當前，職業(ye)教(jiao)育正處于改革(ge)攻堅和提質培優的(de)關鍵節(jie)點，要把握(wo)教(jiao)育數字(zi)(zi)化(hua)(hua)的(de)關鍵契機，以數字(zi)(zi)技術(shu)高效賦能(neng)職業(ye)院(yuan)校系統創變升(sheng)級，需從重塑職業(ye)院(yuan)校文化(hua)(hua)形態、打造智(zhi)慧教(jiao)育新(xin)生態、重構職業(ye)院(yuan)校要素體(ti)系、促進(jin)職業(ye)院(yuan)校治(zhi)理(li)現代化(hua)(hua)等(deng)層面穩(wen)步推(tui)進(jin)職業(ye)院(yuan)校數字(zi)(zi)化(hua)(hua)轉型(xing)工作。
一、堅持以人為本，以數字思維重塑職業院校文化形態
技(ji)術賦能背景下，職(zhi)業(ye)院校(xiao)數(shu)(shu)字化(hua)(hua)(hua)(hua)轉(zhuan)(zhuan)型伴隨著(zhu)學校(xiao)自(zi)身與外部環(huan)境(jing)要(yao)(yao)素(su)的(de)轉(zhuan)(zhuan)型與重(zhong)構(gou)(gou)，是一(yi)個(ge)多元價(jia)值(zhi)理念互相碰撞(zhuang)、多種政策涌現與建構(gou)(gou)的(de)過程，要(yao)(yao)求(qiu)對教育觀(guan)念、組織文化(hua)(hua)(hua)(hua)等整個(ge)系統價(jia)值(zhi)理念進(jin)行變革(ge)。而數(shu)(shu)字化(hua)(hua)(hua)(hua)思維作為(wei)一(yi)種具有協同性、創(chuang)造性與構(gou)(gou)想性的(de)理念，能夠引(yin)導職(zhi)業(ye)院校(xiao)由技(ji)術簡單移植的(de)原(yuan)(yuan)生(sheng)態向數(shu)(shu)字技(ji)術驅動(dong)的(de)創(chuang)新開放(fang)生(sheng)態發展。由此，在(zai)職(zhi)業(ye)院校(xiao)數(shu)(shu)字化(hua)(hua)(hua)(hua)轉(zhuan)(zhuan)型中，要(yao)(yao)堅持以人為(wei)本(ben)的(de)原(yuan)(yuan)則，以數(shu)(shu)字化(hua)(hua)(hua)(hua)思維重(zhong)塑職(zhi)業(ye)院校(xiao)文化(hua)(hua)(hua)(hua)形態。
一是始終(zhong)堅持技(ji)術(shu)工(gong)具理(li)性(xing)和(he)人文理(li)性(xing)的(de)(de)(de)融合，防止數(shu)(shu)字(zi)(zi)(zi)技(ji)術(shu)應用過(guo)(guo)程中的(de)(de)(de)“潘(pan)多拉(la)魔盒”效應。職(zhi)業(ye)院校在數(shu)(shu)字(zi)(zi)(zi)化(hua)轉(zhuan)型(xing)中，需(xu)時(shi)刻反(fan)思數(shu)(shu)字(zi)(zi)(zi)化(hua)本身的(de)(de)(de)人文需(xu)求(qiu)，避免“技(ji)術(shu)異化(hua)”“技(ji)術(shu)控制”“重硬件(jian)輕軟件(jian)”等(deng)風險，及時(shi)鏟(chan)除數(shu)(shu)字(zi)(zi)(zi)化(hua)過(guo)(guo)程中可能異化(hua)的(de)(de)(de)技(ji)術(shu)要(yao)素(su)(su)。首先，將(jiang)提(ti)(ti)升學(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)數(shu)(shu)字(zi)(zi)(zi)化(hua)思維與技(ji)能作為(wei)職(zhi)業(ye)院校人才培(pei)養(yang)(yang)的(de)(de)(de)重要(yao)目(mu)標(biao)，加強(qiang)以(yi)工(gong)匠精神、非遺傳承等(deng)為(wei)主要(yao)內(nei)容的(de)(de)(de)數(shu)(shu)字(zi)(zi)(zi)資源建設，將(jiang)優秀(xiu)職(zhi)業(ye)文化(hua)基因充(chong)分融入(ru)數(shu)(shu)字(zi)(zi)(zi)技(ji)術(shu)中，以(yi)不斷提(ti)(ti)升學(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)職(zhi)業(ye)素(su)(su)養(yang)(yang)，彰顯技(ji)術(shu)的(de)(de)(de)人文理(li)性(xing)。其次，通過(guo)(guo)提(ti)(ti)升師(shi)生(sheng)(sheng)(sheng)數(shu)(shu)字(zi)(zi)(zi)素(su)(su)養(yang)(yang)充(chong)分發(fa)揮師(shi)生(sheng)(sheng)(sheng)主體性(xing)作用，以(yi)促進人機融合發(fa)展(zhan)。一方面加強(qiang)數(shu)(shu)字(zi)(zi)(zi)素(su)(su)養(yang)(yang)能力結構框架與標(biao)準研究，為(wei)師(shi)生(sheng)(sheng)(sheng)數(shu)(shu)字(zi)(zi)(zi)素(su)(su)養(yang)(yang)的(de)(de)(de)培(pei)育提(ti)(ti)供科學(xue)依據；另一方面制定師(shi)生(sheng)(sheng)(sheng)數(shu)(shu)字(zi)(zi)(zi)素(su)(su)養(yang)(yang)培(pei)訓與提(ti)(ti)升計(ji)劃，豐富優秀(xiu)數(shu)(shu)字(zi)(zi)(zi)教育資源內(nei)容，并積極開展(zhan)師(shi)生(sheng)(sheng)(sheng)數(shu)(shu)字(zi)(zi)(zi)素(su)(su)養(yang)(yang)測(ce)評。
二是培植健康(kang)的(de)(de)(de)組(zu)織數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)文(wen)(wen)化(hua)(hua)(hua)，實現職(zhi)業(ye)院(yuan)校(xiao)(xiao)(xiao)(xiao)(xiao)文(wen)(wen)化(hua)(hua)(hua)轉型(xing)重(zhong)塑。數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)技(ji)術在賦(fu)能(neng)職(zhi)業(ye)院(yuan)校(xiao)(xiao)(xiao)(xiao)(xiao)發展過程(cheng)中，深刻影響著院(yuan)校(xiao)(xiao)(xiao)(xiao)(xiao)系(xi)統、組(zu)織與(yu)(yu)成員間所形(xing)成的(de)(de)(de)制度規范(fan)、思維模式和(he)價(jia)值(zhi)(zhi)理(li)念(nian)(nian)。首(shou)先，政府和(he)職(zhi)業(ye)院(yuan)校(xiao)(xiao)(xiao)(xiao)(xiao)相關決策者要積(ji)極轉變發展理(li)念(nian)(nian)，形(xing)成正(zheng)確對(dui)待數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)技(ji)術的(de)(de)(de)價(jia)值(zhi)(zhi)觀(guan)和(he)行為規范(fan)，強化(hua)(hua)(hua)對(dui)數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)技(ji)術的(de)(de)(de)價(jia)值(zhi)(zhi)認同(tong)，通(tong)過培育健康(kang)的(de)(de)(de)組(zu)織數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)文(wen)(wen)化(hua)(hua)(hua)，形(xing)成相關主體力量共(gong)同(tong)支持(chi)職(zhi)業(ye)院(yuan)校(xiao)(xiao)(xiao)(xiao)(xiao)數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)化(hua)(hua)(hua)轉型(xing)的(de)(de)(de)文(wen)(wen)化(hua)(hua)(hua)與(yu)(yu)制度形(xing)態。其次，加強職(zhi)業(ye)院(yuan)校(xiao)(xiao)(xiao)(xiao)(xiao)決策者與(yu)(yu)管理(li)者的(de)(de)(de)數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)領導(dao)(dao)力建設，提升其應用(yong)與(yu)(yu)統籌(chou)信(xin)息(xi)技(ji)術以(yi)重(zhong)塑職(zhi)業(ye)院(yuan)校(xiao)(xiao)(xiao)(xiao)(xiao)教學、實訓、科(ke)研、管理(li)和(he)服務的(de)(de)(de)能(neng)力，從而(er)正(zheng)確引(yin)導(dao)(dao)職(zhi)業(ye)院(yuan)校(xiao)(xiao)(xiao)(xiao)(xiao)開展組(zu)織變革與(yu)(yu)數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)化(hua)(hua)(hua)創(chuang)新。同(tong)時(shi)通(tong)過設立專門的(de)(de)(de)數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)化(hua)(hua)(hua)建設領導(dao)(dao)部(bu)門或辦(ban)公室(shi)，引(yin)領數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)化(hua)(hua)(hua)轉型(xing)工作的(de)(de)(de)順利(li)開展。最后(hou)，加強校(xiao)(xiao)(xiao)(xiao)(xiao)園(yuan)數(shu)(shu)(shu)(shu)(shu)(shu)據(ju)(ju)倫理(li)與(yu)(yu)數(shu)(shu)(shu)(shu)(shu)(shu)據(ju)(ju)安全(quan)教育。針對(dui)數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)時(shi)代的(de)(de)(de)各種(zhong)潛藏(zang)風險，要注(zhu)重(zhong)培養學生的(de)(de)(de)信(xin)息(xi)辨(bian)別能(neng)力、理(li)性意識(shi)和(he)批判(pan)性思維，強化(hua)(hua)(hua)其在教育智(zhi)能(neng)化(hua)(hua)(hua)終端系(xi)統的(de)(de)(de)安全(quan)意識(shi)與(yu)(yu)個人隱私保護能(neng)力。
二、聚焦人才培養，以人機融合打造智慧教育新生態
數字化教(jiao)育時(shi)代，職業(ye)教(jiao)育的(de)育人空(kong)間(jian)從實體教(jiao)室、實訓基地逐(zhu)漸走向虛實融(rong)合的(de)新(xin)型(xing)智慧教(jiao)育環境。能否打破學(xue)(xue)校(xiao)傳統的(de)班級建制(zhi)，建立更加靈活的(de)學(xue)(xue)習方(fang)式(shi)和更加有效的(de)評價(jia)方(fang)式(shi)，既直(zhi)接反映了(le)學(xue)(xue)校(xiao)數字化轉(zhuan)型(xing)升級的(de)水平，也決(jue)定(ding)了(le)職業(ye)院(yuan)校(xiao)在互聯網(wang)企業(ye)新(xin)業(ye)態下(xia)的(de)競爭力和辦(ban)學(xue)(xue)空(kong)間(jian)。由此(ci)，職業(ye)院(yuan)校(xiao)在數字化轉(zhuan)型(xing)過程(cheng)中，需聚(ju)焦(jiao)人才培養，以信息(xi)技術打造智慧教(jiao)育新(xin)生態，實現真正的(de)“人機融(rong)合”。
一(yi)是順應(ying)產業變(bian)革(ge)，以數(shu)(shu)(shu)字技(ji)(ji)(ji)(ji)術(shu)(shu)(shu)助推“三教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)改(gai)革(ge)”。數(shu)(shu)(shu)字化(hua)(hua)時(shi)代(dai)企(qi)業崗(gang)(gang)位(wei)(wei)(wei)連接(jie)(jie)的(de)(de)多(duo)維性(xing)與(yu)(yu)(yu)(yu)數(shu)(shu)(shu)字技(ji)(ji)(ji)(ji)能(neng)需求增強，要求職(zhi)業院校對(dui)(dui)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)、教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材、教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)法等(deng)(deng)(deng)關鍵要素進行(xing)改(gai)革(ge)創(chuang)新(xin)(xin)。首先，教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)作(zuo)(zuo)為(wei)職(zhi)業院校培養技(ji)(ji)(ji)(ji)術(shu)(shu)(shu)技(ji)(ji)(ji)(ji)能(neng)人(ren)才的(de)(de)主體(ti)(ti)，目前(qian)普(pu)遍存在(zai)的(de)(de)重(zhong)引進輕(qing)培養、重(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)歷輕(qing)技(ji)(ji)(ji)(ji)能(neng)、重(zhong)理論輕(qing)實(shi)(shi)踐等(deng)(deng)(deng)現(xian)象嚴重(zhong)制(zhi)約了數(shu)(shu)(shu)字時(shi)代(dai)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)團隊(dui)適應(ying)性(xing)改(gai)革(ge)與(yu)(yu)(yu)(yu)發展(zhan)。一(yi)方(fang)(fang)面可(ke)通過(guo)打造(zao)跨專業、跨領(ling)域、復合多(duo)元的(de)(de)產教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)(rong)(rong)合型(xing)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)創(chuang)新(xin)(xin)團隊(dui)，以適應(ying)數(shu)(shu)(shu)字化(hua)(hua)轉型(xing)的(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)項目為(wei)基石，依托名師(shi)(shi)、技(ji)(ji)(ji)(ji)能(neng)大師(shi)(shi)工作(zuo)(zuo)室成(cheng)員和(he)行(xing)業技(ji)(ji)(ji)(ji)術(shu)(shu)(shu)能(neng)手，形(xing)成(cheng)具有(you)共(gong)同(tong)(tong)(tong)技(ji)(ji)(ji)(ji)術(shu)(shu)(shu)基礎、共(gong)融(rong)(rong)(rong)崗(gang)(gang)位(wei)(wei)(wei)需求的(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)共(gong)同(tong)(tong)(tong)體(ti)(ti)；另一(yi)方(fang)(fang)面增強師(shi)(shi)資(zi)隊(dui)伍對(dui)(dui)數(shu)(shu)(shu)字技(ji)(ji)(ji)(ji)術(shu)(shu)(shu)的(de)(de)“敏感(gan)度”，構建(jian)(jian)“應(ying)用驅動、資(zi)源(yuan)(yuan)賦能(neng)、課(ke)(ke)(ke)(ke)(ke)堂(tang)實(shi)(shi)踐、精準測評(ping)”的(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)數(shu)(shu)(shu)字素養發展(zhan)機(ji)制(zhi)，提升校內(nei)(nei)專業教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)與(yu)(yu)(yu)(yu)行(xing)業兼職(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)的(de)(de)數(shu)(shu)(shu)字化(hua)(hua)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)能(neng)力。其(qi)次，對(dui)(dui)接(jie)(jie)新(xin)(xin)職(zhi)業、新(xin)(xin)崗(gang)(gang)位(wei)(wei)(wei)與(yu)(yu)(yu)(yu)新(xin)(xin)技(ji)(ji)(ji)(ji)術(shu)(shu)(shu)，校企(qi)合作(zuo)(zuo)開(kai)(kai)發新(xin)(xin)形(xing)態優(you)質教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材。在(zai)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材內(nei)(nei)容(rong)方(fang)(fang)面，全(quan)面反映(ying)行(xing)業最新(xin)(xin)動態，對(dui)(dui)接(jie)(jie)國家崗(gang)(gang)位(wei)(wei)(wei)職(zhi)業標(biao)準與(yu)(yu)(yu)(yu)1+X職(zhi)業技(ji)(ji)(ji)(ji)能(neng)等(deng)(deng)(deng)級證書(shu)相關要求，及時(shi)將工作(zuo)(zuo)崗(gang)(gang)位(wei)(wei)(wei)的(de)(de)新(xin)(xin)技(ji)(ji)(ji)(ji)術(shu)(shu)(shu)、新(xin)(xin)工藝和(he)新(xin)(xin)方(fang)(fang)法納(na)入教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材內(nei)(nei)容(rong)，高效融(rong)(rong)(rong)入學(xue)(xue)(xue)(xue)(xue)(xue)(xue)科新(xin)(xin)知(zhi)識(shi)、典型(xing)生(sheng)(sheng)產案例、崗(gang)(gang)課(ke)(ke)(ke)(ke)(ke)賽證、課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)思政等(deng)(deng)(deng)元素，實(shi)(shi)現(xian)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材內(nei)(nei)容(rong)與(yu)(yu)(yu)(yu)工作(zuo)(zuo)崗(gang)(gang)位(wei)(wei)(wei)緊(jin)密銜(xian)接(jie)(jie)。在(zai)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材開(kai)(kai)發過(guo)程(cheng)(cheng)中，堅(jian)持工作(zuo)(zuo)流程(cheng)(cheng)與(yu)(yu)(yu)(yu)崗(gang)(gang)位(wei)(wei)(wei)任(ren)務導向(xiang)，校企(qi)協同(tong)(tong)(tong)開(kai)(kai)發活頁式(shi)(shi)(shi)、工作(zuo)(zuo)手冊(ce)式(shi)(shi)(shi)、融(rong)(rong)(rong)媒體(ti)(ti)式(shi)(shi)(shi)、交互式(shi)(shi)(shi)等(deng)(deng)(deng)信息化(hua)(hua)新(xin)(xin)型(xing)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材。同(tong)(tong)(tong)時(shi)緊(jin)扣產業升級和(he)數(shu)(shu)(shu)字化(hua)(hua)改(gai)造(zao)，同(tong)(tong)(tong)步開(kai)(kai)發與(yu)(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材配套的(de)(de)數(shu)(shu)(shu)字化(hua)(hua)資(zi)源(yuan)(yuan)，搭(da)建(jian)(jian)可(ke)開(kai)(kai)源(yuan)(yuan)、可(ke)接(jie)(jie)入、動態更新(xin)(xin)的(de)(de)開(kai)(kai)放流動式(shi)(shi)(shi)電子教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材資(zi)源(yuan)(yuan)庫(ku)，幫(bang)助學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)更好體(ti)(ti)驗與(yu)(yu)(yu)(yu)適應(ying)數(shu)(shu)(shu)字化(hua)(hua)時(shi)代(dai)崗(gang)(gang)位(wei)(wei)(wei)勝任(ren)力的(de)(de)快速變(bian)化(hua)(hua)。最后，創(chuang)新(xin)(xin)變(bian)革(ge)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)模式(shi)(shi)(shi)，重(zhong)塑智(zhi)慧教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)新(xin)(xin)生(sheng)(sheng)態。依托云計算、物聯網等(deng)(deng)(deng)技(ji)(ji)(ji)(ji)術(shu)(shu)(shu)，搭(da)建(jian)(jian)為(wei)師(shi)(shi)生(sheng)(sheng)提供多(duo)種教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)資(zi)源(yuan)(yuan)與(yu)(yu)(yu)(yu)服務的(de)(de)在(zai)線教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)平(ping)臺或智(zhi)慧教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)終端，形(xing)成(cheng)校內(nei)(nei)課(ke)(ke)(ke)(ke)(ke)堂(tang)、企(qi)業課(ke)(ke)(ke)(ke)(ke)堂(tang)與(yu)(yu)(yu)(yu)網絡課(ke)(ke)(ke)(ke)(ke)堂(tang)（線上(shang)課(ke)(ke)(ke)(ke)(ke)堂(tang)與(yu)(yu)(yu)(yu)虛(xu)擬(ni)工廠）等(deng)(deng)(deng)多(duo)維學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)場景空間。實(shi)(shi)施基于學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)成(cheng)果導向(xiang)的(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)設計，積極探索(suo)(suo)線上(shang)線下融(rong)(rong)(rong)合的(de)(de)“智(zhi)能(neng)+課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)模式(shi)(shi)(shi)，開(kai)(kai)展(zhan)混合式(shi)(shi)(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)、項目式(shi)(shi)(shi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)、游(you)戲化(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)、人(ren)機(ji)交互學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)、虛(xu)擬(ni)仿真教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)等(deng)(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)法改(gai)革(ge)，強化(hua)(hua)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)主體(ti)(ti)作(zuo)(zuo)用。同(tong)(tong)(tong)時(shi)依據(ju)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)分析、行(xing)為(wei)編碼、認知(zhi)建(jian)(jian)模、情感(gan)計算等(deng)(deng)(deng)前(qian)沿技(ji)(ji)(ji)(ji)術(shu)(shu)(shu)，對(dui)(dui)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)施、學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)等(deng)(deng)(deng)相關數(shu)(shu)(shu)據(ju)進行(xing)全(quan)方(fang)(fang)位(wei)(wei)(wei)、全(quan)過(guo)程(cheng)(cheng)跟(gen)蹤、采(cai)集與(yu)(yu)(yu)(yu)可(ke)視化(hua)(hua)分析，生(sheng)(sheng)成(cheng)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)個人(ren)數(shu)(shu)(shu)字畫像和(he)數(shu)(shu)(shu)字檔(dang)案，從而完善綜合評(ping)價體(ti)(ti)系，積極探索(suo)(suo)增值評(ping)價。
二是對(dui)接產(chan)(chan)業(ye)(ye)(ye)結構(gou)，以(yi)數(shu)字(zi)(zi)(zi)技術(shu)(shu)(shu)(shu)賦能(neng)(neng)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)數(shu)字(zi)(zi)(zi)化(hua)升級。產(chan)(chan)業(ye)(ye)(ye)轉型(xing)對(dui)技術(shu)(shu)(shu)(shu)技能(neng)(neng)人(ren)(ren)才(cai)(cai)培養提出了(le)更高的(de)(de)(de)要求(qiu)，職(zhi)(zhi)業(ye)(ye)(ye)院校要對(dui)接新(xin)(xin)經濟、新(xin)(xin)業(ye)(ye)(ye)態與(yu)(yu)新(xin)(xin)職(zhi)(zhi)業(ye)(ye)(ye)，對(dui)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)進(jin)行全方位數(shu)字(zi)(zi)(zi)化(hua)升級改造。首先，立(li)足區域經濟與(yu)(yu)產(chan)(chan)業(ye)(ye)(ye)發(fa)展(zhan)需求(qiu)，基(ji)于專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)貼近產(chan)(chan)業(ye)(ye)(ye)、課(ke)(ke)程(cheng)(cheng)對(dui)接工(gong)作(zuo)(zuo)任務的(de)(de)(de)原則，明確專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)定位，對(dui)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)人(ren)(ren)才(cai)(cai)培養目標、課(ke)(ke)程(cheng)(cheng)體系(xi)、師資(zi)團(tuan)隊、產(chan)(chan)教(jiao)融合等進(jin)行數(shu)字(zi)(zi)(zi)化(hua)升級。同(tong)時(shi)依托大數(shu)據(ju)(ju)監(jian)(jian)測(ce)平臺(tai)(tai)，及時(shi)對(dui)產(chan)(chan)業(ye)(ye)(ye)人(ren)(ren)才(cai)(cai)需求(qiu)趨勢(shi)進(jin)行分(fen)析預測(ce)，動態調整專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)結構(gou)，瞄準產(chan)(chan)業(ye)(ye)(ye)發(fa)展(zhan)新(xin)(xin)趨勢(shi)，適度超前布局(ju)相關專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)。其次，依托數(shu)字(zi)(zi)(zi)技術(shu)(shu)(shu)(shu)與(yu)(yu)資(zi)源(yuan)平臺(tai)(tai)，實(shi)現專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)群(qun)(qun)(qun)橫(heng)向融通(tong)與(yu)(yu)聚(ju)合。通(tong)過以(yi)大數(shu)據(ju)(ju)技術(shu)(shu)(shu)(shu)為依托，校企(qi)共研專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)群(qun)(qun)(qun)建(jian)(jian)設質量(liang)監(jian)(jian)測(ce)系(xi)統，對(dui)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)群(qun)(qun)(qun)內專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)設置變(bian)化(hua)、課(ke)(ke)程(cheng)(cheng)結構(gou)、實(shi)習(xi)實(shi)訓開展(zhan)、1+X證(zheng)書獲取等情(qing)況進(jin)行實(shi)時(shi)監(jian)(jian)測(ce)，保證(zheng)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)群(qun)(qun)(qun)人(ren)(ren)才(cai)(cai)培養規格與(yu)(yu)職(zhi)(zhi)業(ye)(ye)(ye)崗(gang)位群(qun)(qun)(qun)的(de)(de)(de)有(you)效(xiao)銜接。并搭建(jian)(jian)數(shu)字(zi)(zi)(zi)資(zi)源(yuan)共享與(yu)(yu)學(xue)習(xi)平臺(tai)(tai)，推動優(you)秀課(ke)(ke)程(cheng)(cheng)資(zi)源(yuan)、教(jiao)材資(zi)源(yuan)、實(shi)習(xi)實(shi)訓資(zi)源(yuan)等在專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)群(qun)(qun)(qun)不同(tong)層(ceng)級間的(de)(de)(de)流動融通(tong)，實(shi)現專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)學(xue)分(fen)的(de)(de)(de)互(hu)通(tong)與(yu)(yu)轉換。最后，充分(fen)發(fa)揮虛(xu)擬仿真(zhen)技術(shu)(shu)(shu)(shu)優(you)勢(shi)，構(gou)建(jian)(jian)產(chan)(chan)教(jiao)深度融合的(de)(de)(de)數(shu)字(zi)(zi)(zi)生態系(xi)統。校企(qi)通(tong)過協(xie)同(tong)共建(jian)(jian)產(chan)(chan)業(ye)(ye)(ye)學(xue)院、虛(xu)擬仿真(zhen)實(shi)訓中心，圍(wei)繞“崗(gang)課(ke)(ke)賽證(zheng)”等教(jiao)學(xue)活動整合數(shu)字(zi)(zi)(zi)教(jiao)育資(zi)源(yuan)，以(yi)工(gong)作(zuo)(zuo)流程(cheng)(cheng)與(yu)(yu)崗(gang)位任務為導(dao)向，運(yun)用虛(xu)擬仿真(zhen)、智能(neng)(neng)交互(hu)等技術(shu)(shu)(shu)(shu)將崗(gang)位工(gong)作(zuo)(zuo)場景轉化(hua)為數(shu)字(zi)(zi)(zi)化(hua)模擬應用場景，并借助數(shu)字(zi)(zi)(zi)平臺(tai)(tai)的(de)(de)(de)匹配推薦(jian)算法，實(shi)現實(shi)訓教(jiao)學(xue)資(zi)源(yuan)模塊的(de)(de)(de)精準化(hua)供(gong)給與(yu)(yu)匹配，為學(xue)生提供(gong)定制化(hua)實(shi)訓服務。
三、完善數字基座，以數字技術重構職業院校要素體系
數(shu)(shu)字化(hua)基礎(chu)(chu)設(she)施作為(wei)職業(ye)(ye)(ye)院(yuan)校(xiao)數(shu)(shu)字化(hua)轉型(xing)過程中的“技術底(di)座”，是以(yi)信息(xi)技術賦(fu)能為(wei)主要特征、實現(xian)校(xiao)園互聯互通、應用平臺融合創新(xin)的新(xin)型(xing)教(jiao)育資源系(xi)統，對于實現(xian)職業(ye)(ye)(ye)院(yuan)校(xiao)數(shu)(shu)字化(hua)轉型(xing)具有基礎(chu)(chu)性意義(yi)。為(wei)此，職業(ye)(ye)(ye)院(yuan)校(xiao)數(shu)(shu)字化(hua)轉型(xing)必(bi)須以(yi)完善數(shu)(shu)字基座為(wei)進路，以(yi)數(shu)(shu)字技術重構職業(ye)(ye)(ye)院(yuan)校(xiao)要素體系(xi)。
一(yi)是(shi)升(sheng)級(ji)迭代數(shu)(shu)字化(hua)(hua)基(ji)礎設(she)施(shi)，實(shi)(shi)現(xian)(xian)校(xiao)(xiao)(xiao)園環(huan)境的(de)連(lian)通(tong)融合。首先，運用(yong)新型(xing)網(wang)絡技(ji)(ji)(ji)術(shu)升(sheng)級(ji)校(xiao)(xiao)(xiao)園內網(wang)系(xi)統，實(shi)(shi)現(xian)(xian)5G網(wang)絡在職(zhi)業院(yuan)校(xiao)(xiao)(xiao)、產教(jiao)園區等(deng)全覆蓋，加快教(jiao)學(xue)(xue)(xue)、實(shi)(shi)訓(xun)、科研、管理、服務等(deng)設(she)施(shi)與(yu)技(ji)(ji)(ji)術(shu)設(she)備的(de)智能化(hua)(hua)升(sheng)級(ji)。通(tong)過人(ren)(ren)工(gong)智能、大數(shu)(shu)據(ju)、區塊鏈(lian)等(deng)信(xin)息技(ji)(ji)(ji)術(shu)的(de)綜合集成(cheng)，形成(cheng)以數(shu)(shu)字化(hua)(hua)智能平臺(tai)為中心(xin)，全域感知、靈巧學(xue)(xue)(xue)習(xi)(xi)、精(jing)準(zhun)管理、集成(cheng)化(hua)(hua)場(chang)景、數(shu)(shu)字化(hua)(hua)評價等(deng)相互(hu)(hu)融通(tong)的(de)校(xiao)(xiao)(xiao)園信(xin)息環(huan)境，深度實(shi)(shi)現(xian)(xian)數(shu)(shu)智平臺(tai)賦能職(zhi)業院(yuan)校(xiao)(xiao)(xiao)改革創(chuang)新與(yu)升(sheng)級(ji)。其(qi)次(ci)，依托數(shu)(shu)字技(ji)(ji)(ji)術(shu)設(she)備、應用(yong)平臺(tai)系(xi)統、數(shu)(shu)字資源(yuan)平臺(tai)等(deng)搭建智慧課堂(tang)交互(hu)(hu)教(jiao)學(xue)(xue)(xue)系(xi)統，創(chuang)設(she)與(yu)工(gong)作(zuo)(zuo)過程類似的(de)學(xue)(xue)(xue)習(xi)(xi)情境，為學(xue)(xue)(xue)生提供多(duo)種(zhong)交互(hu)(hu)學(xue)(xue)(xue)習(xi)(xi)的(de)支持工(gong)具，實(shi)(shi)現(xian)(xian)人(ren)(ren)人(ren)(ren)、人(ren)(ren)機的(de)協同(tong)互(hu)(hu)動，從(cong)而促進學(xue)(xue)(xue)生的(de)有(you)(you)效學(xue)(xue)(xue)習(xi)(xi)、高效學(xue)(xue)(xue)習(xi)(xi)。最(zui)后，為凸顯(xian)職(zhi)業教(jiao)育技(ji)(ji)(ji)能性、工(gong)作(zuo)(zuo)過程導向等(deng)本質特征(zheng)，充分(fen)利用(yong)數(shu)(shu)字技(ji)(ji)(ji)術(shu)連(lian)接企業工(gong)作(zuo)(zuo)實(shi)(shi)景與(yu)車間場(chang)景，以虛(xu)擬仿(fang)真(zhen)、智能交互(hu)(hu)等(deng)技(ji)(ji)(ji)術(shu)優(you)化(hua)(hua)虛(xu)擬仿(fang)真(zhen)實(shi)(shi)訓(xun)環(huan)境，支持學(xue)(xue)(xue)生身臨其(qi)境、沉浸式(shi)體(ti)驗不同(tong)工(gong)作(zuo)(zuo)場(chang)景特點與(yu)要(yao)求，實(shi)(shi)現(xian)(xian)課堂(tang)教(jiao)學(xue)(xue)(xue)、工(gong)作(zuo)(zuo)流程、網(wang)絡學(xue)(xue)(xue)習(xi)(xi)和虛(xu)擬場(chang)景的(de)有(you)(you)機融合，有(you)(you)效提升(sheng)學(xue)(xue)(xue)生工(gong)作(zuo)(zuo)知識獲得與(yu)職(zhi)業技(ji)(ji)(ji)能。
二是豐富(fu)數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)教(jiao)(jiao)育(yu)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)供給，促進優(you)(you)質資(zi)(zi)(zi)源(yuan)(yuan)(yuan)共(gong)建共(gong)享。目前我國(guo)職(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)育(yu)已經形成(cheng)(cheng)了國(guo)家、省(sheng)、學(xue)(xue)(xue)校三級資(zi)(zi)(zi)源(yuan)(yuan)(yuan)庫建設(she)(she)體(ti)(ti)系(xi)，上線(xian)并投(tou)入(ru)使用(yong)職(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)育(yu)數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)化(hua)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)管理和服(fu)務(wu)平(ping)臺，在(zai)數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)數(shu)(shu)(shu)(shu)(shu)(shu)量與覆蓋面上取得了較(jiao)為顯著的(de)(de)(de)成(cheng)(cheng)果，但仍存(cun)在(zai)不(bu)(bu)充分不(bu)(bu)均(jun)衡的(de)(de)(de)情況。如當前的(de)(de)(de)數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)建設(she)(she)偏向(xiang)項目型、臨(lin)時(shi)性而不(bu)(bu)是常(chang)態化(hua)、規(gui)模化(hua)與可持(chi)續性，優(you)(you)質數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)建設(she)(she)較(jiao)為薄弱，共(gong)建共(gong)享機制不(bu)(bu)完善(shan)(shan)等(deng)。因此(ci)，要(yao)豐富(fu)職(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)育(yu)數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)內(nei)容建設(she)(she)，促進優(you)(you)質教(jiao)(jiao)育(yu)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)共(gong)享普(pu)惠。首先(xian)，職(zhi)業(ye)(ye)(ye)(ye)院校數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)建設(she)(she)要(yao)以(yi)區域經濟(ji)與產業(ye)(ye)(ye)(ye)需求(qiu)為導向(xiang)，遵循“產業(ye)(ye)(ye)(ye)群—專業(ye)(ye)(ye)(ye)群—課程(cheng)群—技能群”的(de)(de)(de)建設(she)(she)邏輯與“為教(jiao)(jiao)學(xue)(xue)(xue)而技術(shu)”的(de)(de)(de)原則(ze)，持(chi)續開發(fa)(fa)基于人工智能、虛(xu)擬現實、知識圖譜等(deng)技術(shu)的(de)(de)(de)在(zai)線(xian)知識課程(cheng)、數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)化(hua)教(jiao)(jiao)材、數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)化(hua)場(chang)館(guan)等(deng)數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)，同時(shi)加強校企(qi)(qi)共(gong)同開發(fa)(fa)優(you)(you)質數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)化(hua)課程(cheng)與教(jiao)(jiao)材。其次，以(yi)國(guo)家職(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)育(yu)智慧平(ping)臺為依托，健(jian)全政行校企(qi)(qi)多(duo)(duo)方協同的(de)(de)(de)數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)共(gong)建共(gong)享機制，高效(xiao)整合校內(nei)外、企(qi)(qi)業(ye)(ye)(ye)(ye)與社(she)會教(jiao)(jiao)育(yu)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)，在(zai)課程(cheng)建設(she)(she)與教(jiao)(jiao)學(xue)(xue)(xue)實施中積極融入(ru)數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)媒體(ti)(ti)，形成(cheng)(cheng)靈活(huo)多(duo)(duo)樣的(de)(de)(de)學(xue)(xue)(xue)習場(chang)所與數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)化(hua)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)共(gong)享平(ping)臺。最(zui)后，搭建與完善(shan)(shan)校園數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)實時(shi)監(jian)測數(shu)(shu)(shu)(shu)(shu)(shu)據平(ping)臺，掌握學(xue)(xue)(xue)習者(zhe)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)需求(qiu)的(de)(de)(de)動態軌跡，智能推送(song)多(duo)(duo)樣化(hua)教(jiao)(jiao)育(yu)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)，精準匹配學(xue)(xue)(xue)習者(zhe)的(de)(de)(de)個性需求(qiu)。同時(shi)通過探索建立院校、省(sheng)級與國(guo)家互通的(de)(de)(de)學(xue)(xue)(xue)分銀行，形成(cheng)(cheng)學(xue)(xue)(xue)生(sheng)個性化(hua)學(xue)(xue)(xue)習數(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)檔(dang)案，實現其學(xue)(xue)(xue)習成(cheng)(cheng)果在(zai)不(bu)(bu)同院校、區域的(de)(de)(de)認(ren)證、積累與轉(zhuan)換，服(fu)務(wu)學(xue)(xue)(xue)生(sheng)的(de)(de)(de)終身學(xue)(xue)(xue)習與職(zhi)業(ye)(ye)(ye)(ye)發(fa)(fa)展。
四、加強多元協同，以數據驅動促進職業院校治理現代化
隨著數據采集與分析(xi)技術被逐漸應用到教育領域，教育治理越(yue)來越(yue)呈現(xian)數據驅動(dong)、多元協(xie)同、流程重構、業務(wu)融合等(deng)特征。數據作為職業院校數字化轉(zhuan)型(xing)過程中的(de)關鍵(jian)要素與核心資產(chan)，對于推動(dong)職業院校科學決(jue)策(ce)、精準(zhun)管理與高效服務(wu)具有重要意義。
一(yi)是(shi)(shi)充分發揮數(shu)(shu)(shu)(shu)(shu)據(ju)(ju)(ju)價值與(yu)(yu)效用(yong)，實(shi)現(xian)(xian)校(xiao)園(yuan)(yuan)“智慧治理(li)(li)”。首先，開(kai)展基于(yu)大數(shu)(shu)(shu)(shu)(shu)據(ju)(ju)(ju)的教育治理(li)(li)分析(xi)，完善校(xiao)園(yuan)(yuan)全景數(shu)(shu)(shu)(shu)(shu)據(ju)(ju)(ju)平(ping)臺(tai)和(he)大數(shu)(shu)(shu)(shu)(shu)據(ju)(ju)(ju)監測系(xi)(xi)(xi)統(tong)(tong)，對校(xiao)園(yuan)(yuan)各項數(shu)(shu)(shu)(shu)(shu)據(ju)(ju)(ju)進行全過程采(cai)集、清洗(xi)、交(jiao)換(huan)與(yu)(yu)多維度動(dong)態分析(xi)，并開(kai)發教育治理(li)(li)決策支持(chi)系(xi)(xi)(xi)統(tong)(tong)，促進校(xiao)園(yuan)(yuan)科學(xue)決策。尤其(qi)是(shi)(shi)以(yi)數(shu)(shu)(shu)(shu)(shu)據(ju)(ju)(ju)技(ji)術賦能師生(sheng)(sheng)數(shu)(shu)(shu)(shu)(shu)字畫像建(jian)(jian)設，創建(jian)(jian)數(shu)(shu)(shu)(shu)(shu)字技(ji)術與(yu)(yu)教學(xue)過程相融(rong)(rong)合(he)的智能支持(chi)系(xi)(xi)(xi)統(tong)(tong)與(yu)(yu)信息管(guan)(guan)理(li)(li)平(ping)臺(tai)，分析(xi)師生(sheng)(sheng)行為(wei)動(dong)態，形成(cheng)(cheng)師生(sheng)(sheng)數(shu)(shu)(shu)(shu)(shu)據(ju)(ju)(ju)畫像，為(wei)學(xue)情分析(xi)、教學(xue)過程監測、學(xue)習成(cheng)(cheng)效診斷等提供(gong)科學(xue)依據(ju)(ju)(ju)。其(qi)次(ci)，以(yi)數(shu)(shu)(shu)(shu)(shu)據(ju)(ju)(ju)為(wei)關鍵(jian)要素，重(zhong)(zhong)塑(su)校(xiao)園(yuan)(yuan)業務流程和(he)優(you)化(hua)服(fu)(fu)務。以(yi)數(shu)(shu)(shu)(shu)(shu)據(ju)(ju)(ju)整合(he)、應(ying)用(yong)融(rong)(rong)合(he)、服(fu)(fu)務聚合(he)為(wei)重(zhong)(zhong)點，依托“一(yi)網通辦(ban)”智慧管(guan)(guan)理(li)(li)服(fu)(fu)務平(ping)臺(tai)和(he)應(ying)用(yong)體系(xi)(xi)(xi)，以(yi)數(shu)(shu)(shu)(shu)(shu)據(ju)(ju)(ju)驅動(dong)校(xiao)園(yuan)(yuan)“放管(guan)(guan)服(fu)(fu)”改革，推(tui)動(dong)業務流程的再(zai)造與(yu)(yu)重(zhong)(zhong)構，實(shi)現(xian)(xian)校(xiao)內(nei)外(wai)業務協同(tong)和(he)教育服(fu)(fu)務一(yi)站式辦(ban)理(li)(li)。最后(hou)，統(tong)(tong)一(yi)校(xiao)園(yuan)(yuan)數(shu)(shu)(shu)(shu)(shu)據(ju)(ju)(ju)標準，完善數(shu)(shu)(shu)(shu)(shu)據(ju)(ju)(ju)共(gong)享交(jiao)換(huan)體系(xi)(xi)(xi)，以(yi)統(tong)(tong)一(yi)的數(shu)(shu)(shu)(shu)(shu)據(ju)(ju)(ju)接口規(gui)范實(shi)現(xian)(xian)校(xiao)園(yuan)(yuan)不同(tong)應(ying)用(yong)、不同(tong)部門的數(shu)(shu)(shu)(shu)(shu)據(ju)(ju)(ju)共(gong)享，打破數(shu)(shu)(shu)(shu)(shu)據(ju)(ju)(ju)壁(bi)壘，消除數(shu)(shu)(shu)(shu)(shu)據(ju)(ju)(ju)孤島，實(shi)現(xian)(xian)數(shu)(shu)(shu)(shu)(shu)據(ju)(ju)(ju)在不同(tong)系(xi)(xi)(xi)統(tong)(tong)平(ping)臺(tai)的橫向(xiang)聯動(dong)與(yu)(yu)縱向(xiang)互通，從而提升校(xiao)園(yuan)(yuan)管(guan)(guan)理(li)(li)與(yu)(yu)服(fu)(fu)務效率，為(wei)校(xiao)園(yuan)(yuan)精(jing)準治理(li)(li)提供(gong)堅(jian)實(shi)數(shu)(shu)(shu)(shu)(shu)據(ju)(ju)(ju)支撐。
二是構(gou)建(jian)(jian)多(duo)(duo)元(yuan)協同的(de)(de)(de)(de)數(shu)(shu)(shu)智治(zhi)理(li)體(ti)系(xi)，推動(dong)職(zhi)業(ye)(ye)(ye)院(yuan)校(xiao)(xiao)(xiao)數(shu)(shu)(shu)字化(hua)(hua)(hua)(hua)轉型場(chang)域的(de)(de)(de)(de)多(duo)(duo)元(yuan)融合(he)。首(shou)先，依(yi)(yi)托(tuo)全(quan)國職(zhi)業(ye)(ye)(ye)教(jiao)育(yu)(yu)智慧大腦(nao)系(xi)統(tong)，完善職(zhi)業(ye)(ye)(ye)院(yuan)校(xiao)(xiao)(xiao)教(jiao)育(yu)(yu)數(shu)(shu)(shu)據開(kai)放智慧服務平臺(tai)與(yu)(yu)(yu)制(zhi)(zhi)(zhi)度(du)體(ti)系(xi)，實(shi)現多(duo)(duo)級教(jiao)育(yu)(yu)數(shu)(shu)(shu)據、資(zi)源(yuan)(yuan)、業(ye)(ye)(ye)務在多(duo)(duo)元(yuan)主體(ti)之間(jian)的(de)(de)(de)(de)有(you)序(xu)流動(dong)與(yu)(yu)(yu)互通共(gong)享，助(zhu)力區校(xiao)(xiao)(xiao)、校(xiao)(xiao)(xiao)企(qi)(qi)(qi)、校(xiao)(xiao)(xiao)校(xiao)(xiao)(xiao)相互之間(jian)的(de)(de)(de)(de)業(ye)(ye)(ye)務協同與(yu)(yu)(yu)雙向(xiang)互聯，推動(dong)職(zhi)業(ye)(ye)(ye)院(yuan)校(xiao)(xiao)(xiao)組(zu)織架構(gou)向(xiang)扁平化(hua)(hua)(hua)(hua)、網絡化(hua)(hua)(hua)(hua)方向(xiang)發(fa)展。完善各方利益相關(guan)者參(can)與(yu)(yu)(yu)學校(xiao)(xiao)(xiao)決策與(yu)(yu)(yu)規劃機制(zhi)(zhi)(zhi)，采取(qu)集體(ti)決策采納、執(zhi)行(xing)(xing)學校(xiao)(xiao)(xiao)的(de)(de)(de)(de)數(shu)(shu)(shu)字化(hua)(hua)(hua)(hua)轉型創(chuang)新，從而形成“政府(fu)—行(xing)(xing)業(ye)(ye)(ye)—學校(xiao)(xiao)(xiao)—企(qi)(qi)(qi)業(ye)(ye)(ye)—社會(hui)”協同推進(jin)(jin)教(jiao)育(yu)(yu)治(zhi)理(li)的(de)(de)(de)(de)現代化(hua)(hua)(hua)(hua)職(zhi)業(ye)(ye)(ye)教(jiao)育(yu)(yu)數(shu)(shu)(shu)字治(zhi)理(li)格(ge)局。其次，統(tong)一(yi)職(zhi)業(ye)(ye)(ye)院(yuan)校(xiao)(xiao)(xiao)與(yu)(yu)(yu)行(xing)(xing)業(ye)(ye)(ye)、企(qi)(qi)(qi)業(ye)(ye)(ye)信(xin)息(xi)化(hua)(hua)(hua)(hua)管(guan)理(li)平臺(tai)的(de)(de)(de)(de)數(shu)(shu)(shu)據接口，建(jian)(jian)立校(xiao)(xiao)(xiao)企(qi)(qi)(qi)深度(du)合(he)作的(de)(de)(de)(de)智慧教(jiao)育(yu)(yu)供給平臺(tai)與(yu)(yu)(yu)校(xiao)(xiao)(xiao)企(qi)(qi)(qi)合(he)作信(xin)息(xi)化(hua)(hua)(hua)(hua)管(guan)理(li)系(xi)統(tong)，校(xiao)(xiao)(xiao)企(qi)(qi)(qi)對專業(ye)(ye)(ye)設置(zhi)、課程(cheng)開(kai)發(fa)、教(jiao)學實(shi)施(shi)(shi)、實(shi)習實(shi)訓(xun)等環(huan)節(jie)進(jin)(jin)行(xing)(xing)協同管(guan)理(li)。并依(yi)(yi)托(tuo)區塊鏈技術，實(shi)時采集與(yu)(yu)(yu)全(quan)過(guo)程(cheng)追蹤(zong)源(yuan)(yuan)頭行(xing)(xing)業(ye)(ye)(ye)需(xu)求數(shu)(shu)(shu)據，中間(jian)職(zhi)業(ye)(ye)(ye)教(jiao)育(yu)(yu)人(ren)才培養數(shu)(shu)(shu)據、運行(xing)(xing)過(guo)程(cheng)管(guan)理(li)數(shu)(shu)(shu)據與(yu)(yu)(yu)后期行(xing)(xing)業(ye)(ye)(ye)反饋數(shu)(shu)(shu)據等，對人(ren)才培養與(yu)(yu)(yu)管(guan)理(li)模(mo)式進(jin)(jin)行(xing)(xing)高效(xiao)、動(dong)態(tai)化(hua)(hua)(hua)(hua)變革(ge)。最后，建(jian)(jian)立涵(han)蓋職(zhi)業(ye)(ye)(ye)院(yuan)校(xiao)(xiao)(xiao)多(duo)(duo)元(yuan)主體(ti)管(guan)理(li)決策、執(zhi)行(xing)(xing)、監督(du)與(yu)(yu)(yu)反饋等環(huan)節(jie)的(de)(de)(de)(de)信(xin)息(xi)閉環(huan)機制(zhi)(zhi)(zhi)，明確不(bu)同主體(ti)的(de)(de)(de)(de)責任(ren)擔當(dang)。并依(yi)(yi)托(tuo)相關(guan)信(xin)息(xi)管(guan)理(li)系(xi)統(tong)，建(jian)(jian)立決策與(yu)(yu)(yu)任(ren)務實(shi)施(shi)(shi)的(de)(de)(de)(de)過(guo)程(cheng)性(xing)數(shu)(shu)(shu)據庫，設置(zhi)過(guo)程(cheng)性(xing)反饋機制(zhi)(zhi)(zhi)，保證校(xiao)(xiao)(xiao)園(yuan)一(yi)切管(guan)理(li)決策均(jun)能(neng)基于全(quan)面(mian)過(guo)程(cheng)性(xing)數(shu)(shu)(shu)據，從而減少決策信(xin)息(xi)溝通成本，優化(hua)(hua)(hua)(hua)職(zhi)業(ye)(ye)(ye)院(yuan)校(xiao)(xiao)(xiao)決策與(yu)(yu)(yu)管(guan)理(li)方式，促(cu)進(jin)(jin)職(zhi)業(ye)(ye)(ye)院(yuan)校(xiao)(xiao)(xiao)治(zhi)理(li)現代化(hua)(hua)(hua)(hua)。（節(jie)選(xuan)自《當(dang)代職(zhi)業(ye)(ye)(ye)教(jiao)育(yu)(yu)》2023年第6期）
來(lai)源：高職觀察。
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