摘要
以注重结果达成为核心的实训教学和以强调过程参与为目标的实践教学在教学架构和培养路径上存在本质区别,两者共存于专业教学中并因相互依赖和联系成为异化人才培养路径、阻碍教学发展的桎梏。实训教学和实践教学在渊源由来、逻辑架构和角色变换三方面均存在不同,结合当前公安院校治安学专业学科范畴体系和未来发展方向,提出具有多中心实践主体,理性“复杂人”的融入反思,合作互惠的实践策略和自下而上的实践过程等特征的“合作网络”实践教学路径,以此彰显教师在实践教学中应具备的掌舵但非划桨、亲历但不亲为、引导但非指导的教学功能和作用。
There are essential differences in the teaching structure and training path between the publicsecurity practice operation, which focuses on the achievement of results, and the public security practice teaching,which focuses on process participation. The two coexist in the teaching specialty and become the shackles ofdissimilating the talent cultivation path and hindering the development of teaching due to their mutual dependenceand connection. Public security training and public security practice are different in origin, logical structure androle transformation. Combined with the current discipline category system and future development direction ofpublic security science, this paper proposes the practice teaching path of “cooperative network” featuring multicenterpractice subject, integration reflection of rational “complex man”, practical strategy of cooperation andreciprocity, and bottom-up practice process, to demonstrates the teaching functions that teachers should have inpractice teaching, such as steering but not rowing, experiencing but not doing, guiding but not guiding abilities.
作者
王晨
安福强
WANG Chen;An Fu-qiang(Gansu Police Vocational College,Lanzhou 730046,China)
出处
《北京警察学院学报》
2021年第2期111-118,共8页
Journal of Beijing Police College
基金
甘肃省教育厅2020年度职业教育教学改革研究项目“实战化引领下治安管理专业‘教、学、练、战’一体化教学模式实践”。
关键词
实训教学
实践教学
概念体系
合作网络
practical training
practice teaching
concept system
cooperative network
