一、編什么：教材定位與選題
（一）立足國家事權，把握教材本質
教(jiao)材(cai)實現的(de)(de)是為(wei)黨育(yu)人、為(wei)國育(yu)才的(de)(de)教(jiao)育(yu)目標，必須全(quan)面貫徹黨的(de)(de)教(jiao)育(yu)方針，體現黨和國家意志，體現正確(que)的(de)(de)政治方向(xiang)(xiang)和價值(zhi)導(dao)(dao)(dao)向(xiang)(xiang)。教(jiao)材(cai)承載著(zhu)明確(que)的(de)(de)意識形態導(dao)(dao)(dao)向(xiang)(xiang)，必須堅持馬克(ke)思(si)主義的(de)(de)指(zhi)導(dao)(dao)(dao)地(di)位，站穩中(zhong)國立場，努力構(gou)建(jian)中(zhong)國特色、融(rong)通(tong)中(zhong)外的(de)(de)概念(nian)范(fan)疇、理論范(fan)式和話語體系。教(jiao)材(cai)是開展教(jiao)育(yu)的(de)(de)主要(yao)載體，必須客觀(guan)(guan)反映學科、專業(ye)的(de)(de)主流(liu)價值(zhi)觀(guan)(guan)念(nian)和最新成(cheng)果(guo)，引導(dao)(dao)(dao)學生樹立正確(que)的(de)(de)世界觀(guan)(guan)、人生觀(guan)(guan)和價值(zhi)觀(guan)(guan)，促進學生專業(ye)知識和專業(ye)技(ji)能(neng)水平的(de)(de)提(ti)升。因此，在確(que)定“編什么”時，教(jiao)材(cai)是以“傳播真(zhen)理、揭示謬誤”的(de)(de)身(shen)份出(chu)現的(de)(de)，要(yao)把(ba)握好教(jiao)材(cai)的(de)(de)思(si)想性和育(yu)人價值(zhi)，清(qing)晰認識到教(jiao)材(cai)的(de)(de)定位不同于學術著(zhu)作、文學作品、成(cheng)果(guo)發表等普通(tong)出(chu)版物，杜絕(jue)存在偏(pian)差的(de)(de)政治導(dao)(dao)(dao)向(xiang)(xiang)、價值(zhi)觀(guan)(guan)念(nian)和研(yan)究觀(guan)(guan)點。
（二）落實(shi)教學(xue)功能，明確教材(cai)定(ding)位
教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)(cai)的(de)基本功(gong)能(neng)(neng)是教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)功(gong)能(neng)(neng)。基于教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)、為了教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)并(bing)指(zhi)(zhi)(zhi)向教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)，是教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)(cai)與生(sheng)(sheng)(sheng)俱來(lai)(lai)的(de)生(sheng)(sheng)(sheng)命屬性，教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)(cai)的(de)思(si)想力(li)、教(jiao)(jiao)(jiao)(jiao)誨力(li)和引領(ling)力(li)三種(zhong)力(li)量交織在(zai)一(yi)起，匯成了教(jiao)(jiao)(jiao)(jiao)科(ke)書噴薄而(er)出的(de)活(huo)(huo)力(li)，而(er)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)則是“教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)(cai)生(sheng)(sheng)(sheng)命活(huo)(huo)動(dong)”的(de)生(sheng)(sheng)(sheng)動(dong)展(zhan)現(xian)。有(you)學(xue)(xue)(xue)(xue)(xue)(xue)者(zhe)在(zai)論(lun)述教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)(cai)在(zai)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)系(xi)統中的(de)功(gong)能(neng)(neng)時指(zhi)(zhi)(zhi)出：“教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)(cai)是教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)工(gong)(gong)作的(de)主要(yao)(yao)依(yi)據，或(huo)者(zhe)說是其(qi)‘話本’或(huo)‘劇本’”。從教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)教(jiao)(jiao)(jiao)(jiao)的(de)角度來(lai)(lai)看，教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)(cai)不僅是教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)內容(rong)(rong)組織、教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)活(huo)(huo)動(dong)開展(zhan)等(deng)(deng)的(de)主要(yao)(yao)依(yi)據，也是情境(jing)資源(yuan)(yuan)、活(huo)(huo)動(dong)資源(yuan)(yuan)、練(lian)習資源(yuan)(yuan)等(deng)(deng)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)資源(yuan)(yuan)的(de)主要(yao)(yao)內容(rong)(rong)，它為教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)提供了教(jiao)(jiao)(jiao)(jiao)法指(zhi)(zhi)(zhi)導和評價(jia)支撐。從學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)學(xue)(xue)(xue)(xue)(xue)(xue)的(de)角度來(lai)(lai)看，教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)(cai)除了被視為學(xue)(xue)(xue)(xue)(xue)(xue)科(ke)內容(rong)(rong)正確(que)體現(xian)和知識體系(xi)客觀反(fan)映(ying)(ying)的(de)載體，還要(yao)(yao)具備興趣激發(fa)和活(huo)(huo)動(dong)指(zhi)(zhi)(zhi)導、思(si)想引領(ling)和思(si)維訓(xun)練(lian)、總結拓展(zhan)和學(xue)(xue)(xue)(xue)(xue)(xue)業評價(jia)等(deng)(deng)功(gong)能(neng)(neng)。因此，在(zai)確(que)定“編什么”時，需清醒地(di)意識到編寫的(de)是具有(you)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)功(gong)能(neng)(neng)、包含基本教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)要(yao)(yao)素的(de)“教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)(cai)”，不是用于員工(gong)(gong)培訓(xun)、指(zhi)(zhi)(zhi)導崗(gang)位履職的(de)“工(gong)(gong)作手冊(ce)”“操作手冊(ce)”“崗(gang)位說明書”等(deng)(deng)，要(yao)(yao)反(fan)映(ying)(ying)職業教(jiao)(jiao)(jiao)(jiao)育的(de)基本教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)規(gui)律，滿足職業院(yuan)校(xiao)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)發(fa)展(zhan)需求(qiu)。
（三）強化課程(cheng)屬性，把準(zhun)教材選(xuan)題
廣義(yi)上的(de)(de)(de)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)通常(chang)涵蓋課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)計劃、課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)標準(zhun)、教(jiao)(jiao)材(cai)(cai)(cai)(cai)(cai)、資源等(deng)，教(jiao)(jiao)材(cai)(cai)(cai)(cai)(cai)是課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)的(de)(de)(de)組成(cheng)部分，教(jiao)(jiao)材(cai)(cai)(cai)(cai)(cai)無法脫離課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)而(er)存在。職(zhi)業教(jiao)(jiao)育的(de)(de)(de)專(zhuan)(zhuan)業教(jiao)(jiao)材(cai)(cai)(cai)(cai)(cai)具有(you)非(fei)常(chang)鮮明(ming)的(de)(de)(de)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)屬性(xing)，在確定教(jiao)(jiao)材(cai)(cai)(cai)(cai)(cai)選(xuan)(xuan)題時，首(shou)先(xian)必須明(ming)確教(jiao)(jiao)材(cai)(cai)(cai)(cai)(cai)所面向的(de)(de)(de)專(zhuan)(zhuan)業、所適用的(de)(de)(de)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)。教(jiao)(jiao)材(cai)(cai)(cai)(cai)(cai)是課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)標準(zhun)的(de)(de)(de)具體化，教(jiao)(jiao)材(cai)(cai)(cai)(cai)(cai)選(xuan)(xuan)題與編(bian)寫(xie)的(de)(de)(de)直接依(yi)據是課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)標準(zhun)，因此，在教(jiao)(jiao)材(cai)(cai)(cai)(cai)(cai)選(xuan)(xuan)題時應(ying)(ying)認真(zhen)研讀教(jiao)(jiao)材(cai)(cai)(cai)(cai)(cai)編(bian)寫(xie)所對應(ying)(ying)的(de)(de)(de)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)標準(zhun)，準(zhun)確把(ba)握(wo)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)的(de)(de)(de)性(xing)質(zhi)與地位。由于專(zhuan)(zhuan)業基礎課(ke)(ke)(ke)、專(zhuan)(zhuan)業核心課(ke)(ke)(ke)、專(zhuan)(zhuan)業拓展課(ke)(ke)(ke)的(de)(de)(de)性(xing)質(zhi)不同(tong)、課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)內(nei)容(rong)的(de)(de)(de)組織邏輯(ji)不同(tong)，對應(ying)(ying)教(jiao)(jiao)材(cai)(cai)(cai)(cai)(cai)的(de)(de)(de)命名方式、編(bian)寫(xie)理念、內(nei)容(rong)組織邏輯(ji)也應(ying)(ying)不同(tong)。應(ying)(ying)進一(yi)步(bu)把(ba)握(wo)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)目標、課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)內(nei)容(rong)及學習(xi)要求等(deng)，避免(mian)教(jiao)(jiao)材(cai)(cai)(cai)(cai)(cai)選(xuan)(xuan)題“張冠李戴”、教(jiao)(jiao)材(cai)(cai)(cai)(cai)(cai)內(nei)容(rong)“邊界沖(chong)突”、教(jiao)(jiao)材(cai)(cai)(cai)(cai)(cai)選(xuan)(xuan)題與教(jiao)(jiao)材(cai)(cai)(cai)(cai)(cai)內(nei)容(rong)“名不符實(shi)”等(deng)現(xian)象。
（四(si)）凸顯(xian)職教(jiao)特征(zheng)，規(gui)范教(jiao)材命名(ming)
教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)定位(wei)和(he)選題的(de)(de)結果直(zhi)接反映在一本教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)的(de)(de)名(ming)稱(cheng)(cheng)上，教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)名(ming)稱(cheng)(cheng)的(de)(de)科學與否是教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)質量的(de)(de)第一表征(zheng)。職業(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)專業(ye)教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)的(de)(de)名(ming)稱(cheng)(cheng)應(ying)直(zhi)觀體(ti)(ti)現(xian)職業(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)課(ke)程(cheng)(cheng)(cheng)特點(dian)，課(ke)程(cheng)(cheng)(cheng)指(zhi)向明確，表述規(gui)(gui)(gui)范，避(bi)免出(chu)現(xian)不能體(ti)(ti)現(xian)課(ke)程(cheng)(cheng)(cheng)特征(zheng)的(de)(de)教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)命名(ming)形式(shi)。以(yi)(yi)實(shi)踐知識為主的(de)(de)課(ke)程(cheng)(cheng)(cheng)，其對應(ying)教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)名(ming)稱(cheng)(cheng)可采用(yong)“名(ming)詞(ci)+動詞(ci)”的(de)(de)表達方式(shi)，如(ru)《市政管道工程(cheng)(cheng)(cheng)施工》《食品(pin)理(li)化常規(gui)(gui)(gui)檢驗(yan)》；以(yi)(yi)理(li)論(lun)知識為主的(de)(de)課(ke)程(cheng)(cheng)(cheng)，其對應(ying)教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)名(ming)稱(cheng)(cheng)通常采用(yong)“名(ming)詞(ci)+基礎/概論(lun)”“名(ming)詞(ci)”“名(ming)詞(ci)+和(he)/與+名(ming)詞(ci)”等(deng)表達方式(shi)。上海(hai)市職業(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)規(gui)(gui)(gui)劃教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)把(ba)準“編(bian)(bian)什么”這個關鍵點(dian)，緊緊圍繞上海(hai)重點(dian)發展的(de)(de)戰略性新(xin)興產業(ye)、先(xian)進(jin)制造業(ye)以(yi)(yi)及(ji)民生(sheng)緊缺(que)行業(ye)等(deng)發展需求，組(zu)織編(bian)(bian)寫體(ti)(ti)現(xian)區域特色、彰顯產業(ye)優(you)勢(shi)和(he)人才(cai)培養實(shi)際需求、國家規(gui)(gui)(gui)劃教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)以(yi)(yi)外的(de)(de)專業(ye)課(ke)程(cheng)(cheng)(cheng)教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)，教(jiao)(jiao)(jiao)(jiao)材(cai)(cai)選題適應(ying)新(xin)時代技術技能人才(cai)培養的(de)(de)新(xin)要求，體(ti)(ti)現(xian)職業(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)課(ke)程(cheng)(cheng)(cheng)改革(ge)的(de)(de)新(xin)理(li)念(nian)，有效落實(shi)了(le)課(ke)程(cheng)(cheng)(cheng)標準的(de)(de)新(xin)要求。
二、誰來編：編寫單位與團隊
（一）貫徹單(dan)位(wei)編寫制，強化教材編寫的(de)組織主體
2019年教(jiao)(jiao)育部印發(fa)的(de)《職業(ye)(ye)院校教(jiao)(jiao)材(cai)(cai)管理辦法》規定(ding)，應由在(zai)中(zhong)華人(ren)民共(gong)和國(guo)(guo)境內(nei)登記注冊、具有(you)(you)獨立法人(ren)資(zi)格、且單(dan)位(wei)(wei)法人(ren)須具有(you)(you)中(zhong)華人(ren)民共(gong)和國(guo)(guo)國(guo)(guo)籍的(de)學校、教(jiao)(jiao)科(ke)研機構、企業(ye)(ye)、出(chu)版機構等符(fu)合(he)特定(ding)條件要(yao)求(qiu)的(de)單(dan)位(wei)(wei)來組織(zhi)(zhi)教(jiao)(jiao)材(cai)(cai)編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)(xie)。強調編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)(xie)單(dan)位(wei)(wei)的(de)黨委（黨組織(zhi)(zhi)）負責把好教(jiao)(jiao)材(cai)(cai)的(de)意(yi)識(shi)形(xing)態關(guan)，把好編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)(xie)隊伍的(de)政治(zhi)素質和業(ye)(ye)務水(shui)(shui)平(ping)關(guan)，所有(you)(you)編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)(xie)人(ren)員經(jing)所在(zai)單(dan)位(wei)(wei)黨組織(zhi)(zhi)審核同意(yi)后，由編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)(xie)單(dan)位(wei)(wei)集中(zhong)向(xiang)社會公示(shi)。可以說(shuo)，單(dan)位(wei)(wei)編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)(xie)制將(jiang)教(jiao)(jiao)材(cai)(cai)編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)(xie)活動(dong)(dong)歸入有(you)(you)組織(zhi)(zhi)的(de)活動(dong)(dong)，將(jiang)教(jiao)(jiao)材(cai)(cai)編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)(xie)列為與教(jiao)(jiao)學業(ye)(ye)務活動(dong)(dong)相關(guan)的(de)專(zhuan)業(ye)(ye)行(xing)(xing)為，壓實編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)(xie)單(dan)位(wei)(wei)的(de)管理責任，有(you)(you)效避免(mian)之前存在(zai)的(de)因教(jiao)(jiao)材(cai)(cai)的(de)原創性(xing)要(yao)求(qiu)低，教(jiao)(jiao)師或其他(ta)個人(ren)自行(xing)(xing)聯系出(chu)版單(dan)位(wei)(wei)進(jin)行(xing)(xing)重復編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)(xie)、低水(shui)(shui)平(ping)編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)(xie)的(de)情況。單(dan)位(wei)(wei)編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)(xie)制還(huan)強調編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)(xie)單(dan)位(wei)(wei)的(de)準入門檻，凸顯教(jiao)(jiao)材(cai)(cai)編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)(xie)活動(dong)(dong)的(de)專(zhuan)業(ye)(ye)性(xing)，提(ti)(ti)升(sheng)教(jiao)(jiao)材(cai)(cai)編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)(xie)與專(zhuan)業(ye)(ye)建(jian)設、課程開發(fa)、課程實施(shi)的(de)相關(guan)度(du)。因此，符(fu)合(he)條件的(de)單(dan)位(wei)(wei)是教(jiao)(jiao)材(cai)(cai)編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)(xie)的(de)組織(zhi)(zhi)主體(ti)，有(you)(you)利于(yu)進(jin)一步加強黨對職業(ye)(ye)院校教(jiao)(jiao)材(cai)(cai)編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)(xie)工作的(de)領導，切實落(luo)實教(jiao)(jiao)材(cai)(cai)編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)(xie)的(de)激勵與保障政策，促進(jin)教(jiao)(jiao)材(cai)(cai)編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)(xie)質量的(de)整體(ti)提(ti)(ti)升(sheng)。
（二）落實主編負(fu)責制，強化教(jiao)材編寫的質量主體
主編(bian)(bian)(bian)(bian)(bian)是教(jiao)(jiao)材(cai)編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)團隊的(de)(de)(de)(de)核心(xin)。主編(bian)(bian)(bian)(bian)(bian)負責(ze)教(jiao)(jiao)材(cai)框(kuang)架、結(jie)構(gou)、樣章、分(fen)工等(deng)整體設計，把握教(jiao)(jiao)材(cai)編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)進度，負責(ze)統稿和(he)修改，對教(jiao)(jiao)材(cai)編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)質(zhi)量(liang)負總責(ze)。落(luo)實主編(bian)(bian)(bian)(bian)(bian)負責(ze)制，首(shou)先，要強(qiang)調其自身學(xue)術(shu)導向正確、政治(zhi)敏銳性(xing)(xing)強(qiang)，還應具備對教(jiao)(jiao)材(cai)內(nei)容涉(she)及的(de)(de)(de)(de)學(xue)術(shu)導向、政治(zhi)方向做(zuo)出正確判斷的(de)(de)(de)(de)能力。其次，主編(bian)(bian)(bian)(bian)(bian)還要在(zai)(zai)本專業(ye)領域(yu)有深入的(de)(de)(de)(de)研究(jiu)和(he)高超(chao)的(de)(de)(de)(de)造詣，諳熟職(zhi)業(ye)教(jiao)(jiao)育的(de)(de)(de)(de)基本教(jiao)(jiao)學(xue)規(gui)律(lv)、專業(ye)培(pei)養定(ding)位、課程體系、學(xue)生的(de)(de)(de)(de)學(xue)習特點、教(jiao)(jiao)師(shi)的(de)(de)(de)(de)教(jiao)(jiao)學(xue)需(xu)求，把好教(jiao)(jiao)材(cai)的(de)(de)(de)(de)科學(xue)性(xing)(xing)和(he)適宜性(xing)(xing)。此外，主編(bian)(bian)(bian)(bian)(bian)還要有較高的(de)(de)(de)(de)文字水平，熟悉教(jiao)(jiao)材(cai)的(de)(de)(de)(de)語(yu)言風格和(he)中國特色的(de)(de)(de)(de)話(hua)語(yu)體系，特別(bie)在(zai)(zai)統稿、修改環節要投入精力，樂于(yu)奉獻。因此，稱職(zhi)盡責(ze)的(de)(de)(de)(de)主編(bian)(bian)(bian)(bian)(bian)是教(jiao)(jiao)材(cai)編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)的(de)(de)(de)(de)質(zhi)量(liang)主體，需(xu)要進一步健(jian)全激勵(li)機(ji)制，杜(du)絕掛名主編(bian)(bian)(bian)(bian)(bian)、空頭(tou)主編(bian)(bian)(bian)(bian)(bian)的(de)(de)(de)(de)現象，吸引更(geng)多有覺悟、有能力、有經驗(yan)、有擔當(dang)的(de)(de)(de)(de)職(zhi)業(ye)院(yuan)校(xiao)資深教(jiao)(jiao)師(shi)、高校(xiao)專家學(xue)者、名師(shi)大師(shi)等(deng)來領銜教(jiao)(jiao)材(cai)編(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)，為職(zhi)業(ye)教(jiao)(jiao)育教(jiao)(jiao)材(cai)建(jian)設質(zhi)量(liang)立下“定(ding)海神針”。
（三）組建(jian)多元異質團隊，強化(hua)教材編寫的實施主體
一方(fang)(fang)面(mian)，職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育專(zhuan)(zhuan)業(ye)(ye)(ye)教(jiao)(jiao)材(cai)(cai)要(yao)(yao)(yao)(yao)(yao)對(dui)接(jie)國際先(xian)進職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育理(li)念(nian)，突(tu)出理(li)論和實(shi)(shi)踐(jian)相(xiang)統一，強(qiang)(qiang)調(diao)實(shi)(shi)踐(jian)性(xing)，符合(he)技(ji)術(shu)技(ji)能人(ren)才成長(chang)規律和學生認(ren)知特(te)點(dian)，適(shi)應(ying)人(ren)才培(pei)養模式創(chuang)新(xin)和課程體系(xi)優化的(de)需要(yao)(yao)(yao)(yao)(yao)；另一方(fang)(fang)面(mian)，職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育專(zhuan)(zhuan)業(ye)(ye)(ye)教(jiao)(jiao)材(cai)(cai)要(yao)(yao)(yao)(yao)(yao)全面(mian)對(dui)接(jie)產業(ye)(ye)(ye)發展，反映行業(ye)(ye)(ye)企業(ye)(ye)(ye)的(de)新(xin)知識、新(xin)技(ji)術(shu)、新(xin)工(gong)藝(yi)、新(xin)方(fang)(fang)法。因(yin)此(ci)，職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育專(zhuan)(zhuan)業(ye)(ye)(ye)教(jiao)(jiao)材(cai)(cai)的(de)編(bian)(bian)(bian)寫(xie)(xie)(xie)者既要(yao)(yao)(yao)(yao)(yao)熟悉職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育的(de)教(jiao)(jiao)學需求(qiu)(qiu)，又(you)要(yao)(yao)(yao)(yao)(yao)及時反映崗位(wei)的(de)實(shi)(shi)際需求(qiu)(qiu)和技(ji)術(shu)的(de)最(zui)新(xin)發展，這種特(te)定(ding)要(yao)(yao)(yao)(yao)(yao)求(qiu)(qiu)決(jue)定(ding)了(le)職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育專(zhuan)(zhuan)業(ye)(ye)(ye)教(jiao)(jiao)材(cai)(cai)的(de)編(bian)(bian)(bian)寫(xie)(xie)(xie)需要(yao)(yao)(yao)(yao)(yao)組建多元(yuan)異質的(de)團(tuan)隊(dui)通力合(he)作、共同實(shi)(shi)施。編(bian)(bian)(bian)寫(xie)(xie)(xie)團(tuan)隊(dui)應(ying)由具有教(jiao)(jiao)學實(shi)(shi)踐(jian)、企業(ye)(ye)(ye)實(shi)(shi)踐(jian)、教(jiao)(jiao)材(cai)(cai)研究等不同職(zhi)業(ye)(ye)(ye)經歷、相(xiang)同價值(zhi)追求(qiu)(qiu)和一流業(ye)(ye)(ye)務水平(ping)的(de)專(zhuan)(zhuan)業(ye)(ye)(ye)教(jiao)(jiao)師、技(ji)術(shu)專(zhuan)(zhuan)家、能工(gong)巧匠等共同組成，以實(shi)(shi)現優勢(shi)互(hu)補(bu)，強(qiang)(qiang)強(qiang)(qiang)聯合(he)。當然(ran)，現實(shi)(shi)中(zhong)教(jiao)(jiao)材(cai)(cai)編(bian)(bian)(bian)寫(xie)(xie)(xie)者的(de)能力與(yu)參與(yu)編(bian)(bian)(bian)寫(xie)(xie)(xie)的(de)動力往(wang)往(wang)并不相(xiang)向(xiang)而行，還需要(yao)(yao)(yao)(yao)(yao)在教(jiao)(jiao)材(cai)(cai)激勵與(yu)評價機制上(shang)下(xia)功夫。
教(jiao)(jiao)(jiao)材(cai)是(shi)提升(sheng)教(jiao)(jiao)(jiao)學質量(liang)的(de)有(you)效手段。好的(de)教(jiao)(jiao)(jiao)材(cai)體(ti)現(xian)了好的(de)編(bian)寫(xie)者的(de)教(jiao)(jiao)(jiao)學思想，縮短了不(bu)同教(jiao)(jiao)(jiao)師因(yin)教(jiao)(jiao)(jiao)學經(jing)歷差異帶來的(de)教(jiao)(jiao)(jiao)學質量(liang)差距。因(yin)此，要引導有(you)作(zuo)為的(de)編(bian)寫(xie)單位(wei)，積(ji)極(ji)組織和激(ji)勵有(you)教(jiao)(jiao)(jiao)育(yu)情懷(huai)、有(you)工匠精(jing)神(shen)、年富(fu)力強(qiang)的(de)多元異質團隊，拋棄功利之心，精(jing)耕細(xi)作(zuo)，精(jing)心打造高(gao)質量(liang)的(de)教(jiao)(jiao)(jiao)材(cai)，實現(xian)“讓更好的(de)老(lao)師來編(bian)寫(xie)教(jiao)(jiao)(jiao)材(cai)，引領更多的(de)老(lao)師教(jiao)(jiao)(jiao)出優秀的(de)學生”，為職業教(jiao)(jiao)(jiao)育(yu)高(gao)質量(liang)發(fa)展(zhan)奠定內容基石(shi)。
上(shang)(shang)海(hai)市職(zhi)業(ye)教(jiao)(jiao)(jiao)育(yu)規劃教(jiao)(jiao)(jiao)材(cai)積極引導高(gao)水平(ping)的院校、出版(ban)機構等組織高(gao)水平(ping)編(bian)寫(xie)團隊來編(bian)寫(xie)高(gao)質量的教(jiao)(jiao)(jiao)材(cai)，一方面強調(diao)要充分(fen)體現(xian)上(shang)(shang)海(hai)職(zhi)業(ye)教(jiao)(jiao)(jiao)育(yu)的專業(ye)優(you)勢，另一方面優(you)先支持服(fu)務(wu)上(shang)(shang)海(hai)現(xian)代產(chan)業(ye)體系、由校企(qi)雙元合作編(bian)寫(xie)的專業(ye)課程教(jiao)(jiao)(jiao)材(cai)，鼓勵吸(xi)納企(qi)業(ye)人員參與教(jiao)(jiao)(jiao)材(cai)編(bian)寫(xie)。
三、如何編：編寫理念與實施
（一）堅持內容為(wei)王
近(jin)些年倡導的(de)(de)活(huo)(huo)頁式、工(gong)(gong)作手冊式教(jiao)材(cai)(cai)(cai)和數字教(jiao)材(cai)(cai)(cai)、融(rong)媒體(ti)(ti)教(jiao)材(cai)(cai)(cai)等(deng)，更多的(de)(de)指向教(jiao)材(cai)(cai)(cai)的(de)(de)編寫理念(nian)、呈現(xian)形(xing)式等(deng)方面。教(jiao)材(cai)(cai)(cai)承載的(de)(de)是教(jiao)學(xue)內(nei)(nei)容(rong)，高質量教(jiao)材(cai)(cai)(cai)的(de)(de)核心導向還是應指向教(jiao)材(cai)(cai)(cai)內(nei)(nei)容(rong)本身的(de)(de)“含(han)金(jin)量”。首先(xian)，要(yao)強(qiang)調教(jiao)材(cai)(cai)(cai)框架結構(gou)的(de)(de)嚴密(mi)性(xing)，要(yao)求(qiu)整體(ti)(ti)結構(gou)完整有(you)(you)序、層次分明、邏(luo)輯清(qing)晰(xi)，各模塊（章節）既相(xiang)對獨立，又(you)有(you)(you)機銜接(jie)，避免形(xing)式主(zhu)義的(de)(de)項目(mu)、任務設計。其次，還要(yao)強(qiang)調教(jiao)材(cai)(cai)(cai)內(nei)(nei)容(rong)組(zu)織的(de)(de)邏(luo)輯性(xing)，體(ti)(ti)例結構(gou)要(yao)體(ti)(ti)現(xian)工(gong)(gong)作知識的(de)(de)組(zu)織邏(luo)輯和學(xue)生的(de)(de)學(xue)習邏(luo)輯，體(ti)(ti)現(xian)學(xue)習規(gui)律(lv)，涵蓋(gai)相(xiang)應的(de)(de)學(xue)習要(yao)素，把握(wo)合(he)理的(de)(de)容(rong)量與難度，避免只見(jian)活(huo)(huo)動，不見(jian)內(nei)(nei)容(rong)，避免過度的(de)(de)教(jiao)學(xue)活(huo)(huo)動設計。在此，更要(yao)強(qiang)調內(nei)(nei)容(rong)選取的(de)(de)科學(xue)性(xing)、先(xian)進(jin)性(xing)，體(ti)(ti)現(xian)國家(jia)專業教(jiao)學(xue)標準(zhun)、職業技能標準(zhun)、行業標準(zhun)、課程標準(zhun)等(deng)相(xiang)關要(yao)求(qiu)，反映崗位實際需求(qiu)，名(ming)稱、名(ming)詞(ci)、術語、計量單(dan)位等(deng)符合(he)國家(jia)有(you)(you)關技術質量標準(zhun)和規(gui)范。
（二(er)）嚴格管理程序
上海市職業教(jiao)育規(gui)劃教(jiao)材(cai)堅持凡編(bian)(bian)(bian)(bian)必審(shen)、編(bian)(bian)(bian)(bian)審(shen)分離，除建(jian)立嚴(yan)格的教(jiao)材(cai)審(shen)核機制與程(cheng)序(xu)(xu)以外，還建(jian)立并規(gui)范“教(jiao)材(cai)立項、編(bian)(bian)(bian)(bian)寫團(tuan)隊(dui)組建(jian)、編(bian)(bian)(bian)(bian)寫實施”教(jiao)材(cai)編(bian)(bian)(bian)(bian)寫“三(san)階段”管(guan)理程(cheng)序(xu)(xu)，見圖1，相應主體各司其職，有序(xu)(xu)銜接，確(que)保(bao)教(jiao)材(cai)編(bian)(bian)(bian)(bian)寫質量。
圖(tu)1 上海市(shi)職業教育(yu)規劃(hua)教材編寫“三階段(duan)”管(guan)理程序
在(zai)立(li)項階段，根據上海市職(zhi)業院校教(jiao)(jiao)(jiao)(jiao)(jiao)材建設(she)專家委員會發(fa)布的(de)規劃(hua)教(jiao)(jiao)(jiao)(jiao)(jiao)材建設(she)指(zhi)南，由教(jiao)(jiao)(jiao)(jiao)(jiao)育行政(zheng)部門(men)相關職(zhi)能處(chu)室組(zu)織(zhi)(zhi)立(li)項、確定編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)單(dan)位(wei)并(bing)公(gong)布立(li)項名單(dan)。在(zai)編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)團(tuan)隊(dui)組(zu)建環節，由編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)單(dan)位(wei)遴(lin)(lin)選(xuan)符合要(yao)求(qiu)的(de)主(zhu)編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)和(he)參編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)人(ren)員，按要(yao)求(qiu)向(xiang)社會公(gong)示(shi)并(bing)將編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)團(tuan)隊(dui)信息報送市教(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)機(ji)構(gou)(gou)(gou)，市教(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)機(ji)構(gou)(gou)(gou)做(zuo)好(hao)(hao)編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)團(tuan)隊(dui)信息初(chu)審(shen)工作(zuo)，并(bing)報送職(zhi)能處(chu)室審(shen)批后(hou)確定編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)團(tuan)隊(dui)名單(dan)。在(zai)編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)實施(shi)階段，市教(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)機(ji)構(gou)(gou)(gou)制(zhi)定教(jiao)(jiao)(jiao)(jiao)(jiao)材編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)工作(zuo)方案，明(ming)確目(mu)標、任務、進度以及(ji)質量(liang)要(yao)求(qiu)，開展(zhan)(zhan)業務培訓、過程指(zhi)導(dao)與(yu)管(guan)理(li)，組(zu)織(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)材文本(ben)審(shen)讀；編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)單(dan)位(wei)根據要(yao)求(qiu)制(zhi)定教(jiao)(jiao)(jiao)(jiao)(jiao)材編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)計劃(hua)，組(zu)織(zhi)(zhi)開展(zhan)(zhan)教(jiao)(jiao)(jiao)(jiao)(jiao)材編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)研(yan)(yan)究，提供(gong)教(jiao)(jiao)(jiao)(jiao)(jiao)材編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)所需的(de)相應保障條(tiao)件，按要(yao)求(qiu)遴(lin)(lin)選(xuan)出版機(ji)構(gou)(gou)(gou)；主(zhu)編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)做(zuo)好(hao)(hao)教(jiao)(jiao)(jiao)(jiao)(jiao)材整體設(she)計，組(zu)織(zhi)(zhi)編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)研(yan)(yan)討活動，推(tui)進教(jiao)(jiao)(jiao)(jiao)(jiao)材編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)進度，做(zuo)好(hao)(hao)教(jiao)(jiao)(jiao)(jiao)(jiao)材統(tong)稿和(he)修改，把握編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)質量(liang)；出版機(ji)構(gou)(gou)(gou)積極參與(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)材編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)寫(xie)(xie)研(yan)(yan)究，按規定做(zuo)好(hao)(hao)排版編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)輯和(he)審(shen)校工作(zuo)，嚴格落(luo)實“三審(shen)三校”，保證編(bian)(bian)(bian)(bian)(bian)(bian)(bian)(bian)校質量(liang)。
（三）規范編(bian)寫流(liu)程
細化編(bian)寫(xie)流(liu)程，按流(liu)程規(gui)范地(di)實施教(jiao)材(cai)(cai)(cai)編(bian)寫(xie)，是提升教(jiao)材(cai)(cai)(cai)整(zheng)體(ti)質量的(de)重要保(bao)障。上海市職業教(jiao)育規(gui)劃教(jiao)材(cai)(cai)(cai)始終秉持(chi)“質量為本”的(de)指導思想，加強教(jiao)材(cai)(cai)(cai)編(bian)寫(xie)研究，探索建立(li)“四環節、八步驟(zou)”教(jiao)材(cai)(cai)(cai)編(bian)寫(xie)實施流(liu)程，見圖2。
圖2 上(shang)海市職業教育規(gui)劃教材“四環節(jie)、八(ba)步(bu)驟”編寫(xie)實(shi)施流程
第(di)一，調研(yan)(yan)分(fen)析環節，編(bian)(bian)寫(xie)(xie)(xie)團(tuan)隊需(xu)(xu)要(yao)(yao)深入開展(zhan)行業調研(yan)(yan)，把握相(xiang)應崗位需(xu)(xu)求(qiu)(qiu)和技術發(fa)展(zhan)趨(qu)勢，組(zu)(zu)織(zhi)(zhi)開展(zhan)典(dian)型工(gong)(gong)作任務與職(zhi)業能力(li)分(fen)析，研(yan)(yan)制或完(wan)善(shan)對應課程標準，確立教(jiao)(jiao)材(cai)(cai)編(bian)(bian)寫(xie)(xie)(xie)的(de)基本依據(ju)。第(di)二，框架設計(ji)(ji)環節，主編(bian)(bian)組(zu)(zu)織(zhi)(zhi)制定(ding)(ding)教(jiao)(jiao)材(cai)(cai)編(bian)(bian)寫(xie)(xie)(xie)方案，提出教(jiao)(jiao)材(cai)(cai)編(bian)(bian)寫(xie)(xie)(xie)的(de)整體思路，組(zu)(zu)織(zhi)(zhi)編(bian)(bian)寫(xie)(xie)(xie)團(tuan)隊研(yan)(yan)討確定(ding)(ding)教(jiao)(jiao)材(cai)(cai)的(de)縱向(xiang)結(jie)(jie)構(gou)(gou)和橫(heng)向(xiang)結(jie)(jie)構(gou)(gou)，設計(ji)(ji)教(jiao)(jiao)材(cai)(cai)樣章，確定(ding)(ding)編(bian)(bian)寫(xie)(xie)(xie)人(ren)員分(fen)工(gong)(gong)與進度安排。第(di)三(san)，分(fen)工(gong)(gong)編(bian)(bian)寫(xie)(xie)(xie)環節，團(tuan)隊成員根(gen)據(ju)分(fen)工(gong)(gong)搜集相(xiang)應的(de)資(zi)源與素(su)材(cai)(cai)，分(fen)頭開展(zhan)教(jiao)(jiao)材(cai)(cai)編(bian)(bian)寫(xie)(xie)(xie)，過程中(zhong)根(gen)據(ju)進展(zhan)情況(kuang)開展(zhan)必要(yao)(yao)的(de)交流與研(yan)(yan)討。第(di)四，定(ding)(ding)稿(gao)送審環節，由主編(bian)(bian)親(qin)自組(zu)(zu)織(zhi)(zhi)統稿(gao)，并將修改意見(jian)反饋給(gei)參編(bian)(bian)人(ren)員，修改完(wan)成后經專家(jia)審讀和出版機(ji)構(gou)(gou)“三(san)審三(san)校”，確定(ding)(ding)教(jiao)(jiao)材(cai)(cai)定(ding)(ding)稿(gao)，再按相(xiang)應要(yao)(yao)求(qiu)(qiu)組(zu)(zu)織(zhi)(zhi)教(jiao)(jiao)材(cai)(cai)送審。
來源：《職業技術教育》。
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