完劍俠,繆克銀,黃錦鵬,丁振國(guó)

(江蘇海事職業(yè)技術(shù)學(xué)院,南京 211170)

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現(xiàn)代職教視閾下航海人才多元化培養(yǎng)模式構(gòu)建

完劍俠,繆克銀,黃錦鵬,丁振國(guó)

(江蘇海事職業(yè)技術(shù)學(xué)院,南京 211170)

面對(duì)國(guó)家發(fā)展綠色海運(yùn)和推進(jìn)21世紀(jì)“海上絲綢之路”建設(shè)對(duì)高素質(zhì)航海人才的需求，以因材施教為原則，從培養(yǎng)目標(biāo)、培養(yǎng)模式、課程體系、教學(xué)方法等方面探索專(zhuān)業(yè)教育與素質(zhì)教育的融合，開(kāi)展航海人才多元化培養(yǎng)實(shí)踐。以滿足行業(yè)發(fā)展和學(xué)生個(gè)性化需求，培養(yǎng)“有寬度、有厚度、多層次”航海人才，服務(wù)國(guó)家海洋強(qiáng)國(guó)戰(zhàn)略和“一帶一路”戰(zhàn)略。

航海職業(yè)教育；多元化培養(yǎng)；現(xiàn)代職教

一、引言

海運(yùn)是全球經(jīng)濟(jì)發(fā)展的重要保障，占國(guó)際貿(mào)易貨運(yùn)總量的2/3以上，我國(guó)絕大部分進(jìn)出口貨物都是通過(guò)海洋運(yùn)輸方式實(shí)現(xiàn)的。2014年9月，《國(guó)務(wù)院關(guān)于促進(jìn)海運(yùn)業(yè)健康發(fā)展的若干意見(jiàn)》確立了到2020年基本建成安全、便捷、高效、綠色、具有國(guó)際競(jìng)爭(zhēng)力的現(xiàn)代海運(yùn)體系，以適應(yīng)國(guó)民經(jīng)濟(jì)安全運(yùn)行和對(duì)外貿(mào)易發(fā)展的需要。

我國(guó)航海高等職業(yè)教育歷經(jīng)幾十年的發(fā)展取得了顯著成績(jī)，中國(guó)已成為世界海員大國(guó)。然而，在航海人才的培養(yǎng)上，我國(guó)高等職業(yè)教育仍然存在著不少的問(wèn)題。一方面，國(guó)內(nèi)生源數(shù)量的持續(xù)減少，使得航海高等職業(yè)院校的生源質(zhì)量逐年下降，對(duì)航海人才專(zhuān)業(yè)能力的培養(yǎng)提出了巨大挑戰(zhàn)；另一方面，航海高等職業(yè)院校長(zhǎng)期圍繞國(guó)家海事局船員適任證書(shū)考試開(kāi)展專(zhuān)業(yè)教育，形成了重視專(zhuān)業(yè)理論輕視素質(zhì)教育的固化模式，學(xué)生綜合能力普遍不高，創(chuàng)新創(chuàng)業(yè)能力薄弱，職業(yè)晉升與拓展受到了很大的限制。此外，航海高等職業(yè)教育人才培養(yǎng)規(guī)格與標(biāo)準(zhǔn)過(guò)于單一，專(zhuān)業(yè)口徑狹窄，人才培養(yǎng)的廣度與深度不夠，難以滿足行業(yè)對(duì)復(fù)合型人才的需求?？傮w而言，航海高等職業(yè)教育與國(guó)家海洋強(qiáng)國(guó)戰(zhàn)略的人才需求還存在著較大差距。

2014年6月，國(guó)務(wù)院印發(fā)了《關(guān)于加快發(fā)展現(xiàn)代職業(yè)教育的決定》，加快發(fā)展現(xiàn)代職業(yè)教育成為我國(guó)高等教育的一項(xiàng)重大戰(zhàn)略部署。決定的核心是培養(yǎng)更多高素質(zhì)勞動(dòng)者和技能型人才，未來(lái)職業(yè)教育的規(guī)模要達(dá)到高等教育規(guī)模的一半以上，中高職銜接、學(xué)歷教育、終生教育將成為高等職業(yè)教育的重要形式。面對(duì)現(xiàn)代職業(yè)教育生源的多元化和教育重心的下移，單一的人才培養(yǎng)模式與路徑顯然已難以適應(yīng)職業(yè)教育理念的轉(zhuǎn)變。

因此，全面推進(jìn)多元培養(yǎng)模式的改革與創(chuàng)新，培養(yǎng)“有寬度、有厚度、多層次”的航海人才，實(shí)現(xiàn)航海高等職業(yè)教育從規(guī)模發(fā)展向內(nèi)涵建設(shè)的轉(zhuǎn)變，是現(xiàn)代職業(yè)教育體系下人才培養(yǎng)的客觀需要，也是大力發(fā)展綠色海運(yùn)和推進(jìn)“21世紀(jì)海上絲綢之路”建設(shè)的必然要求。

二、多元培養(yǎng)目標(biāo)定位

合理的培養(yǎng)目標(biāo)是實(shí)現(xiàn)人才培養(yǎng)的關(guān)鍵，也是高等職業(yè)教育的出發(fā)點(diǎn)和歸宿，它包括高等職業(yè)院校學(xué)生培養(yǎng)的基本方向定位，以及由此決定的學(xué)生在接受完高等職業(yè)教育之后在知識(shí)、能力和素質(zhì)方面達(dá)到的規(guī)格要求[1]。面對(duì)工業(yè)4.0時(shí)代復(fù)合型人才的需求，改革人才培養(yǎng)模式，實(shí)施多元化培養(yǎng)是提升人才培養(yǎng)質(zhì)量的重要途徑。

多元培養(yǎng)一是培養(yǎng)目標(biāo)的多元化。根據(jù)學(xué)生的個(gè)體差異和就業(yè)意愿，實(shí)施“分層分類(lèi)”培養(yǎng)。一方面，結(jié)合船舶“大型化、高速化、現(xiàn)代化”的特點(diǎn)，進(jìn)一步細(xì)化崗位分類(lèi)，實(shí)施更加專(zhuān)業(yè)的教育，將部分學(xué)業(yè)水平高、綜合素質(zhì)好、專(zhuān)業(yè)穩(wěn)定性強(qiáng)的航海人才推向國(guó)際市場(chǎng)；另一方面，強(qiáng)化專(zhuān)業(yè)技能教育，培養(yǎng)沿海、內(nèi)河高素質(zhì)船員，迎合國(guó)家“推動(dòng)長(zhǎng)江經(jīng)濟(jì)帶發(fā)展”戰(zhàn)略需要；同時(shí)，打通航海技術(shù)專(zhuān)業(yè)群，實(shí)施跨專(zhuān)業(yè)教育，培養(yǎng)具備航海專(zhuān)業(yè)知識(shí)的航運(yùn)管理人才，實(shí)現(xiàn)學(xué)生的多元成才。

多元培養(yǎng)二是培養(yǎng)方式的多元化。結(jié)合現(xiàn)代職業(yè)教育的特點(diǎn)、目標(biāo)要求和“90后”學(xué)生的個(gè)性需求，從“以人為本”的角度出發(fā)，改革人才培養(yǎng)模式，尋求當(dāng)代大學(xué)生知識(shí)、技能獲取途徑與素質(zhì)提升的多樣化創(chuàng)新。實(shí)施專(zhuān)業(yè)教育與素質(zhì)教育的“雙線并舉”，培養(yǎng)兼具專(zhuān)業(yè)技術(shù)能力、外語(yǔ)應(yīng)用能力、人際交往能力、團(tuán)隊(duì)管理能力、決策與領(lǐng)導(dǎo)能力、身心素質(zhì)和人文素質(zhì)等，能勝任海、陸兩個(gè)方向多崗位的復(fù)合型航海人才。

三、多元培養(yǎng)模式設(shè)計(jì)

在人才培養(yǎng)上，除了從辦學(xué)師資、辦學(xué)條件、辦學(xué)資源、辦學(xué)經(jīng)費(fèi)等方面進(jìn)行研究與建設(shè)外，以人才培養(yǎng)模式為核心，多元課程體系和素質(zhì)教育為兩翼，教育教學(xué)模式創(chuàng)新為載體(見(jiàn)圖1)，實(shí)施人才培養(yǎng)的軟環(huán)境建設(shè)，對(duì)于提升人才培養(yǎng)質(zhì)量有著重要意義。

圖1 多元人才培養(yǎng)模式構(gòu)建

人才培養(yǎng)模式是指在某一(些)教育理論、教育思想的指導(dǎo)下，按照預(yù)定的人才培養(yǎng)目標(biāo)與規(guī)格，以相對(duì)穩(wěn)定的教學(xué)內(nèi)容、管理制度和評(píng)估方式實(shí)施教育的過(guò)程。人才培養(yǎng)的前提是要尊重個(gè)體差異，滿足學(xué)生的多樣化需求。根據(jù)學(xué)生的認(rèn)知水平、學(xué)習(xí)能力以及興趣愛(ài)好，將學(xué)生區(qū)分成若干層次和類(lèi)別，針對(duì)不同層次和類(lèi)別的學(xué)生，在教學(xué)內(nèi)容和教學(xué)方法上有所區(qū)別、有所側(cè)重，給予學(xué)生更多的自主選擇權(quán)和更大的發(fā)展空間，實(shí)現(xiàn)不同層次的學(xué)生都盡可能得到發(fā)展。[2]

1.實(shí)現(xiàn)多元成才關(guān)鍵是建立對(duì)應(yīng)的課程體系

課程體系是基于人才培養(yǎng)模式將不同課程按照某種順序進(jìn)行排列，而課程的門(mén)類(lèi)和排列順序決定了學(xué)生通過(guò)學(xué)習(xí)將掌握的知識(shí)與獲得的能力。[3]改革教學(xué)內(nèi)容，重建課程體系是實(shí)現(xiàn)高等教育目標(biāo)多元化的重要途徑。通過(guò)建立專(zhuān)業(yè)教育與素質(zhì)教育“雙線并舉”的多元化課程體系，實(shí)現(xiàn)課程結(jié)構(gòu)的多元化和課程類(lèi)型組合的可選性，建立“專(zhuān)業(yè)+素質(zhì)”多選擇性課程模塊，學(xué)生根據(jù)自身愛(ài)好和就業(yè)方向進(jìn)行課程選擇，以第一課堂、第二課堂等多種教學(xué)形式實(shí)施多元培養(yǎng)。

2.實(shí)現(xiàn)多元成才的重要途徑是實(shí)施素質(zhì)教育

高等職業(yè)教育在傳授專(zhuān)業(yè)技能的同時(shí)培養(yǎng)學(xué)生綜合素質(zhì)，是社會(huì)對(duì)復(fù)合型人才的基本要求。航海職業(yè)的“國(guó)際性”需要學(xué)生具備很高的綜合能力，而航海類(lèi)專(zhuān)業(yè)“技術(shù)應(yīng)用型”的崗位特點(diǎn)要求學(xué)生具備較強(qiáng)的創(chuàng)新精神與創(chuàng)新能力。第二課堂教育作為素質(zhì)教育的重要載體，充分發(fā)揮其功能引導(dǎo)和組織學(xué)生開(kāi)展的各種有意義、健康的課外活動(dòng)，推進(jìn)課內(nèi)教學(xué)與課外教育相融合、素質(zhì)教育與職業(yè)教育相融合、理論學(xué)習(xí)與實(shí)踐學(xué)習(xí)相融合，是學(xué)生能力與素質(zhì)同步提升的重要保障。[4]航海職業(yè)教育在專(zhuān)業(yè)教育基礎(chǔ)上，轉(zhuǎn)變教育思想，更新教育觀念，調(diào)整人才培養(yǎng)方案，尋求創(chuàng)新創(chuàng)業(yè)教育與專(zhuān)業(yè)教育的相互融合，培養(yǎng)學(xué)生的創(chuàng)新精神與創(chuàng)新能力，是提升航海人才培養(yǎng)質(zhì)量的重要途徑。此外，進(jìn)行國(guó)內(nèi)外合作交流是增加航海教育供給側(cè)多樣性和選擇性的重要手段。通過(guò)合作與交流，改變航海類(lèi)學(xué)生接受教育的條件與環(huán)境，拓展學(xué)生的專(zhuān)業(yè)和國(guó)際化視野，可有效提升人才培養(yǎng)的寬度。

四、多元培養(yǎng)模式實(shí)踐

1.“分層分類(lèi)”的人才培養(yǎng)模式

(1)采用“項(xiàng)目+項(xiàng)目”人才培養(yǎng)方式，根據(jù)學(xué)生能力水平實(shí)施課程分層教學(xué)。依據(jù)學(xué)生興趣愛(ài)好實(shí)施專(zhuān)業(yè)方向分類(lèi)培養(yǎng)。

在人才培養(yǎng)方案中適度增加英語(yǔ)教學(xué)課時(shí)，通過(guò)英語(yǔ)入學(xué)考試，在一、二學(xué)期實(shí)施A、B、C三個(gè)層次的英語(yǔ)分層次教學(xué)，設(shè)置適合不同英語(yǔ)基礎(chǔ)的教學(xué)計(jì)劃與教學(xué)進(jìn)度，根據(jù)學(xué)生期末成績(jī)對(duì)學(xué)生層次進(jìn)行動(dòng)態(tài)調(diào)整；在三、四、五學(xué)期根據(jù)細(xì)化的專(zhuān)業(yè)方向，重新架構(gòu)課程內(nèi)容實(shí)施專(zhuān)業(yè)英語(yǔ)的分層培養(yǎng)。

在人才培養(yǎng)方案中設(shè)置專(zhuān)業(yè)方向課，第四、五學(xué)期，在專(zhuān)業(yè)通識(shí)教育的基礎(chǔ)上打通專(zhuān)業(yè)群課程，實(shí)施學(xué)生分類(lèi)培養(yǎng)，遠(yuǎn)洋方向注重英語(yǔ)強(qiáng)化，設(shè)置國(guó)際貿(mào)易與法規(guī)類(lèi)課程；沿海方向注重專(zhuān)業(yè)基礎(chǔ)能力提升，設(shè)置貨物運(yùn)輸和內(nèi)河航運(yùn)類(lèi)課程；陸上方向注重能力拓展，消減專(zhuān)業(yè)課程，增加部分水運(yùn)管理類(lèi)課程。對(duì)不同就業(yè)方向的學(xué)生采取實(shí)習(xí)報(bào)告、畢業(yè)論文和畢業(yè)設(shè)計(jì)等多種形式的畢業(yè)實(shí)習(xí)考核。

(2)結(jié)合崗位需求，實(shí)施通識(shí)教育與精英人才的差異化培養(yǎng)。設(shè)立企業(yè)訂單班、企業(yè)虛擬學(xué)院，并結(jié)合現(xiàn)代航運(yùn)對(duì)高素質(zhì)復(fù)合型人才的需求試點(diǎn)“卓越航?！庇?jì)劃。

企業(yè)訂單班，主要根據(jù)企業(yè)個(gè)性化需求，調(diào)整專(zhuān)業(yè)課程設(shè)置，增加不同航運(yùn)形式的專(zhuān)業(yè)課程和英語(yǔ)口語(yǔ)等課程，邀請(qǐng)企業(yè)人員參與課程教學(xué)。虛擬企業(yè)學(xué)院主要以“校企共同投資、虛擬學(xué)院實(shí)體運(yùn)作、雙主體聯(lián)合實(shí)施”為原則，由校企雙方共同制訂人才培養(yǎng)方案、共同開(kāi)發(fā)教學(xué)資源、共同招生、共同培養(yǎng)，實(shí)現(xiàn)企業(yè)需求與人才培養(yǎng)的無(wú)縫銜接?！白吭胶胶！眲t以國(guó)際化人才為培養(yǎng)目標(biāo)設(shè)置人才培養(yǎng)方案，建立以國(guó)際標(biāo)準(zhǔn)為要求，培養(yǎng)出具有較強(qiáng)英語(yǔ)應(yīng)用能力、創(chuàng)新能力、實(shí)踐能力、國(guó)際競(jìng)爭(zhēng)力、職業(yè)拓展能力、職業(yè)穩(wěn)定度高的航海精英人才(見(jiàn)表1、圖2)。

表1 差異化人才培養(yǎng)路徑表

圖2 “分層分類(lèi)”培養(yǎng)示意圖

2.“雙線并舉”多元化課程體系構(gòu)建

在專(zhuān)業(yè)課程體系的構(gòu)建中，選取“模塊化”構(gòu)建模式對(duì)專(zhuān)業(yè)課程內(nèi)容進(jìn)行重新梳理與構(gòu)建。將職業(yè)能力拆解為82個(gè)單元，建立對(duì)應(yīng)知識(shí)點(diǎn)的17門(mén)課程，再由若干門(mén)課程組成對(duì)應(yīng)一項(xiàng)工作任務(wù)的12個(gè)課程模塊，并將內(nèi)容較為復(fù)雜課程拆解成2個(gè)學(xué)期，提供不同專(zhuān)業(yè)方向的學(xué)生進(jìn)行課程選擇。專(zhuān)業(yè)課程體系突出技能培養(yǎng)，實(shí)踐教學(xué)課時(shí)比例達(dá)到60%以上。同時(shí)，為拓展專(zhuān)業(yè)外延，增加了職業(yè)能力拓展模塊，打通專(zhuān)業(yè)群課程，將部分水運(yùn)管理的專(zhuān)業(yè)課程作為選修課對(duì)航海類(lèi)專(zhuān)業(yè)開(kāi)放。

教學(xué)方法與教學(xué)資源是教學(xué)過(guò)程的有機(jī)組成部分，是人才培養(yǎng)模式和目標(biāo)實(shí)現(xiàn)的重要載體。在專(zhuān)業(yè)課程體系構(gòu)建中，以“工學(xué)結(jié)合”為原則，重新編寫(xiě)課程的“項(xiàng)目化”教材。在課堂教學(xué)上利用現(xiàn)代信息教學(xué)手段、虛擬仿真和理實(shí)一體化教室，以任務(wù)為驅(qū)動(dòng)實(shí)施“項(xiàng)目化”教學(xué)，對(duì)部分課程開(kāi)展“翻轉(zhuǎn)式”“體驗(yàn)式”教學(xué)改革。通過(guò)引進(jìn)并自主開(kāi)發(fā)在線開(kāi)放課程，建設(shè)覆蓋主干課程的微課程群和教育教學(xué)資源庫(kù)，實(shí)施校內(nèi)開(kāi)放的“線上線下”互動(dòng)教學(xué)。從而推進(jìn)“以教為主向以學(xué)為主、以課堂教學(xué)為主向課內(nèi)外結(jié)合、以結(jié)果評(píng)價(jià)為主向過(guò)程結(jié)果相結(jié)合評(píng)價(jià)”教學(xué)形式的轉(zhuǎn)變，實(shí)現(xiàn)人才培養(yǎng)過(guò)程的多元化。

在素質(zhì)課程體系的構(gòu)建中，建立職業(yè)素質(zhì)模塊、身心素質(zhì)模塊、人文素質(zhì)模塊和創(chuàng)新創(chuàng)業(yè)素質(zhì)模塊。增加社會(huì)實(shí)踐(服務(wù))類(lèi)課程，將學(xué)生活動(dòng)和社會(huì)實(shí)踐以學(xué)分認(rèn)定的形式納入人才培養(yǎng)方案中。注重豐富人文藝術(shù)類(lèi)和綜合素質(zhì)類(lèi)的選修課程類(lèi)別，在校期間要求學(xué)生至少完成4個(gè)學(xué)分的課程學(xué)習(xí)。將創(chuàng)新教育納入課程體系，組織企業(yè)和專(zhuān)業(yè)教師合作開(kāi)發(fā)具有航海特色的創(chuàng)新課程。

針對(duì)不同的分類(lèi)方向，實(shí)施彈性學(xué)分制，允許學(xué)生根據(jù)自身需求進(jìn)行課程選擇，建立專(zhuān)業(yè)教育與素質(zhì)教育“雙線并舉”適合“分層分類(lèi)”培養(yǎng)的多元選擇課程體系(見(jiàn)圖3)。

圖3 “雙線并舉”多元選擇課程體系

3.素質(zhì)教育的實(shí)施

(1)第二課堂功能的發(fā)揮。發(fā)揮“團(tuán)學(xué)”組織功能，以共青團(tuán)和學(xué)生社團(tuán)活動(dòng)為切入點(diǎn)，創(chuàng)新具有航海特色的校園文化和社團(tuán)活動(dòng)，推進(jìn)素質(zhì)教育與職業(yè)教育的相互融合。發(fā)揮企業(yè)在人才培養(yǎng)中的作用，企業(yè)作為人才吸納的主體，對(duì)于人才應(yīng)具備的能力和素質(zhì)具有最優(yōu)先的發(fā)言權(quán)。[5]通過(guò)引導(dǎo)企業(yè)參與人才培養(yǎng)，實(shí)施“船長(zhǎng)領(lǐng)航、共育人才”計(jì)劃，聘請(qǐng)企業(yè)一線骨干擔(dān)任兼職班導(dǎo)師，從航運(yùn)發(fā)展、企業(yè)需求，行業(yè)實(shí)踐、職業(yè)規(guī)劃等多方面開(kāi)展常態(tài)化指導(dǎo)。

(2)創(chuàng)新創(chuàng)業(yè)教育的開(kāi)展。明確航海人才創(chuàng)新創(chuàng)業(yè)教育目標(biāo)，構(gòu)建以創(chuàng)新精神、創(chuàng)業(yè)意識(shí)和創(chuàng)新創(chuàng)業(yè)能力為指標(biāo)的學(xué)生創(chuàng)新創(chuàng)業(yè)評(píng)價(jià)體系，并納入教育評(píng)價(jià)方案。廣泛邀請(qǐng)教育專(zhuān)家和創(chuàng)新創(chuàng)業(yè)典型參與學(xué)生創(chuàng)新創(chuàng)業(yè)教育，以教師創(chuàng)新能力提升為載體，推進(jìn)學(xué)生創(chuàng)新創(chuàng)業(yè)教育與專(zhuān)業(yè)教學(xué)的相互融合。借助開(kāi)放性訓(xùn)練室，搭建創(chuàng)新創(chuàng)業(yè)平臺(tái)，建立大學(xué)生實(shí)踐創(chuàng)新工作室。建立學(xué)分兌換機(jī)制，激勵(lì)學(xué)生參加企業(yè)實(shí)踐、省級(jí)和國(guó)家級(jí)職業(yè)院校創(chuàng)新創(chuàng)業(yè)競(jìng)賽和技能大賽，以提升學(xué)生的創(chuàng)新創(chuàng)業(yè)能力。

(3)合作交流的實(shí)施。通過(guò)與境外航海院校的交流合作，建立師生常態(tài)化互訪、學(xué)分互認(rèn)、人才共育的培養(yǎng)機(jī)制，形成國(guó)際合作教育平臺(tái)，實(shí)施人才的國(guó)際化培養(yǎng)。借力企業(yè)訂單班、企業(yè)虛擬學(xué)院等校企合作模式，與企業(yè)共同開(kāi)發(fā)專(zhuān)項(xiàng)培訓(xùn)項(xiàng)目，建立學(xué)生職業(yè)生涯規(guī)劃與企業(yè)發(fā)展的有機(jī)融合，實(shí)現(xiàn)學(xué)生專(zhuān)業(yè)能力與綜合素質(zhì)的雙提升。同時(shí)，與國(guó)內(nèi)航海本科院校探索開(kāi)展高職本科銜接項(xiàng)目人才培養(yǎng)，打通專(zhuān)科學(xué)生的畢業(yè)升學(xué)渠道；與國(guó)內(nèi)同類(lèi)航海院校開(kāi)展師生交流，實(shí)現(xiàn)航海教育理念和教學(xué)資源的交流共享。

五、結(jié)語(yǔ)

實(shí)施多元化培養(yǎng)，從知識(shí)與素質(zhì)兩個(gè)方面構(gòu)建不同層次和能力水平的復(fù)合型航海人才，使其結(jié)構(gòu)、規(guī)模與經(jīng)濟(jì)社會(huì)發(fā)展更加匹配，進(jìn)一步滿足社會(huì)發(fā)展與行業(yè)需求，是現(xiàn)代職業(yè)教育功能發(fā)揮的重要體現(xiàn)。實(shí)施人才多元化培養(yǎng)模式改革是航海職業(yè)教育發(fā)展的必然趨勢(shì)，也是推動(dòng)實(shí)施“海洋強(qiáng)國(guó)”戰(zhàn)略人才需求的重要保障，對(duì)于打造航海教育品牌，培養(yǎng)具有國(guó)際競(jìng)爭(zhēng)力的航海人才具有重要意義。

[1]閻威,韓雁,梁志星.高等院校改革背景下多元化人才培養(yǎng)模式的探索[J].教育與職業(yè),2013(32):16-19.

[2]張德高.分層分類(lèi)視域下的高校人才培養(yǎng)策略[J].教育發(fā)展研究,2013(19):77-79.

[3]陳桂云,戴存禮.面向?qū)W生發(fā)展的多元化大學(xué)課程體系構(gòu)建[J].中國(guó)農(nóng)業(yè)教育,2014(5):25-30.

[4]魏培徵,馬化祥,馬莉萍.高校第二課堂與大學(xué)生創(chuàng)新素質(zhì)培養(yǎng)的關(guān)系研究[J].思想教育研究，2011(10):99-103.

[5]周美蘭,戈寶軍，孟大偉.電氣工程及其自動(dòng)化專(zhuān)業(yè)多元化人才培養(yǎng)模式的探索[J].中國(guó)電力教育,2007(11):53-55.

*收稿日期：2016-10-20

作者簡(jiǎn)介：Capt. Alexander Gorobtsov, Director of Maritime Academy, Admiral Makarov SUMIS, St.Petersburg, Russia.

1. Introduction

The application of e-learning and distance education technologies in International Maritime Education and Training (MET) Institutions takes one of the most important places in the education process organization. This is, partially, due to the fact that using Internet as the education process addition is necessary for a quick data search, professors’ and students’ communication and their resources outreaching as well.

2. The world experience of e-learning and distance education technologies

According to various researches, International MET Institutions, including those that are specialized in training seafarers and are reported to be official members of the International Association of Maritime Universities (IAMU), have been using the e-learning and distance education technologies for a long period of time: 7-10 years on the average or more than 15 years in some cases.

The e-learning and distance education technologies are used in different levels of MET. Generally they are applied for advanced professional training. High and higher education programs apply the e-learning and distance education technologies as an addition to the traditional MET.It is necessary to point out that there is a national list of professions, issued by the Russian Federation Ministry of Education and Science Order No.22, dated January 20th, 2014, whose ET programs are restricted to accept education solely provided by e-learning and distance education technologies. Actually, this fact prevents the e-learning and distance education technologies from being applied to ET programs on designated professions.[1]

To carry out the e-learning and distance education technologies education process, it is essential to use program—technical, technological and telecommunication aids.

Original aids of the e-learning and distance education technologies are considered to be Learning Management System (LMS), Learning Content Management System (LCMS). Such an advanced type of systems let not only the course general information be available, but also the lectures, seminars and webinars, courses, tests and examinations be hold online. The most widely-used technology is LMS—Moodle, Blackboard, etc. are based on.

Sometimes MET Institutions use several program platforms to have the education process conducted as Moodle, Blackboard, Sakai, Canvas, edX, Coursera and others, including own platforms, for example.

Figure 1 shows that Moodle LMS is widely used by 27% of the observed MET Institutions. Looking from the geographic point, this platform is mostly installed in Eastern Europe and much less in Asia, Africa and America.

Figure 1 The application of e-learning and distance education technologies in MET Institutions

Approximately 30% of MET Institutions design their own education and training applications and distribute it free of charge in Internet-shops for iOS or Android operational systems. MET Institutions issue training materials in e-libraries as well as in universal applications such as iTunes U (iTunes U appears to be the most prominent online catalogue of free-of-charge books all over the world). To store and distribute lecture, conference and practical training video-materials, MET Institutions have got used to making up their own channels at video-hosting, such as Youtube, Wikimedia Commons, Vimeo.com, Flickr, to let various materials be available for free.

3. The legal background of E-learning and distance education technologies

The core legal document in Russia for the appliance of e-learning and distance education technologies by MET Institutions is considered to be the State Law No.273—SL on “Education in Russian Federation”, issued—December 29th, 2012[2]. This bill stands for public relations, appearing to exist within education process, when people use their right to get education. Moreover the document determines the legal status of education process participants and establishes the economic, legal and organizational basis of education and training in the Russian Federation as well. Also the document fixes the rules/the order of both the educational system and the educational process to carry out.

Not only this, but also the state education standards and the legal documents of Russian Federation Ministry of Transport and Ministry of Education and Science fix the observed problem. For example, Ministry of Education and Science Order No.2, dated January 9th, 2014, “On assertion of the e-learning and distance education technologies order of application by MET Institutions”[3].

The major paper, concluding international standards on training, certification and watchkeeping for seafarers and providing the points that stand for requirements to the proper level of seafarers’ education and training as well as their sufficient experience and skills, is the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers. Also the document reveals out the points that stand for the necessity of seaferers’ coincidence with the requirements to their work, age, health condition and their ability to cope with their duties the way, essential for human life and property safety in the sea and sea environment protection as well[4].

The STCW Convention admits the application of e-learning and distance education technologies within the education process of seafarers, according to training and evaluation standards.

4. The example of the LMS “FARWATER” compliance to training and competency evaluation standards of the STCW Convention

There has been applied LMS “FARWATER” to carry out educational and training programs in Admiral Makarov SUMIS with application of distance educational technology. The system is based on Moodle platform, which is considered to be a system to manage education process. The full title is Modular Object-Oriented Dynamic Learning Environment.

Table 1 presents the correspondence of our distance learning system LMS “FARWATER” capacity to STCW Code guidance.

Table 1 Correspondence to STCW Code

5. Analysis and discussion

Authors believe distance learning system is a smart and useful tool for upgrading seafarer’s competency. More discussion requires questioning whether LMS or similar system can be effective in simulator training, are there limits for virtual simulators to serve as analog of existing computer based simulators, how we can tie it with STCW requirements.

6. Conclusions

In conclusion, it is essential to mark out that at present Admiral Makarov SUMIS obtains initial experience of LMS implementation. It clearly shows preferences of vocational training in a distance learning environment and convenience of LMS “FARWATER” for trainees (according to feedback reports). It was also recommended by first groups of trainees to add more reference materials, adjust or reduce some sections or even certain lectures for better understanding and time saving. Needless to say, all feedback reports were positive.

Admiral Makarov SUMIS has a serious plan for expansion of distance learning program range. Our strong base is commitment to rather conservative approach keeping harmony between variety of courses delivered and traditional high quality of education and training.

[1] Minobrnauki RF Order of 20.01.2014 N 22 (update of 10.12.2014) “On adoption of nomenclature of professions and specialties of high professional education which cannot be provided solely in a form of electronic education and/or distance educational technology” (Ministry of Law Registry, 21.02.2014 N 31377).

[2] Federal Law of 29.12.2012 N 273-ФЗ “On education in the Russian Federation”. Consultant.ru: online reference system URL[EB/OL].(2015-07-13): http://base.consultant.ru/cons/cgi/online.cgi?req=doc;base=LAW;n=182943.

[3] Minobrnauki RF Order of 09.01.2014 N 2 “On adoption of regulation of distance learning for educational organizations based upon electronic education, distance learning educational technology during education process” (Ministry of Law Registry, 04.04.2014 N 31823).

[4] IMO. STCW Convention 1978 and the STCW Code as amended.

The Application of E-learning and Distance Learning Technologies to Crew Education and Training in the Russian Federation

A. Gorobtsov, N. Kovalnogova, S. Kurguzov, V. Marich, S. Sokolov

(Admiral Makarov State University of Maritime and Inland Shipping, St.Petersburg, Russian Federation)

The article examines the world experience of e-learning as well as distance education technologies within the education process organization on higher and post-higher education programs. There have been listed the results of the most popular e-learning platforms analysis. Furthermore, there have been looked through the core legislative background of the development of the mentioned technologies in Russia and worldwide among the universities, specialized in seafarers training. There have been also drawn up the points of the Admiral Makarov State University of Maritime and Inland Shipping (Admiral Makarov SUMIS) design of the distance education system LMS “FARWATER” in compliance with the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW Convention). The practical application of distance education system to the advanced professional training has been discussed in the article.

e-learning, distance learning technologies, MET Institutions, advanced education platforms, distance education system, seafarers training, International Convention on Standards of Training, Certification and Watchkeeping for Seafarers

2016-06-01

江蘇省高校品牌專(zhuān)業(yè)建設(shè)工程資助項(xiàng)目(PPZY2015B177)

完劍俠(1983-)，男，講師，主要從事航海職業(yè)教育研究。

G710

A 文章編號(hào)：1006-8724(2016)04-0036-05

? 文獻(xiàn)標(biāo)識(shí)碼：A

1006-8724(2016)04-0041-06