)(cheng)(cheng)教學設(she)(she)(she)(she)(she)計原則(ze)、教學資源建(jian)(jian)設(she)(she)(she)(she)(she)規(gui)范、教學資源組織規(gui)范、課程(cheng)(cheng)(cheng)(cheng)運行(xing)實施規(gui)范及(ji)數字(zi)資源技術(shu)標準(zhun)等，據此規(gui)范職(zhi)業(ye)(ye)院(yuan)校(xiao)(xiao)開(kai)展(zhan)在(zai)(zai)(zai)線(xian)(xian)(xian)(xian)(xian)精(jing)(jing)品(pin)課程(cheng)(cheng)(cheng)(cheng)建(jian)(jian)設(she)(she)(she)(she)(she)實踐，并為教師提供在(zai)(zai)(zai)線(xian)(xian)(xian)(xian)(xian)精(jing)(jing)品(pin)課程(cheng)(cheng)(cheng)(cheng)建(jian)(jian)設(she)(she)(she)(she)(she)指引。其(qi)(qi)二，職(zhi)業(ye)(ye)院(yuan)校(xiao)(xiao)對接《某行(xing)業(ye)(ye)職(zhi)業(ye)(ye)教育(yu)在(zai)(zai)(zai)線(xian)(xian)(xian)(xian)(xian)精(jing)(jing)品(pin)課程(cheng)(cheng)(cheng)(cheng)建(jian)(jian)設(she)(she)(she)(she)(she)標準(zhun)》制(zhi)定《在(zai)(zai)(zai)線(xian)(xian)(xian)(xian)(xian)精(jing)(jing)品(pin)課程(cheng)(cheng)(cheng)(cheng)建(jian)(jian)設(she)(she)(she)(she)(she)與管(guan)理辦(ban)法》等相(xiang)關(guan)管(guan)理制(zhi)度(du)，結合本校(xiao)(xiao)課程(cheng)(cheng)(cheng)(cheng)特色開(kai)展(zhan)可落地實施的在(zai)(zai)(zai)線(xian)(xian)(xian)(xian)(xian)精(jing)(jing)品(pin)課程(cheng)(cheng)(cheng)(cheng)建(jian)(jian)設(she)(she)(she)(she)(she)工作，并在(zai)(zai)(zai)崗(gang)位聘任、職(zhi)稱晉升(sheng)、建(jian)(jian)設(she)(she)(she)(she)(she)經費(fei)、績效獎勵(li)上予以政策支持，鼓勵(li)教師建(jian)(jian)設(she)(she)(she)(she)(she)優(you)質教育(yu)資源，設(she)(she)(she)(she)(she)置專(zhuan)門崗(gang)位保障在(zai)(zai)(zai)線(xian)(xian)(xian)(xian)(xian)精(jing)(jing)品(pin)課程(cheng)(cheng)(cheng)(cheng)資源更新和運行(xing)管(guan)理，促進(jin)教學模式改革，提升(sheng)人(ren)才培養質量(liang)。
二、搭建框架：在線精品課程內容與課堂教學無縫對接
其一(yi)，深(shen)度剖析專(zhuan)業(ye)(ye)(ye)課(ke)(ke)程(cheng)的特點(dian)是職業(ye)(ye)(ye)院校建(jian)設在(zai)(zai)線(xian)精(jing)品課(ke)(ke)程(cheng)的重要前(qian)序(xu)工作(zuo)(zuo)，遵循(xun)崗位(wei)要求、崗位(wei)任務、模(mo)擬(ni)上崗、行業(ye)(ye)(ye)拓展、素(su)養提升(sheng)、技(ji)能闖(chuang)關六個(ge)方面對接(jie)課(ke)(ke)程(cheng)教學內容(rong)和框(kuang)架，面向(xiang)實踐需求強化學生職業(ye)(ye)(ye)能力或素(su)養提升(sheng)。其二，在(zai)(zai)線(xian)精(jing)品課(ke)(ke)程(cheng)內容(rong)設計要注重與培養方案中其他課(ke)(ke)程(cheng)的前(qian)后(hou)項對接(jie)，專(zhuan)業(ye)(ye)(ye)基礎課(ke)(ke)程(cheng)要實現(xian)與專(zhuan)業(ye)(ye)(ye)課(ke)(ke)程(cheng)對接(jie)，專(zhuan)業(ye)(ye)(ye)課(ke)(ke)程(cheng)要實現(xian)與職業(ye)(ye)(ye)崗位(wei)對接(jie)。其三，在(zai)(zai)線(xian)課(ke)(ke)程(cheng)框(kuang)架設計要與課(ke)(ke)堂教學同步，按(an)照教學環節(jie)設計配套(tao)的項目化和模(mo)塊化教學、情景教學、工作(zuo)(zuo)過程(cheng)導向(xiang)教學、遠程(cheng)工作(zuo)(zuo)實景教學內容(rong)，應用(yong)信息化手段(duan)打(da)造交(jiao)互式智慧(hui)課(ke)(ke)堂，重塑傳統教學模(mo)式。
三、組建團隊：建立三方或多方伙伴關系實現產教融合、校校合作
從學科和(he)(he)專業(ye)發展(zhan)的(de)視角出發推動(dong)在(zai)(zai)線(xian)精品(pin)課(ke)程(cheng)的(de)團隊建設(she)，建立由兄弟(di)院校(xiao)、行業(ye)、企(qi)業(ye)及其他相關(guan)機構(gou)和(he)(he)組織(zhi)構(gou)成的(de)三(san)方(fang)(fang)或多方(fang)(fang)伙伴關(guan)系，通(tong)過(guo)在(zai)(zai)線(xian)精品(pin)課(ke)程(cheng)的(de)資(zi)源共建和(he)(he)共享實現科教(jiao)(jiao)融匯、產(chan)教(jiao)(jiao)融合(he)、校(xiao)校(xiao)合(he)作，確保(bao)在(zai)(zai)線(xian)精品(pin)課(ke)程(cheng)能夠依據市(shi)場需求變遷、技術升級持(chi)續更(geng)(geng)新(xin)課(ke)程(cheng)內容(rong)。兄弟(di)院校(xiao)優秀教(jiao)(jiao)師參(can)與在(zai)(zai)線(xian)精品(pin)課(ke)程(cheng)建設(she)為課(ke)程(cheng)內容(rong)的(de)建設(she)和(he)(he)實時更(geng)(geng)新(xin)提供(gong)人力保(bao)障(zhang)，行業(ye)、企(qi)業(ye)、相關(guan)組織(zhi)等主體的(de)參(can)與確保(bao)了課(ke)程(cheng)內容(rong)緊跟市(shi)場需求前沿，為在(zai)(zai)線(xian)精品(pin)課(ke)程(cheng)持(chi)續更(geng)(geng)新(xin)提供(gong)方(fang)(fang)向和(he)(he)內容(rong)。
四、庫積資源：科學、多樣、高質量的資源建設
對于教學(xue)(xue)(xue)(xue)(xue)資(zi)(zi)(zi)源(yuan)(yuan)而言，既要(yao)注重教學(xue)(xue)(xue)(xue)(xue)資(zi)(zi)(zi)源(yuan)(yuan)的整(zheng)合(he)(he)，增加教學(xue)(xue)(xue)(xue)(xue)資(zi)(zi)(zi)源(yuan)(yuan)的數(shu)量(liang)，又(you)要(yao)注重教學(xue)(xue)(xue)(xue)(xue)資(zi)(zi)(zi)源(yuan)(yuan)的科(ke)學(xue)(xue)(xue)(xue)(xue)、合(he)(he)理、有效(xiao)運用，提(ti)(ti)升(sheng)教學(xue)(xue)(xue)(xue)(xue)資(zi)(zi)(zi)源(yuan)(yuan)的質(zhi)量(liang)。其(qi)一(yi)，采(cai)集專(zhuan)業(ye)化(hua)、科(ke)學(xue)(xue)(xue)(xue)(xue)性(xing)的資(zi)(zi)(zi)源(yuan)(yuan)。圍繞崗課(ke)(ke)(ke)賽(sai)證(zheng)融通(tong)建設(she)在線精(jing)品(pin)課(ke)(ke)(ke)程(cheng)(cheng)內容(rong)(rong)(rong)(rong)框架(jia)，依據崗位操(cao)作(zuo)標準規范、技(ji)(ji)能大賽(sai)考(kao)核要(yao)點(dian)、1+X相關證(zheng)書考(kao)點(dian)、新技(ji)(ji)術和(he)新方法提(ti)(ti)煉課(ke)(ke)(ke)程(cheng)(cheng)的核心知識點(dian)和(he)關鍵技(ji)(ji)能。其(qi)二，開發多(duo)樣化(hua)的在線課(ke)(ke)(ke)程(cheng)(cheng)資(zi)(zi)(zi)源(yuan)(yuan)。建設(she)微課(ke)(ke)(ke)視(shi)頻(pin)、3D動(dong)畫、虛擬仿(fang)真操(cao)作(zuo)、操(cao)作(zuo)視(shi)頻(pin)等多(duo)元化(hua)的在線課(ke)(ke)(ke)程(cheng)(cheng)資(zi)(zi)(zi)源(yuan)(yuan)，激發學(xue)(xue)(xue)(xue)(xue)生的學(xue)(xue)(xue)(xue)(xue)習(xi)興趣，提(ti)(ti)高(gao)在線精(jing)品(pin)課(ke)(ke)(ke)程(cheng)(cheng)資(zi)(zi)(zi)源(yuan)(yuan)的使(shi)用頻(pin)率(lv)和(he)效(xiao)果。其(qi)三(san)，建設(she)高(gao)質(zhi)量(liang)的課(ke)(ke)(ke)程(cheng)(cheng)專(zhuan)業(ye)內容(rong)(rong)(rong)(rong)案(an)(an)(an)例(li)庫(ku)。圍繞行(xing)業(ye)四(si)新積累、建設(she)衛生行(xing)業(ye)案(an)(an)(an)例(li)庫(ku)，一(yi)是為(wei)學(xue)(xue)(xue)(xue)(xue)生了解行(xing)業(ye)提(ti)(ti)供前序學(xue)(xue)(xue)(xue)(xue)習(xi)資(zi)(zi)(zi)源(yuan)(yuan)，二是為(wei)學(xue)(xue)(xue)(xue)(xue)生完成實(shi)踐學(xue)(xue)(xue)(xue)(xue)習(xi)任務(wu)提(ti)(ti)供范本(ben)，三(san)是為(wei)課(ke)(ke)(ke)堂教學(xue)(xue)(xue)(xue)(xue)各(ge)個(ge)環節提(ti)(ti)供素材(cai)。其(qi)四(si)，建設(she)獨立的課(ke)(ke)(ke)程(cheng)(cheng)思(si)政模塊資(zi)(zi)(zi)源(yuan)(yuan)。一(yi)是采(cai)集、抽(chou)象出行(xing)業(ye)的思(si)政元素，結(jie)合(he)(he)課(ke)(ke)(ke)程(cheng)(cheng)內容(rong)(rong)(rong)(rong)設(she)計獨立的教學(xue)(xue)(xue)(xue)(xue)內容(rong)(rong)(rong)(rong)模塊；二是編(bian)制獨立的課(ke)(ke)(ke)程(cheng)(cheng)思(si)政案(an)(an)(an)例(li)庫(ku)，對接各(ge)個(ge)教學(xue)(xue)(xue)(xue)(xue)內容(rong)(rong)(rong)(rong)和(he)教學(xue)(xue)(xue)(xue)(xue)環節。
五、考核評價：多元評價體系與教學診改
構建合理的(de)(de)(de)職(zhi)業(ye)院校在(zai)線(xian)(xian)精品(pin)(pin)(pin)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)評(ping)(ping)(ping)(ping)(ping)(ping)(ping)價(jia)(jia)(jia)體系，要能夠(gou)客觀反(fan)映在(zai)線(xian)(xian)精品(pin)(pin)(pin)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)建設(she)的(de)(de)(de)效果(guo)，提升(sheng)評(ping)(ping)(ping)(ping)(ping)(ping)(ping)價(jia)(jia)(jia)結(jie)果(guo)的(de)(de)(de)有(you)效性(xing)和科學(xue)(xue)(xue)性(xing)，促進高職(zhi)教育在(zai)線(xian)(xian)精品(pin)(pin)(pin)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)質(zhi)量的(de)(de)(de)提升(sheng)。其一，動態(tai)的(de)(de)(de)及時評(ping)(ping)(ping)(ping)(ping)(ping)(ping)價(jia)(jia)(jia)。在(zai)線(xian)(xian)精品(pin)(pin)(pin)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)應采(cai)用(yong)能夠(gou)覆蓋(gai)線(xian)(xian)上(shang)線(xian)(xian)下學(xue)(xue)(xue)習全過(guo)程(cheng)(cheng)(cheng)的(de)(de)(de)評(ping)(ping)(ping)(ping)(ping)(ping)(ping)價(jia)(jia)(jia)方(fang)式(shi)(shi)，全程(cheng)(cheng)(cheng)記錄學(xue)(xue)(xue)習數據，創造能夠(gou)在(zai)教學(xue)(xue)(xue)過(guo)程(cheng)(cheng)(cheng)中(zhong)根據獲得的(de)(de)(de)學(xue)(xue)(xue)習數據及時診(zhen)改(gai)的(de)(de)(de)評(ping)(ping)(ping)(ping)(ping)(ping)(ping)價(jia)(jia)(jia)方(fang)式(shi)(shi)。其二，多元評(ping)(ping)(ping)(ping)(ping)(ping)(ping)價(jia)(jia)(jia)。增加線(xian)(xian)上(shang)階(jie)段性(xing)測(ce)試，通過(guo)課(ke)(ke)(ke)前在(zai)線(xian)(xian)測(ce)試，課(ke)(ke)(ke)中(zhong)隨堂測(ce)驗、小組討(tao)論、課(ke)(ke)(ke)后拓(tuo)展作業(ye)等多元評(ping)(ping)(ping)(ping)(ping)(ping)(ping)價(jia)(jia)(jia)方(fang)式(shi)(shi)實現在(zai)線(xian)(xian)精品(pin)(pin)(pin)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)的(de)(de)(de)過(guo)程(cheng)(cheng)(cheng)性(xing)評(ping)(ping)(ping)(ping)(ping)(ping)(ping)價(jia)(jia)(jia)，根據在(zai)線(xian)(xian)學(xue)(xue)(xue)習的(de)(de)(de)特點適(shi)度引入教學(xue)(xue)(xue)活動參與度、資源(yuan)使用(yong)率等指標作為參考(kao)。其三，綜(zong)(zong)合性(xing)評(ping)(ping)(ping)(ping)(ping)(ping)(ping)價(jia)(jia)(jia)。在(zai)課(ke)(ke)(ke)堂全程(cheng)(cheng)(cheng)考(kao)核評(ping)(ping)(ping)(ping)(ping)(ping)(ping)價(jia)(jia)(jia)的(de)(de)(de)基礎上(shang)，結(jie)合實踐考(kao)核、職(zhi)業(ye)素養綜(zong)(zong)合測(ce)評(ping)(ping)(ping)(ping)(ping)(ping)(ping)等手段踐行對課(ke)(ke)(ke)程(cheng)(cheng)(cheng)教學(xue)(xue)(xue)的(de)(de)(de)綜(zong)(zong)合性(xing)評(ping)(ping)(ping)(ping)(ping)(ping)(ping)價(jia)(jia)(jia)。
來源：高職(zhi)觀察，節(jie)選自《中國職(zhi)業技術教(jiao)育》2023年第17期。
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