高职高技能人才培养障碍及出路——学校文化变革的视角-obstacles and solutions to training high-skilled talents in higher vocational colleges - from the perspective of school cultural reform.docxVIP

摘 摘 要II摘 要面对我国经济发展中对高技能人才的迫切需求，高职高技能人才培养成为当 务之急。高职高技能人才培养是一个系统工程，需要来自政府、企业、高职院校 的多方努力缺一不可，但受历史与现实条件制约，当前的高职高技能人才培养本 质上仍然是学校形态的职业教育，主要围绕着高职院校展开，从横向上表现为产 学合作下的高职高技能人才培养，从纵向上表现为“教师—课程—学生”建构中 的高职高技能人才培养。当前整个社会处于转型的变革时期，高职高技能人才培养也表现出变革的特 征，横向上产学合作正由单向度的合作走向多向度的合作，纵向上“教师—课程—学生”建构正由学问导向的单向流动走向实践导向的多元互动。在这过程中， 高职院校发生着深刻的变革，学校文化是学校变革中最重要的也是最难的。从现 实看，当前高职院校的学校文化无论从内容还是主体都严重阻碍着高职高技能人 才培养，造成这一现状的根本原因在于：高职院校的学校文化受制于高职院校发 展初期的历史阶段、受制于普通学校霸权引发的文化霸权，尚未形成自身的特色 学校文化；同时，社会转型期下，高职学校文化内部以教师文化与学生文化冲突、 学生反学校文化为典型的文化冲突加剧。解构当前高职高技能人才培养的学校文 化障碍，必须在当前高职学校变革引发的学校文化变革中进行文化反省：高职高 技能人才培养需要的特色学校文化，需要在外部对接以企业文化为首的多元文 化、内部再造实践导向的学校文化共同体中逐步形成。有了这样的文化反省，更 需要增强这样的自觉意识，从而真正构建符合高职高技能人才培养的学校文化。关键词：高职高技能人才培养、学校文化、变革AbstractAbstractIIIIAbstractFacing the urgent demand of high-skilled talents for our countrys economic development, the cultivation of high-skilled higher vocational talents has already become the urgent affairs. The cultivation of high-skilled higher vocational talents is a systematic project, it needs the multiple cooperation of government, enterprise and higher vocational colleges, none of which is dispensable. However, restricted to the historic and realistic conditions, the current cultivation of high-skilled higher vocational talents is essentially the school-centered vocational education, which is mainly developed around vocational colleges. Laterally, it manifested as the cultivation of high-skilled higher vocational talents in the case of industry-college cooperation. longitudinally, it manifested as the cultivation of high-skilled higher vocational talents under the construction of the teachers - curriculum - students mode.Nowadays, the society is in the transformation period, the cultivation of high-skilled higher vocational talents also presents the characteristic of revolutionary. Laterally, the industry-college cooperation is opening the way from the one-dimensional cooperation to the multi-dimensional one. Longitudinally, the teachers - curriculum - students mode is also opening t