广州工贸技师学院

广州市工贸技师学院创办于1958年，是一所隶属于广州市人力资源和社会保障局的全日制公办技师学院。自创办以来，学校坚持科学发展，不断改革创新，与时俱进，发展迅速：1994年被评为广东省重点技校;1998年被评为国家重点技校;1999年晋升为广州市首家高级技校;2003年成为广州市首批技师学院;2008年通过全省技师学院复评，成为广东省首批、广州市首家被省政府批准直接挂名的技师学院;2009年经广州市政府、市编委办批准正式更名为广州市工贸技师学院。

栉风沐雨五十七载，学院为省市区域培养输送了一批批满足地区产业发展需要、适应现代企业要求、胜任企业工作任务的“手脑并用型”技能人才。与此同时，学院也逐步形成了具有工贸特色的“首文化”：2004年，成为广东省首批高技能人才实训基地。2005年，成为首批国家高技能培训联合委员会成员单位和国家级高技能人才培养示范基地。2010年，成为首批国家一体化课程教学改革试点院校和首批世界技能大赛中国集训基地。2011年，成为首批代表国家参加世界技能大赛的技工院校，首批国家级高技能人才培训基地和首批国家中等职业教育改革发展示范学校。2012年，成为广州市首家被授予“国家技能人才培育突出贡献奖”的技工院校。2013年，成为国家首家获得世界技能大赛铜牌的技工院校、华南地区首家“全国技工院校师资研修中心”和广东省首批全国一流技师学院创建院校。2014年，被人力资源和社会保障部确定为第43届世界技能大赛CAD机械设计、制冷与空调、网络系统管理等三个项目中国集训基地，成为全国承担第43届世界技能大赛最多“中国集训基地”的技工院校。

一、秉承“1338”办学理念，促进学院高端发展

学院始终秉承“1338”的办学理念，即围绕“创建‘国内著名、国际知名、示范引领’的全国一流技师学院”一个目标，坚持“招生就业与市场接轨、专业设置与社会接轨、教学质量与国际接轨”三个接轨，突出“德育教育的养成性——全面素质、专业建设的复合性——一专多能、职业技能的先进性——高端引领”三个特色，发挥“理念创新、管理科学、人才优秀、文化先进、环境优美、设备一流、质量保证、规模强大”八大优势，着力培育具备较强的创造能力、适应能力、动手能力和发展潜力，掌握多种技能、胜任多项工作，具有良好的专业素养和综合素质，适应社会经济发展的新型复合型人才。

目前，学院建有先进制造产业系、信息服务产业系、文化创意产业系、新能源应用产业系、商贸服务产业系和通用能力建设中心等6个教学系，开设17个主体专业35个专业小类，专业覆盖广东省文化创意、先进制造、信息技术、交通服务、财经商贸等5大优势产业，与地区经济、社会发展紧密接轨。学院中高级职称教师超过70%，拥有在校生近16000人，包括中技、高技、预备技师三类培养层次，其中高技和预备技师班占77%。学院固定资产总值达2.8亿元，建有169间学习工作站，世界技能大赛制冷与空调、CAD机械设计和网络系统管理等3个项目中国集训基地，设备达国内外先进水平。

二、凝炼工贸办学特色，创新高技能人才培养路径

(一)校企双制、工学一体，培养与市场接轨的高技能人才

学院结合中国技工教育办学特色，构建出一套符合现代企业用人需求和关注学生综合职业能力的一体化课程教学体系，创建出具有工贸特色的“校企双制、工学一体”办学模式和高技能人才培养模式。具体体现为：“校企双制共商专业规划、共议课程体系、共创工学一体、共组教师队伍、共建学习环境、共搭管理平台、共享教学资源、共评学生能力、共招学生员工、共有保障机制”办学模式和“学院课程与工作任务于一体、学习过程与工作过程于一体、学生身份与员工身份于一体”的“工学一体”人才培养模式。

作为首批30所全国技工院校一体化课程改革试点院校之一，学院以探索与践行一体化课程体系改革为己任，于2009年率先启动一体化课程改革，2010年、2011年先后承办全国技工院校一体化课程教学改革试验工作启动会、经验交流会。2014年，在人社部的组织下，学院牵头组织来自全国各省市的行业企业完成汽车维修、计算机网络应用两专业的国家技能人才培养标准和一体化课程规范的开发工作。2015年4月，两个专业“国标课规”评审会议在学院举行，两个专业“国标课规”顺利通过专家的评审，该项工作成果标志着我国技能人才培养首次有了国家标准。近3年来，学院输出了丰硕成果，出版一体化课程专著、调研报告、学材共48本，培训全国一体化教师共1944人，全国226所学校共4840人到学校学习取经，成为全国技工院校一体化课程教学改革的样板校、示范校和标准制定校。

“工学一体”人才培养模式是对技能人才培养规律的科学探索，为技工教育带来了一次颠覆性的课程改革。“校企双制、工学一体”技能人才培养模式的实施，进一步提升了学院的办学水平和人才培养质量，全面提高了学生的综合职业素质。五年来，学院培养毕业生18228人，其中高级工以上层次60%;学生主体专业考证合格率均达95%以上;毕业率达95%以上;毕业生就业率达98%以上，其中稳定就业率和对口就业率分别达到85%和
70%，毕业生就业多分布于广汽丰田、广州飞机维修、广州地铁、上海杰之能有限公司、千骐动漫有限公司、广东中外运等上百所大中型企业。“校企双制、工学一体”技能人才培养模式的实施，也极大提升了学院教师的教学水平，学院涌现出大批教师精英，培养出全国技术能手13人、广东省技术能手13人、广州市技术能手19人，技术能手数量在全国技工院校中首屈一指。学院教师在第六届、第八届全国“振兴杯”青年职业技能大赛中技压群雄、摘金夺银。近3年来，学院教师获得各类教研成果奖项共计1056项。

在深化一体化课程体系改革、探索工学一体人才培养模式的实践中，学院深刻意识到“校企双制”能够使一体化课程实施更加深入、更加有效。2013年以来，学院深化校企合作内容，开拓校企合作形式，与广州电缆厂有限公司、广州江森汽车内饰系统有限公司、广州长悦雷克萨汽车销售服务有限公司等13家企业合作，组建了“工贸•电缆厂13机电一体化生产主管骨干班”、“
工贸•江森13机电一体化校企双制班”、“工贸•雷克萨斯汽车营销4S服务人才校企双制精英班”等18个校企双制班。校企双方通过共同确定人才培养定位与目标，制定人才培养方案和实施性教学计划，梳理核心课程，组建师资队伍，整合校企优质资源，保证和提高了校企双制班的教学质量，学生的职业素养和专业技能受到企业和学生家长的高度认可。

在2014年全国职业教育工作会议上，“校企双制、工学一体”技能人才培养模式被马凯副总理誉为“中国特色技能人才培养模式”。

(二)对接世赛、转化标准，培养与国际接轨的高技能人才

在推动职业教育发展的道路上，学院并不止步于对“中国特色技能人才培养模式”的成功探索，还积极瞄准世界技能人才定位标准，结合世界先进工业技术标准和产业发展趋势，以世界技能大赛参赛项目为载体，通过开展我国世界技能大赛选手的选拔与集训，探索世界技能人才培养模式，培养与世界技能水平接轨的高技能人才，取得显著成效。

在世界技能大赛中，学院选手表现突出，战功赫赫。2011年第41届世界技能大赛，学院选手为首次出征的中国夺回了两个优胜奖。2013年第42届世界技能大赛，学院选手获得制冷与空调项目铜牌及网站设计、信息网络布线、CAD机械设计等3个项目的优胜奖，获奖人数占中国选手获奖人数近1/4，实现广州市、广东省在世界技能大赛上奖牌零的突破。今年8月，工贸派出5名国手参与第43届世界技能大赛5个项目的竞赛，大获全胜，代表国家夺得2银1铜2个优胜奖，占本届世赛中国获奖项目近1/5
、广东获奖项目2/5强。

同时，学院成立了世界技能人才培养研究中心，学习和转化世界技能大赛各项标准，着力实现“两个转化”：把世赛技术标准转化为技能人才培养标准和课程标准，把参赛选手培养的路径方法转化为技能人才培养的路径方法，以推动学校专业建设发展和提升技能人才培养质量。目前，通过对制冷与空调、CAD机械设计、网络系统管理、网站设计、信息网络布线和商务软件解决方案等6个世赛项目的学习研究，学院成功开发了一个新专业，组建了三个精英班，开发了三门新课程及相应学材，转化了四个学习任务。

(三)国际交流、深度合作，拓宽职业教育的世界眼光

学院还十分重视国际交流合作，积极开展与国际知名职业院校和国际技能领域的技能专家交流技能人才培养标准，探索国际高技能人才培养的途径。如，学院与英国海泊里学院深度合作，双方师生互访8次，主要就网站设计、服装设计、商务营销、创业课程开发等深入开展教学研讨、名师授课、技能切磋等一系列交流活动。学院承办了由英国大使馆文化教育处组织，英国沙克尔顿教育公司与中国技工院校合作进行的中英职业标准项目研讨会，拓宽世界技能人才培养视野。学院还着力开展与新加坡南洋理工学院、德国海德汉公司、德国凯勒数控软件公司、德国汉斯·赛德尔基金会、澳大利亚昆士兰州TAFE等国际技能领域的交流合作。此外，学院积极邀请世界技能大赛主席、教练、专家和选手来校交流。2015年3月，学院成功举办了世界技能大赛部分参赛项目广州邀请赛，来自中国、巴西、日本、韩国、英国、香港、澳门、台湾等8个国家和地区的世赛选手、专家同台竞技，互相交流，共同探索高技能人才培养路径。

展望未来，学院将继续秉承“追求卓越
共筑梦想”的理念，站在世界技能人才制高点，坚持探索转化世界技能人才培养标准，不断深化“校企双制，工学一体”中国技能人才培养模式，为创建“国内著名、国际知名、示范引领”的全国一流技师学院，实现
“技能强国梦”!

Guangzhou Institute of Industry and Trade technicians, founded in 1958, is a full-time public technician college under the Guangzhou Bureau of Human Resources and Social Security. Since its inception, the school has persisted in scientific development, continuous reform and innovation, and keep pace with the times. Rapid development: in 1994, it was rated as a key technical school in Guangdong Province; in 1998, it was named a national key technical school; in 1999, it was promoted to the first advanced technical school in Guangzhou; in 2003, it became the first technician college in Guangzhou; in 2008, it passed the re-evaluation of the provincial technician college, and became the first technician college in Guangdong Province and the first technician college in Guangzhou approved by the provincial government. In 2009, it was officially renamed Guangzhou Industry and Trade technician College with the approval of Guangzhou Municipal Government and Municipal editorial Commission Office.

After 57 years of wind and rain, the college has provided a batch of “hand-and-brain” skilled talents who meet the needs of regional industrial development, adapt to the requirements of modern enterprises and are competent for the tasks of enterprises. At the same time, the college has also gradually formed a “first culture” with industrial and trade characteristics: in 2004, it became the first training base for high-skilled talents in Guangdong Province. In 2005, it became the first member unit of the national high-skill training joint committee and a national demonstration base for high-skilled personnel training. In 2010, it became the first batch of national integrated curriculum teaching reform pilot institutions and the first batch of world skills competition training base in China. In 2011, it became the first batch of technical colleges to represent the country to participate in the World skills Competition, the first batch of national high-skilled personnel training bases and the first batch of national secondary vocational education reform and development demonstration schools. In 2012, it became the first technical college in Guangzhou to be awarded the “National Award for Outstanding contribution to the cultivation of skilled talents”. In 2013, it became the first technical college in China to win the bronze medal in the World skills Competition, the first “National Technical College teacher Research Center” in South China and the first batch of national first-class technician colleges in Guangdong Province. In 2014, it was identified by the Ministry of Human Resources and Social Security as the Chinese training base for the three projects of the 43rd World skills Competition CAD mechanical design, refrigeration and air-conditioning, and network system management, and became the technical college that undertook the most “Chinese training bases” of the 43rd World skills Competition.

First, adhering to the “1338-year Plan” concept of running a school to promote the high-end development of the college

The college has always adhered to the school-running concept of the “1338-year Plan”, that is, around the goal of “creating a national first-class technician college that is well-known at home, internationally renowned and led by demonstration”. Adhere to the “enrollment and employment in line with the market, professional setting with social standards, teaching quality with international standards” Highlight the three characteristics of “the nurturance of moral education– overall quality, the complexity of professional construction– the advancement of professional skills– high-end leadership”. We should give full play to the eight advantages of “concept innovation, management science, excellent talents, advanced culture, beautiful environment, first-class equipment, quality assurance and strong scale”, and strive to cultivate strong creativity, adaptability, practical ability and development potential. Master a variety of skills, competent for many tasks, with good professional literacy and comprehensive quality, adapt to the social and economic development of a new type of compound talents.

At present, the college has 6 teaching departments, including Advanced Manufacturing Industry Department, Information Service Industry Department, Cultural and Creative Industry Department, New Energy Application Industry Department, Business Service Industry Department and General capacity Building Center, with 17 main majors and 35 professional classes. majors cover five advantageous industries in Guangdong Province, such as cultural creativity, advanced manufacturing, information technology, transportation services, finance and trade, which are closely in line with regional economic and social development. The middle and senior title teachers of the college are more than 70%, and there are nearly 16000 students in the college, including high-tech, high-tech and preparatory technician training levels, of which 77% are high-tech and preparatory technician classes. The total value of fixed assets of the college is 280 million yuan, with 169 learning workstations, three training bases in China, including refrigeration and air-conditioning in the World skills Competition, CAD mechanical design and network system management, and the equipment has reached the advanced level at home and abroad.

Second, condensing the characteristics of industry and trade in running a school and creating a new path for the training of highly skilled personnel

(1) the dual system of schools and enterprises, the integration of work and learning, and the training of high-skilled talents who are in line with the market.

Combined with the school-running characteristics of Chinese technical education, the college has constructed a set of integrated course teaching system that meets the employment needs of modern enterprises and pays attention to the comprehensive vocational ability of students. to create a “school-enterprise dual system, integration of work and learning” school-running mode and high-skilled personnel training model with industrial and trade characteristics. Specifically, it is embodied in: “the school-enterprise dual system to discuss professional planning, discuss the curriculum system, jointly create the integration of work and learning, form a team of teachers, build a learning environment, build a management platform, share teaching resources, evaluate students’ abilities, recruit students and staff, share the guarantee mechanism” school-running model and “college curriculum and work tasks in one, learning process and work process in one,” The “integration of work and learning” talent training mode of “integration of student identity and employee identity”.

As one of the first batch of 30 pilot institutions of integrated curriculum reform in technical colleges across the country, the college takes the task of exploring and implementing the reform of integrated curriculum system. In 2009, it took the lead in starting the integrated curriculum reform, and in 2010 and 2011, it successively hosted the pilot meeting and experience exchange meeting of the national technical college integrated curriculum reform. In 2014, under the organization of the Ministry of Human Resources and Social Affairs, the College took the lead in organizing industrial enterprises from various provinces and cities across the country to complete the development of national skilled personnel training standards and integrated curriculum norms for automobile maintenance and computer network applications. In April 2015, the evaluation meeting of the national standard curriculum rules of the two majors was held in the college, and the national standard curriculum regulations of the two majors successfully passed the evaluation of experts. The result of this work marks the first time that our country has a national standard for the training of skilled personnel. In the past three years, the college has output fruitful results, published 48 monographs, research reports and learning materials of integrated courses, trained 1944 teachers of national integration, and 4840 people from 226 schools across the country went to schools to learn lessons. It has become a model school, a demonstration school and a standard-setting school for the teaching reform of integrated courses in technical colleges across the country.

The talent training mode of “integration of work and learning” is a scientific exploration of the law of training skilled talents, which brings a subversive curriculum reform to technical education. The implementation of the skilled personnel training mode of “dual system of school and enterprise and integration of work and learning” has further improved the school-running level and talent training quality of the college, and improved the comprehensive professional quality of students in an all-round way. Over the past five years, the college has trained 18228 graduates, 60% of whom are senior workers or above; the qualified rates of students’ main majors are more than 95%; the graduation rate is more than 95%; and the employment rate of graduates is more than 98%. Among them, the stable employment rate and counterpart employment rate reached 85% and 85% respectively.

70% of the graduates are employed in hundreds of large and medium-sized enterprises, such as Guangzhou Auto Toyota, Guangzhou aircraft maintenance, Guangzhou Metro, Shanghai Jie Zhineng Co., Ltd., Qianqi Animation Co., Ltd., Guangdong Sinotrans and so on. The implementation of the skilled personnel training model of “dual system between schools and enterprises, integration of work and learning” has also greatly improved the teaching level of teachers in the college, and a large number of elite teachers have emerged in the college. 13 technical experts in the whole country, 13 in Guangdong Province and 19 in Guangzhou have been trained, and the number of technical experts is second to none in the country’s technical colleges. College teachers won gold and silver in the sixth and eighth National “Zhenxing Cup” Youth Vocational skills Competition. In the past three years, college teachers have won a total of 1056 awards for various teaching and research achievements.

In the practice of deepening the reform of the integrated curriculum system and exploring the talent training mode of the integration of work and learning, the college is deeply aware that the “school-enterprise dual system” can make the implementation of the integrated curriculum more in-depth and more effective. Since 2013, the college has deepened the content of school-enterprise cooperation, opened up the forms of school-enterprise cooperation, and cooperated with 13 enterprises, including Guangzhou Cable Factory Co., Ltd., Guangzhou Johnson Automobile Interior system Co., Ltd., Guangzhou Changyue Rexa Automobile sales and Service Co., Ltd., established the “Industrial and Trade Cable Factory 13 Mechatronics production backbone Class”.

Industry and trade Johnson 13 mechatronics school-enterprise dual class “industry and trade Lexus automobile marketing 4S service talents school-enterprise dual elite class” and other 18 school-enterprise dual-system classes. By jointly determining the orientation and goal of personnel training, formulating talent training plans and implementing teaching plans, combing core courses, setting up a team of teachers, and integrating high-quality resources of schools and enterprises, both schools and enterprises have ensured and improved the teaching quality of dual-system classes between schools and enterprises. students’ professional accomplishment and professional skills are highly recognized by enterprises and students’ parents.

At the 2014 National Vocational Education work Conference, the skilled personnel training model of “dual system between schools and enterprises and integration of work and learning” was praised by Vice Premier Ma Kai as “skilled personnel training mode with Chinese characteristics”.

(2) docking the World Championships, transforming the standards, and training high-skilled talents in line with international standards.

On the road of promoting the development of vocational education, the college does not stop at the successful exploration of the “training mode of skilled talents with Chinese characteristics”, but also actively aims at the positioning standards of world skilled talents, combined with the world advanced industrial technology standards and industrial development trends. Taking the participating projects of the World skills Competition as the carrier, through the selection and training of the players of the World skills Competition in China, this paper explores the training mode of the world’s skilled talents. We have achieved remarkable results in training high-skilled talents who are in line with the world’s skill level.

In the World skills Competition, the college contestants performed well and performed meritorious deeds. In the 41st World skills Competition in 2011, college contestants won back two winning awards for China, which went out for the first time. In the 42nd World skills Competition in 2013, college contestants won bronze medals in refrigeration and air-conditioning projects and three prizes in website design, information network cabling and CAD mechanical design. The number of winners accounted for nearly 1 / 4 of the winners of Chinese contestants, achieving a breakthrough of zero medals in Guangzhou and Guangdong Province in the world skills competition. In August this year, Industry and Trade sent five national players to participate in the competition of five items of the 43rd World skills Competition, which won a complete victory, winning 2 silver and 1 bronze medals on behalf of the country, accounting for nearly 1% of China’s award-winning projects in this year’s World Championship.

Top 5 of Guangdong award-winning project 2Compact.

At the same time, the college has set up a World Technical talents training and Research Center to learn and transform the standards of the World skills Competition, and strive to achieve “two transformations”: to transform the technical standards of the World Competition into skilled personnel training standards and curriculum standards, and to transform the path and method of contestant training into the path and method of skilled personnel training, so as to promote the professional construction and development of the school and improve the quality of skilled personnel training. At present, through the study and research of six world competition projects, including refrigeration and air conditioning, CAD mechanical design, network system management, website design, information network wiring and business software solutions, the college has successfully developed a new major, set up three elite classes, developed three new courses and corresponding learning materials, and transformed four learning tasks.

(3) International exchanges and in-depth cooperation to broaden the world vision of vocational education

The college also attaches great importance to international exchanges and cooperation, actively exchanges skilled personnel training standards with internationally renowned vocational colleges and international skills experts, and explores ways to train international high-skilled talents. For example, there is in-depth cooperation between the College and Highbury College in the UK, with eight visits between teachers and students, mainly on website design, clothing design, business marketing, entrepreneurship course development, etc., to carry out in-depth teaching research, famous teachers, skills exchange and other exchange activities. The college hosts a seminar on Sino-British professional standards organized by the Culture and Education Section of the British Embassy and conducted by Shackleton Education Company of the United Kingdom in cooperation with Chinese technical colleges to broaden the horizons of training skilled talents around the world. The college also focuses on exchanges and cooperation with Nanyang Institute of Technology in Singapore, Heidehan in Germany, Keller CNC Software in Germany, Hans Seidel Foundation in Germany, TAFE in Queensland, Australia, and other international skills. In addition, the college actively invites the chairman, coaches, experts and contestants of the World skills Competition to exchange views. In March 2015, the College successfully held the Guangzhou Invitational Competition, which is part of the World skills Competition. World contestants and experts from eight countries and regions, including China, Brazil, Japan, South Korea, Britain, Hong Kong, Macao and Taiwan, compete together, communicate with each other, and jointly explore ways to train high-skilled talents.

Looking to the future, the college will continue to uphold the “pursuit of excellence”

The concept of “Building Dreams together” stands at the commanding height of the world’s skilled talents, persists in exploring and transforming the world’s skilled personnel training standards, and constantly deepens the Chinese skilled personnel training mode of “dual system between schools and enterprises, integration of work and learning”. In order to establish a national first-class technician college with “domestic famous, international well-known, demonstration leading”, realize

“Dream of a powerful country with skills”!

广州市工贸技师学院-官方首页,广州市工贸学院始终坚持**创新，科学发展，创造了“九个第一”：一是成为广州市首家国家重点技校，二是成为广州市首家高级技校，三是成为广州市首家技师学院，四是成为广州市首家在校生规模突破一万的学校，五是成为广东省首批高技能人才实训基地，六是成为国家首批“高技能人才培养示范基地”，七是成为“国家中等职业教育**发展示范学校建设计划”第一批立项建设学校，八是成为国家第一批、全省唯一一所成功申报2011年国家级高技能人才培训基地的学校，九是成为全国第一批、全省第一所走出国门参加世界技能