|
|
Discussion on the construction and practice of a new type of education carrier of industry |
ZHOU Shuanglin XU Xiaojun XIA Miaofen |
Zhejiang Pharmaceutical College, Zhejiang Province, Ningbo 315100, China |
|
|
Abstract Based on the transformation and upgrading of the health industry, especially the rapid development and change of the demand for talents and technical services, taking the construction of the “IVD industry innovation class” as an example, from the perspective of a community of shared destiny for the coordinated development of “discipline-professional-industrial chain”, based on the six-in-one concept of “government-industry-university-research transformation”, it integrates all resources and creates various functions, as an effective support for education and services, the carrier and platform of the company have innovated and established the operating system mechanism of this new carrier of integrated education and education according to the inherent requirements of “discipline-professional-industrial chain”. The practice results are good, which is helpful to realize the goal of deepening the integration of industry and education and collaborative education.
|
|
|
|
|
[1] 迈克尔·波特.竞争优势[M].北京:华夏出版社,1997:39-43.
[2] 陈士慧,胡赤弟.学科-专业-产业链融合价值链分析—基于知识流动视角[J].科技进步与对策,2013,30(2):142-146.
[3] 胡赤弟.论区域高等教育中学科-专业-产业链的构建[J].教育研究,2009(6):83-88.
[4] 疏礼兵,刘艳彬.东北大学与东软构建学科-专业-产业链的案例研究[J].产业经济,2016(3):163-166.
[5] 潘懋元.产学研合作教育的几个理论问题[J].中国大学教学,2008(3):15-17.
[6] 刘慧,钱志刚.学科-专业-产业链:应用型本科院校转型发展路径探索[J].高等理科教育,2015(6):17-22.
[7] 王贺元,吴卿艳.论产学研范式到学科-专业-产业链范式的转变[J].教育发展研究,2011(1):73-76.
[8] Aggarwal N,Walden EA. Intellectual Property Bundle (IPB) Theory: Managing Transaction Costs in Technology Development through Network Governance [J]. Decision Support System,2009,48(1):23-32.
[9] 王贺元,胡赤弟.学科-专业-产业链:协同创新视域下的基层学术组织创新[J].中国高教研究,2012(12):38-42.
[10] 袁贵仁.稳步推进“2011计划”顺利实施—在“高等学校创新能力提升计划”工作部署视频会上的讲话[Z].2012-05-07.
[11] 龚虹波,胡赤弟.高校学科-专业-产业链治理机制研究--政策网络比较分析的视角[J].教育发展研究,2016, 36(13):71-78.
[12] 胡赤弟.双重压力下服务型人才培养模式的重构[J].高等教育研究,2009,30(2):80-85.
[13] 邓泽民,李欣.职业教育产业学院基本内涵及界定要求探究[J].职教论坛,2021,37(4):44-50.
[14] 邱福明.高职地方特色产业学院建设的价值逻辑与着力点[J].中国职业技术教育,2021(19):61-64.
[15] 周红利,吴升刚.高职院校产业学院的演化综述[J].中国职业技术教育,2021(18):65-70.
[16] 金劲彪,侯嘉淳,李继芳.现代产业学院建设的法律风险与防范—基于江浙产业学院建设的实证分析[J].教育发展研究,2021(5):20-27.
[17] 任金秀,周红利.产业学院:中国特色产教融合的组织创新[J].职教论坛,2021(4):51-55.
[18] 王春利,孙丹丹,徐瑶.“五个一体化”现代产业学院新模式建设研究[J].现代教育科学,2021(4):149-156.
[19] 段明.基于产教融合的高职产业学院治理模式、问题与路径[J].教育与职业,2021(16):28-35.
[20] 黄彬.现代产业学院知识协同生产与课程开发探析[J].教育发展研究,2021(5):14-19.
[21] 方一鸣,戴世明.高职院校混合所有制产业学院的探索与思考—以南通职业大学为例[J].继续教育研究,2021(7):69-74.
[22] 李媛.高职院校混合所有制产业学院建设的多重制度逻辑[J].教育学术月刊,2021(6):33-38.
[23] 谢圣高,宁勇,刘湘,等.医学检验技术专业“产业班”人才培养模式的实践探索[J].中国高等医学教育,2017,(12):40-41.
[24] 刘桓,陈福明,程艳红.基于产教园的高职院校深化产教融合协同育人的机制探索[J].中国职业技术教育,2018,(25):51-57.
[25] 尚涛.基于学科-专业-产业链的高校创业教育模式研究[D].宁波:宁波大学,2013.
[26] 黄志兵.高职“专业-产业链”人才培养模式研究-宁波市为例[J].宁波大学学报(教育科学版),2014,36(1):102-105. |
|
|
|