高职“2+1”人才培养模式下课程整合初探

胡玉珊

摘 要 本文针对高职“2+1”人才培养模式下专业基础课课时有限的问题，以水利工程专业的工程力学与水工混凝土结构课程整合为例，从整合背景、教材体系的建立、教学内容的改革以及教学方法改进四个方面进行了论述。得出结论：整合后的课程加大了课改力度，把知识与能力两者有机结合，让学生掌握扎实的专业基础知识，真正意义上做到以职业能力为主线整合课程内容。

關键词 高职 “2+1”人才培养模式 课程整合 工程力学 水工混凝土结构

中图分类号：G424 文献标识码：A DOI：10.16400/j.cnki.kjdks.2019.02.054

Study on Course Integration under the Higher Vocational

“2+1”Talent Training Mode

——Taking the Hydraulic Engineering Course Integration of Engineering Mechanics and

Hydraulic Concrete Structure as an Example

HU Yushan

（Zhejiang Tongji Vocational College of Science and Technology， Hangzhou， Zhejiang 311231）

Abstract Aiming at the problem of limited class hours of specialized basic courses under the higher vocational "2+1" talent training mode， this paper takes the hydraulic engineering Course integration of engineering mechanics and hydraulic concrete structure as an example， and discusses from four aspects， they are the integration background， the establishment of teaching material system， the reform of teaching content and the improvement of teaching methods. It is concluded that the integrated course has increased the intensity of course reform， combining knowledge and ability organically， so that students can grasp solid professional basic knowledge and makes the course integration with professional ability as the main line.

Keywords higher vocational； "2+1" talent training mode； course integration； Engineering Mechanic； hydraulic concrete structure

0 前言

浙江同济科技职业学院水利工程专业采用“2+1”的人才培养模式，即在校期间的前2年内完成公共基础课程、专业基础课程和专业核心课程的学习，最后1年到企业顶岗实习并完成毕业论文和答辩。这种培养模式导致学生校内学习的课时有限，而且教育主管部门相关文件对高职教育教学课时总数作出明确规定，甚至对部分类别的课程（如思政课程、高数、外语、体育等公共基础课程）的课时数和所占比例都作出明确的规定，这就使得高职教育对专业相关课程进行整合非常必要和迫切。[1]

“课程整合”的意思就是将课程内容中分化出来的各个部分比较紧密地联系起来，是指将原来自成体系的各门课程或各教学环节中有关的教学内容，通过新的组合方式进行整理与合并，使相关课程或环节形成内容冗余度少、结构合理、整体协调的新型课程体系，做到集成优势，聚合亮点，发挥其综合优势。……