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祉糠瞿
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4 前言 06 第一章迎接工业 4.0 时代的职业教育态势第二章工业 4.0 时代下职业教育新机遇第三章中国职业教育发展趋势结语

4.0 1 4.0 4.0 2025 The term "Industry 4.0" has become a buzz word in recent years.

5 The term "Industry 4.0" has become a buzz word in recent years. It is raising a lot of questions for industry and is a significant challenge to companies in the manufacturing industry. Not only for them. Those, who are qualifying a new generation of employees - the vocational educational institutions and Universities - are questioning themselves at the same time. What is the specific meaning of the term? How far does it have an actual impact on my educational environment? These subjects are discussed in Germany as well as in China, where the implementation of the "Strategy 2025" is raising similar questions Despite the increasing automation of manufacturing processes, which are related to this concept, it is the human being, which is at the center of "Industry 4.0". With this understanding, the discussion on "Industry 4.0" is recently moving more and more into the direction on the available and necessary skill sets of current and future employees. 4.0 How far are traditional Curricula meeting the requirements of the new technology? Which technical disciplines are mostly affected by these new technologies? What are necessary modifications? Is "Industry 4.0" mainly a challenge for the technical curricula content or is it more a question for the organizational processes, teamwork, integrated decision making which has to be better trained in line with the technical content.

6 While there is something new on one side, changes and modifications are gradual processes. Competencies needed for "Industry 4.0" are also building on the past and gaps in curriculum adjustments are different from country to country, depending on the vocational education foundation it stands on. 4.0 In Germany, for example, and because of a close integration of school and industry based learning (Dual System), students have the advantage to get exposed to new technologies and applications from an early phase onwards. Vocational training alternates between the school and the business setting and provides opportunities to combine theory and practice. It allows trainees to learn in real-life situations and let them become part of a company and working culture. Therefore, skills related to "Industry 4.0" have been partly covered and trained in the past already. 4.0 The adaption process to integrate new skills is therefore more gradual. But still, there are gaps. And during the recent revision of the national curricula for the electrical and mechanical professions in Germany, new skills have been integrated especially in regard to digital competencies. Model factories have been set up as demonstrators to teach feasible solutions for the introduction of "Industry 4.0" into everyday industrial practice. For other countries it might seem that the pressure and challenges to prepare the next generation of employees mastering with these new skills and technologies are even bigger compared to those countries, who are already building on an advanced vocational system.

7 4.0 3 This Whitepaper is providing some insights into these developments, the requirements and challenges. It is providing input on how to move forward in building the skill sets needed for this modernization. What is required to develop new vocational programs which are meeting industrial requirements? What are key factors? How to deal with the existing programs and modules? Where to adjust the technical training hardware? And foremost, how to further qualify the instructors teaching the new content? Enjoy the reading and we are looking forward to get your feedback. TÜV TÜV Rheinland Academy and Life Care Business Development International Senior Project Manager German Vocational Education Expert Carlo Humberg

8 4 4.0 美国 (AMP) (NNMI) 英国日本 2012 ICT 2013 IT 法国 2009 (SNRI) 德国 2006 ( ) 韩国 2008 IT : TÜV

9 STEM : TÜV TÜV

11 产业智能化变革提出人才培养新方向和新需求德国工业 4.0 与人才培养 4.0 (Industry4.0) / 中国制造 2025 国家战略与人才培养 , 2025 突出特点核心关键五大工程十大重点领域效益 96%40% :

12 职业教育参与主体新意识启蒙 % 52.2% 50% 40% 30% 36.4% 31.0% 30.3% 24.2% 20% 10% 9.7% 7.1% 9.1% 0% % 24.2% : TÜV * / ** / * ** : BIBB

13 中国职业教育现状分析中国职业教育概况 / : 92.2% 92.1% 91.8% 91.9% 91.2% 91.5% : :2018

14 中国职业教育面临严峻的考题 % 47.8% 40% 30% 20% 23.9% 22.1% 10% 6.2% 0% : TÜV % 27.0% 5% 40%50% 3 新入职现有的 5.3% 15.0% 28.3% 19.5% 38.9% 33.6% 27.4% 31.9% : TÜV : TÜV

15 % 40% 39% 41% 41% 39% 35% 35% 32% 34% 29% 27% 24% 28% 29%30% 25% 26% 33% 20% 47% SPS RFID CNC / / : TÜV % SPS 中国职业教育师资队伍储备不足

16 % 87.0% 87.9% 89.3% 90.1% 90.8% 23.7% 25.5% 26.3% 27.6% 28.7% 29.5% 2011 : % % 39.4% 9.1% 15.2% 6.1% 48.5% 21.2% 24.2% 30.1% 33.6% 22.1% 14.2%

17 % 36% 39% 42% 36% 36% 27% 30% 27% 27% 24% 24% 30% 33%36% 33% 24% 42% 36% 33% 30% SPS RFID CNC / / : TÜV 10% 15% 14.2% 42.4% 6.1% 33.3% % : TÜV % 36.4% 27.3% 18.2% 18.2% : TÜV 4.0

18 职业院校专业设置与课程开发满意度不高 1 0% 9.1% 33.3% 57.6% 54.5% 51.5% 63.6% 54.5% : TÜV TÜV 90% 91.3% 63.3% 66.4% % 66.7% 50% 40% 30% 20% 18.2% 12.1% 10% 3.0% 0% : TÜV

19 职教学生培养模式与考核方式单一教学模式 : 实习培养 : % 学生考核 : % 2.7% 3.5% 职业教育校企合作紧密度不足 % % 3.0% 0.0%

20 % 10.6% 9.7% 6.1% 39.4% 40.7% 38.9% 48.5% : TÜV 校企双方的认识分歧 : 企业方面 : 院校方面 :

22 新兴产业成为职业教育发展蓝海 CPS IT / 3D HMI / AI IoT 序号十大重点领域 2015 年 2020 年 2025 年人才总量人才总量预测人才缺口预测人才总量预测人才缺口预测

23 国家大力发展职业教育近年校企合作的国家政策导向文件发文单位内容摘要国家对职教新发展的政策倾斜 VR + / /

25 现有的校企合作模式订单制现代学徒制 2014 TAFE TAFE 30%, 70% 90% TAFE TAFE TAFE TAFE67 15, 双元制 TAFE 模式 TAFE(Technical And Further Education) 70% 80% 60%

26 %3:72: 对现有校企合作模式的思考 6.2% 6.1% 59.3% 78.8% 项目制定方实施方 31.9% 51.5% 62.8% 75.8% : TÜV + / / +

27 % 60.6% 23.0% 15.2% 21.2% 15.2% 15.9% 9.1% TÜV 基于德国双元制的职业教育本土化探索双元制校企对接合作培养模式年度参与企业数参与高职院校数试点项目数招收的企业员工数技能 + 学历 + 德国职业资格证书第三方校企合作模式

28 双元制本土化发展趋势 % 23% 18% 67.3% 70% 60% 51.3% 46.0% 47.8% 50% 40% 30% 20% 10% 0% : TÜV TÜV 2017 学院合作共建 56% : TÜV TÜV 4.0 TÜV TÜV TÜV TÜV TÜV TÜV TÜV

29 / PersCert TÜV : TÜV 培训考试中心 TÜV TÜV PersCert TÜV 2000 TÜV GAS TÜV WIG TÜV MSG TÜV E-hand TÜV TÜV 2018 TÜV I8686E 3.3 工业 4.0 时代下的中国职业教育发展要求及建议 TÜV TÜV

30 : TÜV 75.8% 64.6% 72.7% 54.9% 52.2% 60.6% 54.9% 75.8%

31 关于德国莱茵 TÜV 大中华区 TÜV ,000 TÜV25 4,000 TÜV TÜV 莱茵学院您终生学习的护航员 TÜV 职业学校运营与考试中心共建 TÜV 学生 / 教师人员资格认可双元制职业教育体系认证 ( 基于 ISO 29990) 企业岗位技能提升专业建设咨询在线课程开发与运营智慧课堂为您的员工引以为傲我们向世界证明他们的实力 DIN EN ISO17024 PersCert-TÜV

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32 Here for safety. Born for quality. TÜV TÜV Rheinland Greater China 关注我们的微信 : TUV TÜV, TUEV and TUV are registered trademarks. Their use will require prior consent.

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<4D6963726F736F667420576F7264202D205F4230365FB942A5CEA668B443C5E9BB73A740B5D8A4E5B8C9A552B1D0A7F75FA6BFB1A4ACFC2E646F63> 運用多媒體製作華文補充教材江惜美銘傳大學應用中文系 chm248@gmail.com 摘要 : 本文旨在探究如何運用多媒體, 結合文字聲音圖畫, 製作華文補充教材當我們在進行華文教學時, 往往必須透過教案設計, 並製作補充教材, 方能使教學