Abstract: Ａｂｓｔｒａｃｔ：Ｔｈｉｓａｒｔｉｃｌｅｆｉｒｓｔｄｅｆｉｎｅｓｔｈｅｃｏｎｃｅｐｔｏｆ“ｓｐｅｃｉａｌｔｙｉｎｎｏｖａｔｉｏｎｉｎｔｅｇｒａｔｉｏｎ”ｉｎｅｄｕｃａｔｉｏｎ．Ｂａｓｅｄ
ｏｎｔｈｉｓ，ｉｔｄｅｌｖｅｓｉｎｔｏｅｘｉｓｔｉｎｇｐｒｏｂｌｅｍｓａｎｄｔｈｅｉｒｃａｕｓｅｓｉｎｔｈｅ“ｓｐｅｃｉａｌｔｙｉｎｎｏｖａｔｉｏｎｉｎｔｅｇｒａｔｉｏｎ”ｃｏｕｒ
ｓｅｓ．Ｔｈｅｓｅｉｓｓｕｅｓｉｎｃｌｕｄｅｔｈｅｌａｃｋｏｆｓｙｓｔｅｍａｔｉｃｉｎｔｅｇｒａｔｉｏｎｂｅｔｗｅｅｎｐｒｏｆｅｓｓｉｏｎａｌｃｏｕｒｓｅｓａｎｄｉｎｎｏｖａｔｉｏｎ
ａｎｄｅｎｔｒｅｐｒｅｎｅｕｒｓｈｉｐｅｄｕｃａｔｉｏｎ，ｔｒａｄｉｔｉｏｎａｌｔｅａｃｈｉｎｇｍｏｄｅｌｓｔｈａｔａｒｅｎｏｔｃｏｎｄｕｃｔｉｖｅｔｏｆｏｓｔｅｒｉｎｇｉｎｎｏｖａ
ｔｉｖｅｔｈｉｎｋｉｎｇｏｒｐｒｏｂｌｅｍｓｏｌｖｉｎｇｓｋｉｌｌｓ，ａｓｈｏｒｔａｇｅｏｆｈｉｇｈｌｅｖｅｌ“ｄｕａｌｑｕａｌｉｆｉｅｄ”ｔｅａｃｈｅｒｓｆｏｒｓｐｅｃｉａｌｔｙ
ｉｎｎｏｖａｔｉｏｎｉｎｔｅｇｒａｔｅｄｅｄｕｃａｔｉｏｎ，ａｎｄｔｈｅｉｎｓｕｆｆｉｃｉｅｎｔｉｎｔｅｇｒａｔｉｏｎｏｆｃｏｕｒｓｅｉｄｅｏｌｏｇｙａｎｄｐｏｌｉｔｉｃｓｗｉｔｈｔｈｅ
ｉｎｎｏｖａｔｉｖｅｓｐｉｒｉｔａｎｄｉｎｄｕｓｔｒｙｒｅｑｕｉｒｅｍｅｎｔｓｎｅｅｄｅｄｆｏｒｓｔｕｄｅｎｔｐｏｓｉｔｉｏｎｓ．Ｔｏａｄｄｒｅｓｓｔｈｅｓｅｉｓｓｕｅｓ，ｄｒａｗ
ｉｎｇｏｎｔｈｅｒｅｆｏｒｍｅｘｐｅｒｉｅｎｃｅｏｆｔｈｅ“ＩｎｄｏｏｒＥｎｖｉｒｏｎｍｅｎｔａｎｄＤｅｔｅｃｔｉｏｎ”ｃｏｕｒｓｅ，ｔｈｉｓｐａｐｅｒｐｒｏｐｏｓｅｓｔｈａｔ
ｐｒｏｆｅｓｓｉｏｎａｌｃｏｕｒｓｅｓｓｈｏｕｌｄｂｅｒｅｆｏｒｍｅｄｉｎｓｅｖｅｒａｌｍａｉｎａｒｅａｓ，ｉｎｃｌｕｄｉｎｇｒｅｓｔｒｕｃｔｕｒｉｎｇｃｏｕｒｓｅｃｏｎｔｅｎｔ，
ｒｅｆｏｒｍｉｎｇｔｅａｃｈｉｎｇｍｏｄｅｌｓ（ｉｍｐｌｅｍｅｎｔｉｎｇｐｒｏｊｅｃｔｂａｓｅｄｔｅａｃｈｉｎｇ，ｅｓｔａｂｌｉｓｈｉｎｇａｍｕｌｔｉｄｉｍｅｎｓｉｏｎａｌｅｖａｌｕ
ａｔｉｏｎｓｙｓｔｅｍｗｉｔｈｔｈｒｅｅｃｏｕｒｓｅｃｏｏｒｄｉｎａｔｉｏｎ，ａｎｄｒｅｃｏｎｓｔｒｕｃｔｉｎｇｔｈｅｔｅａｃｈｉｎｇｐｒｏｃｅｓｓｗｉｔｈａｎｉｎｔｅｇｒａｔｉｏｎｏｆ
ｌｅａｒｎｉｎｇａｎｄｉｎｎｏｖａｔｉｏｎ），ａｎｄｅｘｐｌｏｒｉｎｇｃｏｕｒｓｅｉｄｅｏｌｏｇｉｃａｌａｎｄｐｏｌｉｔｉｃａｌｅｌｅｍｅｎｔｓｂａｓｅｄｏｎｐｏｓｉｔｉｏｎｓｔｏ
ｕｎｃｏｖｅｒｔｈｅｓｐｉｒｉｔｏｆｉｎｎｏｖａｔｉｏｎ．Ｔｈｅａｉｍｉｓｔｏｐｒｏｖｉｄｅｓｏｍｅｒｅｆｅｒｅｎｃｅａｎｄｉｎｓｉｇｈｔｓｆｏｒｔｈｅｒｅｆｏｒｍａｎｄｄｅ
ｖｅｌｏｐｍｅｎｔｏｆ“ｓｐｅｃｉａｌｔｙｉｎｎｏｖａｔｉｏｎｉｎｔｅｇｒａｔｉｏｎ”ｃｏｕｒｓｅｓｉｎｖｏｃａｔｉｏｎａｌｃｏｌｌｅｇｅｓ

Key words: ｈｉｇｈｅｒｖｏｃａｔｉｏｎａｌｃｏｌｌｅｇｅｓ, ｉｎｄｕｓｔｒｙｅｄｕｃａｔｉｏｎｉｎｔｅｇｒａｔｉｏｎ, ｓｐｅｃｉａｌｔｙｉｎｎｏｖａｔｉｏｎｉｎｔｅｇｒａｔｉｏｎ,
ｃｕｒｒｉｃｕｌｕｍｒｅｆｏｒｍ, ｉｎｄｏｏｒｅｎｖｉｒｏｎｍｅｎｔａｎｄｄｅｔｅｃｔｉｏｎ