大類培養(yǎng)學(xué)生專業(yè)分流存在的問題與對(duì)策

摘  要  針對(duì)大類培養(yǎng)下學(xué)生專業(yè)分流中存在的問題，從完善專業(yè)分流標(biāo)準(zhǔn)、加強(qiáng)專業(yè)建設(shè)、專業(yè)分流引導(dǎo)和專業(yè)認(rèn)識(shí)教育、專業(yè)分流后期學(xué)生心理輔導(dǎo)四個(gè)方面進(jìn)行改進(jìn)，解決專業(yè)分流中存在的問題，最終實(shí)現(xiàn)通識(shí)教育與專業(yè)教育有機(jī)結(jié)合，提高學(xué)生專業(yè)興趣。

關(guān)鍵詞  大類培養(yǎng)；專業(yè)分流；招生；培養(yǎng)模式

中圖分類號(hào)：G642.0    文獻(xiàn)標(biāo)識(shí)碼：B

文章編號(hào)：1671-489X（2023）04-0129-04

Problems and Countermeasures of Professional Diversion of Major Training Students//LI Yan

Abstract  Aiming at the problems existing in the pro-

fessional diversion of major training students， the

author brings forward to improve the standard of pro-

fessional diversion， strengthen professional diver-sion guidance and professional understanding and education， and provide psychological counseling for

students in the later stage of professional diver-sion. It can not only solve the problems existing in the separation of majors， but also finally realize the organic combination of general education and professional education， and improve students’ pro-fessional interest.

Key words  major training; professional diversion; enrolment; training mode

Author’s address  School of Art and Design， Hubei University of Technology， Wuhan， China， 430068

1  大類培養(yǎng)模式的背景與優(yōu)勢(shì)

長(zhǎng)期以來，中國(guó)高等教育按專業(yè)進(jìn)行招生培養(yǎng)，不少專業(yè)僅重視職業(yè)知識(shí)與專業(yè)技能的傳授，缺乏人文素養(yǎng)和科學(xué)精神的培養(yǎng)[1]。（剩余5466字）