Strengthening Applied Research: The Road to Professional Construction in Higher Vocational Colleges Under “Double High Program”

Bin Enlin

doi:10.16382/j.cnki.1000-5560.2020.01.004

Volume 38 Issue 1

Jan. 2020

Turn off MathJax

Article Contents

Article Navigation > Journal of East China Normal University (Educational Sciences) > 2020 > 38(1): 33-42

Bin Enlin. Strengthening Applied Research: The Road to Professional Construction in Higher Vocational Colleges Under “Double High Program”[J]. Journal of East China Normal University (Educational Sciences), 2020, 38(1): 33-42. doi: 10.16382/j.cnki.1000-5560.2020.01.004

Citation:

Bin Enlin. Strengthening Applied Research: The Road to Professional Construction in Higher Vocational Colleges Under “Double High Program”[J]. Journal of East China Normal University (Educational Sciences), 2020, 38(1): 33-42. doi: 10.16382/j.cnki.1000-5560.2020.01.004

Citation:

PDF( 677 KB)

Strengthening Applied Research: The Road to Professional Construction in Higher Vocational Colleges Under “Double High Program”

doi: 10.16382/j.cnki.1000-5560.2020.01.004

Bin Enlin

Institute of Vocational Education and Adult Education, East China Normal University; The National Research Institute for Teaching Materials of TVET, Shanghai 200062, China

Available Online: 2019-12-27
Publish Date: 2020-01-01

Abstract

Abstract

In order to implement the “National Vocational Education Reform Implementation Plan”, China has issued the “Double High Program” related policy documents, aiming to build a batch of high-level higher vocational colleges and programs. This should be another opportunity to improve the professional connotation of higher vocational colleges. The traditional professional construction path can no longer function again. It is necessary to strengthen the technical application research focusing on technology and product research and development, so that higher vocational colleges can go beyond the previous professional construction in the curriculum reform, teaching reform, teacher reform and other paths. This can help vocational colleges play their own unique professional advantages. However, at present, the application of high-level applied research still faces a series of problems such as difficult to obtain problems. It’s difficult for higher vocational colleges to conduct research project, apply research results, form methods and teams, and construct indicator systems. Therefore, it's suggested that all the problems should be addressed systematically.
- “Double High Program”,
- higher vocational colleges,
- applied research,
- professional construction,
- strategy

FullText(HTML)

References(25)

References

[1]	陈桂生.(2008). 普通教育学纲要. 上海: 华东师范大学出版社.
[2]	封家福, 等. (2015). 高职教师横向科研能力提升研究. 中国高校科技,(03),34−36.
[3]	顾健. (2009). 高职科技管理推进技术服务的三个主动. 科技管理研究,(09),221−222.
[4]	郭少东. (2017). 地方本科高校转型发展中的应用性科研体制建设. 中国高校科技,(09),36−39.
[5]	孔金. (2012). 高职院校科研范式建构研究. 教育与职业,(11),171−173. doi: 10.3969/j.issn.1004-3985.2012.11.080
[6]	罗尧成, 刘桐. (2018). 教育部人文社科高职研究项目立项分析. 中国高校科技,(Z1),77−80.
[7]	欧阳新, 黄超. (2016). 职业院校科研地位与优化路径新论. 中国教育学刊,(S1),153−155.
[8]	宿莉, 等. (2018). 高职院校科研竞争力评价内容和分析方法探析——以重庆城市管理职业学院为例. 职教论坛,(02),151−156.
[9]	孙毅颖. (2012). 对高职院校科研问题争论引发的思考. 中国高教研究,(12),92−95.
[10]	王旭明. (2009). 高职还是少提搞科研为好. 中国青年报, 2019-12-14.
[11]	王小梅, 等. (2017). 2016年全国高校高职教育科研论文统计分析——基于22家教育类中文核心期刊的发文情况. 中国高教研究,(12),88−94.
[12]	王扬南. (2018). 2013—2017职业教育科研情况综述(数据视角). 中国职业技术教育,(04),14−29.
[13]	徐国庆. (2005). 实践导向职业教育课程研究: 技术学范式. 上海: 上海教育出版社.
[14]	徐国庆. (2016). 智能化时代职业教育人才培养模式的根本转型. 教育研究,(03),72−78. doi: 10.3969/j.issn.2095-1663.2016.03.014
[15]	徐国庆. (2018). 高水平高职院校的范型及其建设路径. 中国高教研究,(12),93−97.
[16]	徐丽. (2017). 高职院校科研成果转化困境及对策. 中国高校科技,(10),66−67.
[17]	袁慧玲. (2016). 基于五元联系数的高职院校教师科研绩效评价研究. 中国职业技术教育,(03),48−51.
[18]	赵谦. (2016). 高职院校教师的科研困境与对策. 中国高校科技,(09),56−57.
[19]	Beddie, F. M., & Simon, L. (2017). VET Applied Research: Driving VET's Role in the Innovation System. National Centre for Vocational Education Research Ltd. PO Box 8288, Stational Arcade, Adelaide, SA 5000, Australia.
[20]	Godin, B., & Lane, J (2011). Research or development? A short history of research and development as categories. Gegenworte, 26, 44, 48, 1652−1669.
[21]	Griffioen, D. M. E., & de Jong, U. (2012). Academic Drift in Dutch Non-University Higher Education Evaluated: A Staff Perspective. Higher Education Policy, 26(2), 173−191.
[22]	Loveder, P. & Guthrie, H. (2018). History of VET research: 1974—2018, VET Knowledge Bank, NCVER, Adelaide, retrieved from: http://www.voced.edu.au/vet-knowledge-bank-history-vet-research.
[23]	Manual, O. (2005). Guidelines for collecting and interpreting innovation data (2005). A joint publication of OECD and Eurostat, Organization for Economic Co-Operation and Development. Statistical Office of the European Communities.
[24]	Moodie, G. (2006). Vocational education institutions’ role in national innovation. Research in Post-Compulsory Education, 11(2), 131−140. doi: 10.1080/13596740600768901
[25]	Sutton, N. C., & Brown, D. A. (2016). The illusion of no control: management control systems facilitating autonomous motivation in university research. Accounting & Finance, 56(2), 577−604.