Project design demonstration
(1) Summary of the research status of this topic at home and abroad.
1. Curriculum construction is the bottleneck of connotation construction of higher vocational education in China.
The theoretical research and practical exploration process of higher vocational education for more than 20 years is a process of continuous development from macro to micro, from extensive to fine, from attaching importance to scale expansion to connotation construction. After experiencing the stage of scale expansion, connotation development has become the main problem to be solved in the current and future development of higher vocational education in China, and curriculum construction is one of the key contents of connotation construction of higher vocational education. "Several Opinions of the Ministry of Education on Improving the Teaching Quality of Higher Vocational Education in an All-round Way" puts forward that curriculum construction and reform are the core of improving the teaching quality, and also the focus and difficulty of teaching reform. Higher vocational colleges should actively cooperate with industry enterprises to develop courses, and reform the curriculum system and teaching content according to the requirements of technical fields and professional posts (groups) and referring to relevant professional qualification standards. Establish curriculum standards that emphasize the cultivation of professional ability, standardize the basic requirements of curriculum teaching, and improve the quality of curriculum teaching.
2. Put forward the curriculum view based on working process.
At the beginning of 2006, Mr. Jiang Dayuan, the research institute of the Vocational and Technical Education Center of the Ministry of Education, pointed out in the article "Reflections on Basic Problems of Vocational Education" that the curriculum reform of vocational education has been stagnant for a long time because the design and arrangement of the micro-content of the curriculum are far from jumping out of the barriers of the discipline system, so the textbooks compiled under the bondage of this traditional concept can never meet the needs of vocational work. Undoubtedly, the ranking of curriculum content has become the key to restrict the success or failure of curriculum reform in vocational education. Developing courses in the order of working process is a breakthrough to highlight the characteristics of vocational education.
"Pre-examination Standard of Recommended Colleges for the Construction of National Model Higher Vocational Colleges in 2007 (Trial)" requires: developing teaching content based on enterprise working process, implementing teaching methods based on real work tasks or social products, establishing curriculum standards that highlight the cultivation of professional ability and quality, standardizing the basic requirements of curriculum teaching and improving the quality of curriculum teaching.
In July, 2007, the International Symposium on Curriculum Design and Teacher Education of Vocational Education Based on Working Process was held in Beijing Union University. The seminar mainly summarized and introduced the research and exploration practice of curriculum design based on working process in vocational education in various countries. Participants believe that the "working process-based curriculum design method" is an advanced curriculum design method worth learning and learning from in higher vocational education, which should be combined with the national conditions of China.
(2) The purpose and significance of this topic.
Network system management specialty came into being under the market background of increasing social demand for network talents, and it is a new growth point of computer specialty in higher vocational colleges. The establishment of "Network System Management Specialty" is basically only 4-5 years nationwide, so the curriculum system construction of this specialty has no rules to follow, and it is basically in the stage of exploration and research, experimental reform, exploration of laws and summary and improvement.
The network management major of our school was established in 2005, and it was officially enrolled in 2006. The thinking and exploration of this major construction can be said to be in the forefront. In 2005, we began to investigate the talent training direction of this major, and on this basis, we started the construction of curriculum system, teacher training, training places and bases. Through several years of teaching practice, we have formed a clear idea of specialty construction, trained teachers and achieved certain results. However, we are also clearly aware that the development of professional courses is not strong enough, the teaching effect of the courses is not satisfactory, and the knowledge of students does not meet the requirements of enterprises. In the past two years, we have made some reforms and explorations on the professional core courses by drawing lessons from the case-driven and project-driven curriculum design ideas, such as collecting cases and establishing a case base. However, this unsystematic curriculum design improvement based on teachers' voluntary consciousness has little effect.
At present, the proposal of "curriculum view based on working process" has become a hot topic in vocational education curriculum research. Seriously studying and practicing the curriculum development of network system management specialty based on working process can help us out of the predicament faced by network system management specialty on the one hand; On the other hand, it is also conducive to the theoretical research and practical discussion of curriculum construction in higher vocational education.
(3) Research content and outline (decomposition and concretization of research content, proposal of operational measures)
The research is mainly carried out from the following two aspects:
1. Develop professional curriculum system based on working process.
Starting with the investigation of network system management positions (groups), according to the ability requirements of typical tasks, this paper analyzes, induces and summarizes different action fields, and then realizes the transformation from action fields to learning fields through scientific analysis, forming a modular professional curriculum system. In the process of development, it is necessary to break the traditional subject curriculum model which focuses on knowledge transmission, and conduct repeated research and demonstration and practical test on each link, and finally form a mature curriculum system.
2. Develop professional courses based on working process.
First, the development of professional course content: organize professional course content with the task as the center, highlight the cultivation of professional ability, select theoretical knowledge around the task needs, and integrate the requirements of relevant professional qualification certificates for knowledge, skills and attitude. Design learning activities with typical products as the carrier, and integrate theory and practice with tasks as the center to realize the integration of theory and practice. The second is the development of teaching process: through school-enterprise cooperation and the construction of campus training base, we can fully develop learning resources, build learning situations and provide students with rich practical opportunities. Third, the evaluation of teaching effect: the combination of process evaluation and result evaluation, through the combination of theory and practice, focuses on evaluating students' professional ability.
Implementation method:
1, Investigation of Network System Management Specialty: Through the development trend, talent structure and demand of network management specialty, as well as the teaching status of this specialty in higher vocational colleges, to find the gap between them, so as to provide principled suggestions for professional curriculum reform.
2. Task analysis: Task analysis is a process of decomposing the tasks that need to be completed by the network system management major (group), with the purpose of mastering its specific work content and the knowledge and skills needed to complete the tasks.
3. Curriculum system analysis: Set the curriculum categories according to the relevance of tasks or projects, not the relevance of knowledge (subject courses).
4. Course content analysis: according to the professional ability needed to complete the task, analyze and acquire the knowledge, skills, attitude and organizational relationship of a specific course.
5. Teaching process analysis: including teaching organization form, teaching method and teaching place design analysis.
6. Teaching implementation evaluation: the implementation of teaching process, the detection of teaching effect and the feedback of teaching effect to relevant links, so that the whole development process constitutes an orderly cycle process.
(4) The main research ideas and methods of this topic.
Research ideas: Under the guidance of the curriculum view based on working process, the network system management posts (groups), professional ability and working process are investigated, the modular curriculum system of network system management specialty based on working process is constructed, the core curriculum is developed, and it is verified, evaluated and improved in the teaching implementation process to improve the teaching quality.
Main methods:
1. Literature research method: collect, consult and sort out the information about the reform of curriculum system, curriculum content and teaching methods, and pay special attention to the theoretical research results and practical exploration activities of "curriculum view based on working process" to provide a basis for the research of the subject.
2. Investigation and research method: through discussion, interview and written form, investigate and collect the professional ability requirements and work tasks of network management posts (groups).
3. Comprehensive induction: According to the ability requirements of typical tasks of network management specialty, analyze, summarize and form different action fields, and then realize the transformation from action fields to learning fields through scientific analysis, forming a modular professional curriculum system.
4. Case study method: According to the actual working process, core courses are selected for dissection and combing, with practical experience, strategies and other process knowledge as the mainstay, and typical cases and projects as the carrier to design teaching content.
5. Action research method: combining curriculum development research based on working process with teaching implementation, while researching, implementing, evaluating and improving.
(V) The emphases, difficulties and innovative value of this topic.
Research emphases and difficulties:
1. Course system analysis: Set course categories according to the relevance of tasks or projects, not the relevance of knowledge (subject courses).
2. Course content analysis: according to the professional ability needed to complete the task, analyze and acquire the knowledge, skills, attitude and organizational relationship of a specific course.
3. Teaching process analysis: including teaching organization form, teaching method and teaching place design analysis.
4. Teaching implementation evaluation: the implementation of the teaching process and the detection of teaching effect, the teaching effect should be fed back to the relevant links, so that the whole development process constitutes an orderly cycle process.
Major innovations:
This study has a higher starting point, stronger pertinence, better breadth and depth. The main contents involved are: modularization of curriculum system, core curriculum development based on working process, and research and practice of more specific teaching contents and means.
In the research process of this topic, we will expand the research depth according to the theory of "curriculum view based on working process" and the current situation of computer network specialty in our school. Specifically:
1. Form a modular curriculum reform scheme based on working process suitable for network management major;
2. Build some important and key modular implementation mechanisms and platforms, such as "double-qualified" work teams, the development of school-based curriculum handouts, and the development of evaluation systems.
3. Pay attention to the enterprise's demand for employees' professional ability, and construct students' key ability module accordingly, so as to make it more in line with the requirements of modern professional people.
4. The core curriculum integrates the requirements of relevant vocational qualification certificates for knowledge, skills and attitudes, so that students can have relevant vocational qualifications while studying and lay a good foundation for employment.