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“工程實踐教育”實驗班簡介
2018-03-08 11:13   審(shen)核(he)人:

隨著我國現(xian)代職教體系(xi)的(de)構建,特別(bie)是(shi)應用技術大(da)(da)學(xue)的(de)快速發展,高校(xiao)工(gong)程(cheng)訓練中(zhong)(zhong)心(xin)(xin)對加(jia)(jia)拿大(da)(da)pc畢業生的(de)需求逐年增(zeng)加(jia)(jia),加(jia)(jia)拿大(da)(da)pc“動(dong)(dong)手動(dong)(dong)腦(nao),全面發展”的(de)辦學(xue)理(li)念(nian)和學(xue)校(xiao)的(de)人才(cai)培養質(zhi)量特別(bie)是(shi)學(xue)生扎(zha)實(shi)的(de)動(dong)(dong)手實(shi)踐和創(chuang)新能(neng)力得到高校(xiao)工(gong)程(cheng)訓練中(zhong)(zhong)心(xin)(xin)的(de)廣泛認可。加(jia)(jia)拿大(da)(da)pc積(ji)極拓(tuo)寬服務領域,綜(zong)合(he)高校(xiao)工(gong)程(cheng)訓練中(zhong)(zhong)心(xin)(xin)指導教師(shi)崗位技能(neng)水平、工(gong)作性質(zhi)、專業方向(xiang)和可持續發展需求等因素(su),組建“工(gong)程(cheng)實(shi)踐教育”實(shi)驗(yan)班(ban)。

“工(gong)(gong)(gong)程(cheng)實(shi)(shi)(shi)踐(jian)(jian)教(jiao)(jiao)育”實(shi)(shi)(shi)驗班于2015年在(zai)(zai)加拿大(da)pc啟動實(shi)(shi)(shi)施(shi),在(zai)(zai)培養模式、教(jiao)(jiao)學(xue)(xue)(xue)模式、課(ke)(ke)程(cheng)模式等方面大(da)力探索(suo),以(yi)(yi)工(gong)(gong)(gong)程(cheng)實(shi)(shi)(shi)踐(jian)(jian)教(jiao)(jiao)學(xue)(xue)(xue)體(ti)系(xi)為主線(xian),構建以(yi)(yi)“工(gong)(gong)(gong)程(cheng)實(shi)(shi)(shi)踐(jian)(jian)能力”和(he)“工(gong)(gong)(gong)程(cheng)實(shi)(shi)(shi)踐(jian)(jian)教(jiao)(jiao)學(xue)(xue)(xue)能力”為核心的課(ke)(ke)程(cheng)體(ti)系(xi),培養擁有較強的工(gong)(gong)(gong)程(cheng)實(shi)(shi)(shi)踐(jian)(jian)能力和(he)工(gong)(gong)(gong)程(cheng)實(shi)(shi)(shi)踐(jian)(jian)教(jiao)(jiao)學(xue)(xue)(xue)能力,可在(zai)(zai)機(ji)械工(gong)(gong)(gong)程(cheng)領域從事(shi)設(she)計制(zhi)造、產品開發(fa)、企業管理和(he)營(ying)銷等方面工(gong)(gong)(gong)作(zuo),能從事(shi)日常工(gong)(gong)(gong)程(cheng)實(shi)(shi)(shi)踐(jian)(jian)教(jiao)(jiao)學(xue)(xue)(xue)、指導學(xue)(xue)(xue)生參加學(xue)(xue)(xue)科競賽和(he)開發(fa)實(shi)(shi)(shi)踐(jian)(jian)教(jiao)(jiao)學(xue)(xue)(xue)項目的一體(ti)化教(jiao)(jiao)師,為高校工(gong)(gong)(gong)程(cheng)訓練(lian)中心培養教(jiao)(jiao)師。

學(xue)校目前“工(gong)程(cheng)實(shi)(shi)踐(jian)教育”實(shi)(shi)驗班(ban)(ban)每(mei)屆1個(ge)班(ban)(ban),不超(chao)過三十人(ren)實(shi)(shi)施單班(ban)(ban)教學(xue),在操(cao)作(zuo)技能(neng)(neng)(neng)方面,培養(yang)(yang)“一專(zhuan)(zhuan)多能(neng)(neng)(neng)”型(xing)人(ren)才,“一專(zhuan)(zhuan)”即要(yao)求達到某工(gong)種(zhong)高(gao)級工(gong)水平,“多能(neng)(neng)(neng)”要(yao)求具有若干(gan)工(gong)種(zhong)中級工(gong)水平;在專(zhuan)(zhuan)業(ye)(ye)(ye)能(neng)(neng)(neng)力(li)(li)(li)(li)(li)方面培養(yang)(yang)工(gong)程(cheng)應用人(ren)員常見工(gong)作(zuo)能(neng)(neng)(neng)力(li)(li)(li)(li)(li),包括設(she)計造(zao)型(xing)、工(gong)藝(yi)編制、工(gong)裝研發、設(she)備養(yang)(yang)護與維修能(neng)(neng)(neng)力(li)(li)(li)(li)(li)等;在師范能(neng)(neng)(neng)力(li)(li)(li)(li)(li)方面,緊貼(tie)實(shi)(shi)訓教學(xue),加強書寫(xie)能(neng)(neng)(neng)力(li)(li)(li)(li)(li)和(he)語言表達能(neng)(neng)(neng)力(li)(li)(li)(li)(li)的訓練(lian),強化實(shi)(shi)踐(jian)教學(xue)能(neng)(neng)(neng)力(li)(li)(li)(li)(li)。實(shi)(shi)驗班(ban)(ban)專(zhuan)(zhuan)業(ye)(ye)(ye)為機械設(she)計制造(zao)及(ji)其自動(dong)化,進入“工(gong)程(cheng)實(shi)(shi)踐(jian)教育”實(shi)(shi)驗班(ban)(ban)的學(xue)生學(xue)籍將(jiang)轉入該(gai)(gai)專(zhuan)(zhuan)業(ye)(ye)(ye),畢(bi)(bi)業(ye)(ye)(ye)時取(qu)得(de)該(gai)(gai)專(zhuan)(zhuan)業(ye)(ye)(ye)的畢(bi)(bi)業(ye)(ye)(ye)證書并申請該(gai)(gai)專(zhuan)(zhuan)業(ye)(ye)(ye)的學(xue)士學(xue)位。

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