為提高學生現場實踐(jian)能力，融入(ru)工(gong)程施工(gong)工(gong)地(di)的(de)職(zhi)業(ye)氛圍，感知施工(gong)企(qi)業(ye)文化(hua)，綜合提升學生的(de)職(zhi)業(ye)能力和(he)職(zhi)業(ye)素質，山東(dong)職(zhi)業(ye)學院(yuan)土木工(gong)程系在2011級土建施工專業群學生中，在(zai)(zai)第五學期開展工地課堂教學。工地課堂教學是在(zai)(zai)山東魯橋、中鐵(tie)(tie)十(shi)局四(si)公司、中鐵(tie)(tie)十(shi)一(yi)局頂崗(gang)學習的學生重要(yao)的教學環節。
本次參加(jia)(jia)工(gong)地課(ke)堂教學(xue)(xue)的(de)(de)學(xue)(xue)生具有兩年的(de)(de)專(zhuan)業(ye)基礎，具備一定(ding)的(de)(de)專(zhuan)業(ye)知(zhi)識和(he)技能，綜合素質較高(gao)。工(gong)地課(ke)堂的(de)(de)合作企(qi)業(ye)規(gui)模大，均具良(liang)好的(de)(de)合作基礎和(he)長期的(de)(de)合作關系，均能擇優錄用畢業(ye)生，簽訂正式就業(ye)協議(yi)，并(bing)能根(gen)據系部要求，為每位頂崗(gang)學(xue)(xue)習的(de)(de)學(xue)(xue)生配備現場(chang)技術人員擔任兼職教師、指導(dao)工(gong)程(cheng)實踐、加(jia)(jia)強安全管理等。
學生(sheng)在工(gong)(gong)(gong)(gong)地(di)課堂學習(xi)(xi)與訓練(lian)(lian)了工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)組織、工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)造價、工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)資(zi)料(liao)管(guan)理(li)等方面(mian)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)管(guan)理(li)能力(li)，深入(ru)訓練(lian)(lian)了工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)試驗與檢測(ce)、工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)測(ce)量(liang)、施工(gong)(gong)(gong)(gong)技術(shu)指(zhi)導等工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施工(gong)(gong)(gong)(gong)專項技能。為檢驗工(gong)(gong)(gong)(gong)地(di)課堂的學習(xi)(xi)成(cheng)(cheng)績，針對學生(sheng)在工(gong)(gong)(gong)(gong)地(di)的學習(xi)(xi)特(te)點，要求學生(sheng)在企業兼職教(jiao)師(shi)(shi)深入(ru)指(zhi)導、校(xiao)內專任(ren)教(jiao)師(shi)(shi)的巡視指(zhi)導下(xia)，結合第五學期開(kai)設的課程(cheng)(cheng)(cheng)(cheng)，完(wan)成(cheng)(cheng)在工(gong)(gong)(gong)(gong)地(di)課堂完(wan)成(cheng)(cheng)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施工(gong)(gong)(gong)(gong)組織、工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)預算(suan)與造價控制、工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)資(zi)料(liao)歸檔與管(guan)理(li)、具體從事的崗位(wei)工(gong)(gong)(gong)(gong)作方面(mian)（如測(ce)量(liang)、試驗、物資(zi)管(guan)理(li)、技術(shu)交底指(zhi)導）等4篇技術(shu)論文寫(xie)作，完成工地課(ke)堂實習日志和(he)報(bao)告(gao)，作為學生本學期學習成績。
工地(di)課堂開(kai)(kai)展期(qi)(qi)(qi)間，從開(kai)(kai)班儀(yi)式、開(kai)(kai)班前期(qi)(qi)(qi)工作(zuo)協調(diao)、開(kai)(kai)班初教學組織交底、中期(qi)(qi)(qi)教學巡(xun)視、結課過程指(zhi)導等方面安(an)排呂安嶺、鄭恒、柴振波、王亞飛、范玉、崔建偉等老師到青島工地、濰坊工地、四川工地、湖北襄陽工地等5次，指導學生本學期課程學習、協調學生組織與管理中的問題，開展學生結課考試等，并及時掌握企業需求和學生的學習狀況、思想動態，對教學、實習進行部署和安排。
工地課堂的開展深化了校企(qi)合作，實現了三方共(gong)贏。企(qi)業提前鍛煉和(he)選(xuan)拔(ba)合適(shi)人(ren)才，學(xue)(xue)生接觸到現場工作環(huan)境有利于實際工作能(neng)力(li)提升，學(xue)(xue)校以此為橋梁深入開展合作，改(gai)革教學(xue)(xue)內(nei)容和(he)教學(xue)(xue)組(zu)織，從(cong)整體上(shang)提升了教學(xue)(xue)效果，提高了人(ren)才培養質(zhi)量。
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