职业院校教师数字素养是一项综合能力体系,涵盖了专业素养、实践素养及社会素养三大维度,其提升是响应经济社会发展、满足时代需求的关键,也是职业教育信息化2.0推进的核心。针对当前职业院校教师数字素养提升面临观念滞后、课程体系不...职业院校教师数字素养是一项综合能力体系,涵盖了专业素养、实践素养及社会素养三大维度,其提升是响应经济社会发展、满足时代需求的关键,也是职业教育信息化2.0推进的核心。针对当前职业院校教师数字素养提升面临观念滞后、课程体系不完善、制度不健全、资源投入不足等问题,文章提出强化职业院校教师主体意识、制定科学合理的保障制度、加强教师数字能力专题培训、构建数字素养提升共同体等措施,全面提升职业院校教师数字素养,促进职业教育数字化转型,培养更多适应未来需求的技术技能型人才。The digital literacy of vocational college teachers constitutes a comprehensive capability system, encompassing professional literacy, practical literacy, and social literacy. Enhancing this literacy is crucial for responding to economic and social development, meeting the demands of the era, and serving as the core of advancing Vocational Education Informatization 2.0. Currently, the enhancement of vocational college teachers’ digital literacy confronts challenges such as lagging perceptions, incomplete curriculum systems, inadequate institutional frameworks, and insufficient resource investments. This article proposes measures including strengthening teachers’ subjective awareness, establishing scientific and reasonable safeguard systems, intensifying specialized training in digital competencies, and constructing a digital literacy enhancement community. These initiatives aim to comprehensively elevate the digital literacy of vocational college teachers, facilitate the digital transformation of vocational education, and cultivate a greater number of technically skilled talents adept at meeting future demands.展开更多
文章聚焦于“三全育人”理念下高职院校辅导员职业能力的提升路径,针对辅导员在工作中面临的角色定位模糊、专业知识薄弱、科研能力不足等问题,从理论与实践结合的角度提出明确职业定位、深化理论学习、强化科研能力等策略,旨在为辅导...文章聚焦于“三全育人”理念下高职院校辅导员职业能力的提升路径,针对辅导员在工作中面临的角色定位模糊、专业知识薄弱、科研能力不足等问题,从理论与实践结合的角度提出明确职业定位、深化理论学习、强化科研能力等策略,旨在为辅导员职业能力发展提供系统性指导。This paper focuses on the path to improving the professional competence of counselors in higher vocational colleges under the concept of “comprehensive education with full participation, throughout the entire process, and across all aspects” (Three-Whole Education). Addressing issues such as ambiguous role definitions, insufficient professional knowledge, and inadequate research capabilities faced by counselors in their work, the paper proposes strategies to clarify professional positioning, deepen theoretical learning, and strengthen research capabilities from a combination of theoretical and practical perspectives. The aim is to provide systematic guidance for the development of counselors’ professional competence.展开更多
文摘职业院校教师数字素养是一项综合能力体系,涵盖了专业素养、实践素养及社会素养三大维度,其提升是响应经济社会发展、满足时代需求的关键,也是职业教育信息化2.0推进的核心。针对当前职业院校教师数字素养提升面临观念滞后、课程体系不完善、制度不健全、资源投入不足等问题,文章提出强化职业院校教师主体意识、制定科学合理的保障制度、加强教师数字能力专题培训、构建数字素养提升共同体等措施,全面提升职业院校教师数字素养,促进职业教育数字化转型,培养更多适应未来需求的技术技能型人才。The digital literacy of vocational college teachers constitutes a comprehensive capability system, encompassing professional literacy, practical literacy, and social literacy. Enhancing this literacy is crucial for responding to economic and social development, meeting the demands of the era, and serving as the core of advancing Vocational Education Informatization 2.0. Currently, the enhancement of vocational college teachers’ digital literacy confronts challenges such as lagging perceptions, incomplete curriculum systems, inadequate institutional frameworks, and insufficient resource investments. This article proposes measures including strengthening teachers’ subjective awareness, establishing scientific and reasonable safeguard systems, intensifying specialized training in digital competencies, and constructing a digital literacy enhancement community. These initiatives aim to comprehensively elevate the digital literacy of vocational college teachers, facilitate the digital transformation of vocational education, and cultivate a greater number of technically skilled talents adept at meeting future demands.
文摘文章聚焦于“三全育人”理念下高职院校辅导员职业能力的提升路径,针对辅导员在工作中面临的角色定位模糊、专业知识薄弱、科研能力不足等问题,从理论与实践结合的角度提出明确职业定位、深化理论学习、强化科研能力等策略,旨在为辅导员职业能力发展提供系统性指导。This paper focuses on the path to improving the professional competence of counselors in higher vocational colleges under the concept of “comprehensive education with full participation, throughout the entire process, and across all aspects” (Three-Whole Education). Addressing issues such as ambiguous role definitions, insufficient professional knowledge, and inadequate research capabilities faced by counselors in their work, the paper proposes strategies to clarify professional positioning, deepen theoretical learning, and strengthen research capabilities from a combination of theoretical and practical perspectives. The aim is to provide systematic guidance for the development of counselors’ professional competence.
