李训仕，杨培新，王长龙

(揭阳职业技术学院，广东揭阳 522000)



园艺专业“校中厂”实训基地功能实现的实践与模式探讨

李训仕，杨培新，王长龙

(揭阳职业技术学院，广东揭阳 522000)

摘要该研究以揭阳职业技术学院园艺专业“校中厂”的建设实践为例，从教学实训功能、生产经营功能、技术研发功能，以及社会服务、技能考证功能方面对“校中厂”实训基地给予功能定位。围绕实训基地的功能目标，结合学院现状，探讨了“校中厂”实训基地功能实现的实践问题，强调通过教学实践培养合格人才，在互惠互利的前提下使企业生产经营步入良性循环，积极开展社会服务，并且围绕产业发展提升科技水平。在此基础上，总结出“校中厂”功能实现的模式，如以企业为主体的校企高度融合的模式、围绕产品生产为主导的产学高度融合的教学模式、以推动产业发展为目的的服务社会和科技开发模式。

关键词“校中厂”；校企合作；功能实现

Function Implementation Practices and Mode Discussion of “Factories in School” Training Base for Horticulture Specialty

LI Xun-shi, YANG Pei-xin, WANG Chang-long(Jieyang Vocational and Technical College, Jieyang, Guangdong 522000)

AbstractWith the construction practice of “Factories in School” for horticulture specialty in Jieyang Vocational and Technical College as an example, functional orientation of “Factories in School” training base was carried out from the aspects of teaching practice function, production and operation functions, technology research and development function, social service and technical qualifications functions. According to the current status of the college and the function objective of training base, practical problems in the function realization of “Factories in School” training base were discussed. We should foster the qualified talents through teaching practice, make enterprise production and management enter into virtuous circle under the premise of mutual benefit, actively develop social service, and enhance scientific and technological level based on industry development. Furthermore, function implementation mode of “Factories in School” was summarized, such as the high fusion mode of enterprises and schools, the teaching mode with high fusion of producing and learning, and the social service and technology development mode.

Key wordsFactories in school; School-enterprise cooperation; Function implementation

产教融合、校企合作是高等职业院校的办学特色，而“校中厂”是实现产教融合、校企合作的重要载体和平台。“校中厂”是集生产经营、教学活动、技能培训、社会服务和科技开发为一体的实现产教融合的教学模式[1-2]。“校中厂”建设因出资、管理和运营主体的不同具有多种模式，其中以引进企业建立的“校中厂”较为普遍，但目前很多高职院校在“校中厂”建设上存在生产性与教育性矛盾，功能定位不准，生产化程度不高，课程、实训对接不足[3]。建设、运行、管理好“校中厂”并实现其人才培养的目标，建立具有一定示范性的功能实现模式，在实践和理论上展开探索具有十分重要的意义。……