2024年7月21日 星期日
协同推进:民族地区高校双创教育发展新路径
Collaborative Promotion:A New Path for the Development of Dual-Innovation Education in Colleges and Universities in Ethnic Minority Area
摘要

新时代背景下, 人才是第一资源、创新是第一动力, 重视高校双创教育愈发重要。高校是民族地区培养区域社会经济发展人才的重要阵地, 而双创教育则是民族地区培养双创英才的重要载体。但对于落后的西部民族地区高校, 具有民族特色鲜明、教育基础薄弱、学生背景多样的特点。因此, 西部民族地区高校须因地制宜, 充分发挥民族地区高校在西部双创教育的效能, 实现教育助力学生双创能力生成, 使双创教育真正成为强化民族地区现代化建设的重要支撑点。作为区域培养创新型英才的主要阵地, 民族地区高校对双创教育进行了丰富的探索和实践, 通过剖析民族地区高校的双创教育现状, 发现存在双创教育师资无力化、双创教育实践表面化、双创教育资源碎片化、双创教育精神空洞化的问题。鉴于此, 通过分析民族地区各高校的双创教育模式和现实案例, 提出基于双创竞赛的“TPRS”的循环双创教育模式以及五级联动双创英才培养组织架构, 以培育双创英才为本, 探索民族地区高校双创教育发展新路径, 引领民族地区双创教育高质量发展。

Abstract

In the context of the new era, talent is the first resource and innovation is the first driving force, and it is more and more important to emphasize the dual-creation education in colleges and universities. Colleges and universities are an important position for cultivating talents for regional social and economic development in ethnic areas, while dual-creative education is an important carrier for cultivating dual-creative talents in ethnic areas. However, for the backward colleges and universities in the western ethnic areas, they are characterized by distinctive ethnic characteristics, weak educational foundation and diverse student backgrounds. Therefore, universities in the western ethnic areas must adapt to local conditions, give full play to the effectiveness of dual-creation education in universities in ethnic areas in the west, and realize that education helps students generate dual-creation ability, so that dual-creation education can really become an important support point for strengthening the modernization construction of ethnic areas. As the main position for cultivating innovative talents in the region, colleges and universities in ethnic areas have carried out rich exploration and practice of dual-creation education. By analyzing the current situation of dual-creation education in colleges and universities in ethnic areas, it is found that there are the problems of incapacitation of dual-creation education faculty, superficiality of dual-creation education practice, fragmentation of dual-creation education resources, and emptying of the spirit of dual-creation education. In view of this, by analyzing the dual-creation education models and real cases of colleges and universities in ethnic areas, we put forward the cyclic dual-creation education model based on dual-creation competition “TPRS” and the five-level linkage dual-creation talent cultivation organization structure, in order to cultivate dual-creation talents as the basis, explore the new path of dual-creation education development in colleges and universities of ethnic areas and lead the high-quality development of dual-creation education in ethnic areas. It will explore a new path for the development of dual-creation education in universities in ethnic areas and lead the development of dual-creation education in ethnic areas.  

DOI10.48014/pcp.20230308003
文章类型研究性论文
收稿日期2023-03-09
接收日期2023-03-16
出版日期2023-09-28
关键词民族地区, 双创教育, “TPRS”模型
KeywordsEthnic areas, dual-innovation education, “TPRS” model
作者韩飞1,2, 高子珺3,*, 吴英花4, 陈子楠5
AuthorHAN Fei1,2, GAO Zijun3,*, WU Yinghua4, CHEN Zinan5
所在单位1. 陕西师范大学教师发展学院/陕西教师发展研究院, 西安 710062
2. 贵州师范大学经济与管理学院, 贵阳 550001
3. 贵州交通技师学院 (贵州省交通运输学校) , 贵阳 550000
4. 安溪县陈利职业中专学校, 泉州 362403
5. 贵阳市投资控股集团有限公司, 贵阳 550000
Company1. School of Teacher Development, Shaanxi Normal University/Shaanxi Institute of Teacher Development, Xian 710062, China
2. School of Economics and Management, Guizhou Normal University, Guiyang 550001, China
3. Guizhou Traffic Technician and Transportation College, Guiyang 550000, China
4. Anxi County Chenli Vocational and Technical School, Quanzhou 362403, China
5. Guiyang Investment Holding Group Corporation, Guiyang 550000, China
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引用本文韩飞, 高子珺, 吴英花, 等. 协同推进: 民族地区高校双创教育发展新路径[J]. 中国教育科学进展, 2023, 2(3): 41-49.
CitationHAN Fei, GAO Zijun, WU Yinghua, et al. Collaborative promotion: a new path for the development of dual-innovation education in colleges and universities in ethnic minority areas[J]. Progress of Chinese Pedagogy, 2023, 2(3): 41-49.