分层递进式“双创”人才培养模式构建与实践
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摘要
在"大众创业,万众创新"的时代背景下,大学生作为最具活力创新创业主体,针对其自身存在的个性化差异,"项目+工作室+竞赛"分层递进式创新人才培养模式适合大学生创新能力的培养。广西职业技术学院以项目实践作为贯穿整个人才培养的核心,建立移动应用开发工作室作为实验载体,开展技能竞赛,分阶段、分类别、分层次三方共同促进的创新人才培养,完善了人才培养质量保障体系。
Under the background of "mass entrepreneurship and innovation", college students are the most dynamic innovation and entrepreneurship subject. The project + workroom + competition hierarchical and progressive innovation talent training mode is suitable for the cultivation of college students' innovation ability according to their individual differences. Guangxi Vocational and Technical College takes project practice as the core of talent cultivation, establishes mobile application development workroom as the experimental carrier, develops skills competition, promotes innovative talent cultivation by stages, classifications and levels, and improves the quality assurance system of talent cultivation.
Under the background of "mass entrepreneurship and innovation", college students are the most dynamic innovation and entrepreneurship subject. The project + workroom + competition hierarchical and progressive innovation talent training mode is suitable for the cultivation of college students' innovation ability according to their individual differences. Guangxi Vocational and Technical College takes project practice as the core of talent cultivation, establishes mobile application development workroom as the experimental carrier, develops skills competition, promotes innovative talent cultivation by stages, classifications and levels, and improves the quality assurance system of talent cultivation.
引文
[1]隋姗姗,钱凤欢,王树恩.我国创新创业人才培养路径探析:基于国外经验比较与创新创业教育生态系统构建的角度[J].科学管理研究,2018(5):105-108.
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[4]李敏,郭永彩,刘嘉敏,等.测控与电子信息类创新创业实践平台建设与实践[J].实验室研究与探索,2018(8):206-210.
[5]刘君.“互联网+”背景下校企共建师生工作室研究[J].实验技术与管理,2018(9):186-189.
[6]夏园.基于学科竞赛的金融学专业实践教学创新性改革实践[J].高教论坛,2018(10):36-39.
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[8]张海鸥.基于创新工作室的软件技术专业双创人才培养的研究[J].电子世界,2018(18):55-56.
[9]胡光永.以工作室为载体拓展IT“双创”教育实践教学新形式[J].教育与职业,2018(18):101-104.
[10]潘泽锴.依托竞赛平台培养高职学生创新实践能力[J].广西教育,2016(35):29-30.
[2]刘繁荣,傅俊,丁淑芳.高职院校现代学徒项目“分层递进式”质量保证体系的构建[J].中国职业技术教育,2018(22):72-76.
[3]黄永杰.民族地区骨干高职院校“项目递进式”人才培养模式创新实践:广西职业技术学院电气自动化技术专业人才培养模式实施[J].轻工科技,2012,(10):119-120.
[4]李敏,郭永彩,刘嘉敏,等.测控与电子信息类创新创业实践平台建设与实践[J].实验室研究与探索,2018(8):206-210.
[5]刘君.“互联网+”背景下校企共建师生工作室研究[J].实验技术与管理,2018(9):186-189.
[6]夏园.基于学科竞赛的金融学专业实践教学创新性改革实践[J].高教论坛,2018(10):36-39.
[7]刘国联,何燕.铁道供电技术专业中高职衔接“模块化、项目化、递进式”课程体系构建[J].高教学刊,2018(8):169-171.
[8]张海鸥.基于创新工作室的软件技术专业双创人才培养的研究[J].电子世界,2018(18):55-56.
[9]胡光永.以工作室为载体拓展IT“双创”教育实践教学新形式[J].教育与职业,2018(18):101-104.
[10]潘泽锴.依托竞赛平台培养高职学生创新实践能力[J].广西教育,2016(35):29-30.