高職專業(yè)課程分類教學的必然、內涵與路徑

摘 要 高職課堂針對學生個性化需求，基于專業(yè)技能（群）培養(yǎng)，通過專業(yè)課程（群）開展個性化教學，在尊重差異、尊重個性、避免歧視的前提下，從教學設計邏輯、教學組織邏輯和學習支持邏輯等方面構建實施路徑，以實現學生的個性化發(fā)展。

關鍵詞 高職；專業(yè)課程；分類教學；個性化教學

中圖分類號：G712 文獻標識碼：B

文章編號：1671-489X（2023）08-0067-04

Necessity， Connotation and Route of Classi-fied Teaching for Professional Courses in Higher Vocational Education

HUANG Xiang1， XIONG Ying2

Abstract Based on the training of professional skills（groups） ， the classroom of higher vocational educa-tion carries out personalized teaching through spe-cialized courses （groups） according to the students’personalized needs. On the premise of respecting differences， respecting individuality and avoiding discrimination， the implementation path is con-structed from the logic of teaching design， the logicof teaching organization and the logic of learning support to realize the personalized development of students.

Key words higher vocational education; professional courses; classified teaching; personalized teaching

0 引言

標準化課堂教學采用統(tǒng)一的教學目標、教學內容、教學組織方式和教學評價，具有客觀穩(wěn)定、機械封閉、高效嚴密等特征，較好地滿足了工業(yè)化時代追求大規(guī)模生產的人才培養(yǎng)需求。（剩余6752字）