向德国制造学什么？
看德国三个典型智慧城市 我们能学点什么？
看德国三个典型智慧城市我们能学点什么？近年来，美、欧等发达国家以及韩国、新加坡等中国周边国家纷纷开始建设智慧城市。
党的十八大明确提出“促进工业化、信息化、城镇化、农业现代化同步发展”的战略之后，“智慧城市”作为一种城市管理新模式在全国上下迅速达成共识，国内正在掀起一股“智慧城市”建设的热潮。
与此同时，“智慧城市”又是个新鲜事物，到目前为止，全球没有哪个城市的建设模式被世人公认为是“智慧城市”的样板，但每个所谓的“智慧城市”又各有各的特色和经验。
以德国来说，智慧城市项目主要集中在节能、环保、交通等领域。
我们从柏林——首都，法兰克福——德国第三大城市，弗里德里希哈芬市——德国南部的一座风景秀丽的小城市三个典型的代表城市来看，德国智慧城市的特色。
（一）柏林柏林的智慧城市建设主要是由柏林伙伴公司负责的，柏林伙伴公司是柏林市政府旨在促进经济社会发展而成立的一个专门机构。
1、电动交通柏林的目标是成为欧洲领先的电动汽车大都市。
2011年3月，柏林提出“2020年电动汽车行动计划(Action PlanforElectromobility Berlin 2020)”，其中一个重要的项目奔驰smart的car2go项目。
在该项目中，注册用户可以在大约250平方公里的区域内租用到配备了智能熄火/启动系统、空调和导航系统的smartfortwo车辆，并根据自己的意愿长时间驾驶这些汽车，然后在运营区域内的任何公共停车场归还汽车。
此外，car2go还面向iPhone用户推出了一款car2go应用。
用户可以通过该应用查询附近可用的car2go车辆等信息。
目前，柏林-勃兰登堡首都地区是德国最大的电动汽车“实验室”，也是少数拥有220个公用充电桩的德国城市，迄今实施的可持续交通项目涵盖了从私人和家庭用车，到电动汽车共享、企业车队，再到卡车货运、电动自行车的广泛目标。
2、节能住宅柏林的“被动式节能住宅”是在低能耗建筑的基础上发展起来的，是一个全新的节能概念。
学习工匠精神心得体会（精选16篇）
学习工匠精神心得体会学习工匠精神心得体会（精选16篇）学习工匠精神心得体会篇1上下五千年，中国曾引领着一个时代的制造行业发展，精密探测的地震仪，深埋千年依旧锋利的古剑，无不彰显着当时顶尖的工业技术。
然而反观现代，沿海城市的大型乃至超大型代加工厂比比皆是，均是以增加熟练度或扩充人力来提高产能，却无丝毫创新之法。
中国工业已然被称为“世界加工厂”，长此以往，中国工业将无以为继。
近日，德国政府提出的工业4.0理念风暴席卷全球，以智能制造为主导的工业发展战略让国人悚然惊醒。
德国制造业是世界上最具竞争力的制造业之一，这在很大程度上源于德国在已有顶尖工业水平上的持续创新力以及德国人专注严谨的工作态度。
工作熟练无失误，仅以为“工”，而未成“匠”；由表及里，精益求精乃为“工匠”。
中联重科作为全球工程机械先驱企业，不断有新型产品的技术参数突破世界纪录，每年的专利发明质量和数量也都远远走在其他企业前面，创新研发力度不可谓不强。
但作为基层员工，如何在管理岗位上实现自己的“工匠价值”，是我们每一个人都应该也必须思考的问题。
先成为一个优秀杰出的“工”。
每个岗位所在都是公司整体运行中重要的一环，要保证自己在岗位上的工作无差错无拖延，需要耐心、细心和决心。
耐心完成自己分内的事情，多坚持，多努力，对待工作和同事不骄不躁，始终如一；细心了解工作中的每一个细节，流程中的各个环节，多发问，多求知，做到胸有成竹，心中有底；决心克服工作中遇到的难题，多取经，多探索，勇敢尝试，相信办法总比困难多。
后成为一个自我升华能力的“匠”。
如何才能在人力有限的条件下有效的提升工作效率？如何才能在本职工作完成后额外完成力所能及的细节使工作流程更顺利？如何才能针对自身岗位的优劣现状提出具有可操作性的建议？只有深层次的思考延伸才能让个人能力得到充分的发挥并与工作相辅相成，真正实现从“工”到“匠”的价值升华。
企业作为员工发展共同体的同时，也是员工价值体现的重要载体，两者一荣俱荣，一损俱损。
德国双元制的职业教育和培训- 从专业教育可以学到什么？
427S. Billett et al. (eds.), International Handbook of Research in Professionaland Practice-based Learning , Springer International Handbooks of Education,DOI 10.1007/978-94-017-8902-8_16, © Springer Science+Business Media Dordrecht 2014A bstract T he dual system of vocational education and training (VET) in Germany is a specifi c training system that aims at systematically combining the advantages of training in a company and education in a vocational school. Germany’s dual system is expected to strongly support a successful transition of young people from school to work and to guarantee a skilled workforce as a prerequisite for a successful economy. In addition it plays a role in educating young people. The central goal of VET in the dual system is to help students attain and develop competence in action so that they can meet current and future professional challenges and participate in defi ning their voca-tional lives. Because of on-going changes in society, economy and at the workplaces, the dual system has been under pressure of adaptation in order to further maintain its effectiveness and effi cacy. Consequently, especially since the 1980s, many adjustment processes have taken place on different levels of the system, namely the institutions involved, the syllabi for the different venues, and the teaching-learning processes. The article will explain the dual system as well as highlight and comment on the different endeavours for its modernisation. It focuses on parity of esteem between general and vocational education and between different forms of vocational education. Furthermore it takes into account cost and benefi t of in-company training, modularisation of training occupations, and the relationship between learning and working. As a result, it will give some advice on what can be learnt about education for professions.K eywords V ocational education and training • D ual system • E ducation for professionsC hapter 16The Dual System of Vocational Education and Training in Germany– What Can Be Learnt About Education for (Other) ProfessionsB ärbel F ürstenau ,M atthias P ilz ,and P hilipp G onon B . F ürstenau (*)F aculty of Business and Economics ,T U Dresden ,D resden ,G ermanye -mail: baerbel.fuerstenau@tu-dresden.deM . P ilzF aculty of Economics ,U niversity of Cologne ,K öln ,G ermanyP . G ononI nstitute of Educational Sciences ,U niversity of Zurich ,Z ürich ,S witzerland428B. Fürstenau et al.16.1 O utlineD ual systems of vocational education and training (VET) are specifi c training systems that aim at systematically combining the advantages of training in a company and education in a vocational school. Dual systems in this form do exist to a con-siderable extent in Germany, Austria, Luxemburg, Switzerland, Denmark, and parts of the Netherlands. German-speaking regions of France and Italy also (often) fi t into this framework. This article focuses on the dual system of VET in Germany (hereafter only referred to as “dual system”).G ermany’s dual system is expected to strongly support a successful transition of young people from school to work and to guarantee a skilled workforce as a prerequisite for a successful economy. In addition it plays a role in educating young people. Consequently, the central goal of VET in the dual system is to help students attain and develop competence in action so that they can meet current and future professional challenges and participate in defi ning their vocational lives.I n order to meet this challenge and in order to further maintain its effectiveness and effi cacy, especially since the 1980s, many adjustment measures have been imple-mented. Reasons for the adjustment measures can be seen – besides others – in the demographic development, shift from industrial to service economy, or changes of workplaces and demands for the workforce. The demographic development has led to a drop in the demand for training places and thus to problems of recruiting a skilled workforce. The shift from industrial to service economy has required an increase in apprenticeships in the service sector and more service orientation of apprenticeships in other sectors of the economy. Workplaces have become more complex and require more intellectual skills such as systems thinking, and they require continuous learning. The measures taken refer to different levels of the dual system, namely the institutions involved (companies in the private sector, vocational schools, employers and employees, the F ederal Government, the German states etc.), the syllabi for the learning venues (schools and workplaces), and the working and/or learning processes at the different venues. The levels cannot be strictly separated. Accordingly, if a decision is taken on one level, the other levels are usually affected too.T his article will explain the dual system as well as highlight and comment on the different endeavours for its modernisation. As a result, we will point out what can be learnt about education for professions. The concept of profession here is understood in a broad sense, including professional practice and approaches to learning in and for professions as well as all kinds of initial and further professional education, whether it takes place in school settings or at the workplace or at both venues. Thus, we pick out aspects from education in the dual system which might be regarded in professional education in general. We explicitly do not aim at discussing a transfer of the dual s ystem to other s ystems of professional education in detail but only comment briefl y on it. Through our approach, we aim at contributing to solutions for the problem of effectively developing professional (occupational) capacities that are important for fulfi lling both personal and societal needs.429 16 The Dual System of Vocational Education and Training in Germany…T he article starts with a description of the historical development of the dual system and its current structure in Germany. After that, an overview of current challenges and reform approaches will be taken into account. Consequently, we select relevant topics to be looked at in more detail. The selected topics address the different levels of the dual system and are – in our opinion – relevant both from a national and an international perspective. On the level of institutions, we discuss the parity of esteem between general and vocational education on the one hand and between apprenticeship in the dual system and full-time school-based vocational education on the other hand. Furthermore, on that level, costs and benefi ts of vocational education will be discussed. On the level of syllabi we examine/consider initiatives that have been taken to more closely relate teaching/educational goals and contents to practice and workplace reality as well as to regional or branch-specifi c needs. For that purpose, new apprenticeships have been developed and existing ones have been re-structured according to modules. On the level of teaching-learning processes we focus on measures aiming at preparing apprentices to effectively cope with modern work structures and organisations that have been implemented. For that purpose, the relationship between learning and working is reconsidered and combinations of learning and working, both at the workplace and in school, will be addressed. Though it would be possible and worthwhile to argue solely from a national perspec-tive, we also will discuss the topics from an international perspective, which allows us to consider the German approaches from other angles and integrate it in a broader context. As a summary, we will conclude what can be learned about education for other professions by taking into account the different levels and by regarding an international perspective.16.2 H istorical Development of the Dual Systemof Vocational Education and TrainingT he roots of the dual system can be traced back to the medieval ages, or even beyond, to the ancient Roman and Greek world (e.g. Münk 2010, p. 401). Based on early forms of apprenticeship, the dual system unfolds in three major phases:E arly forms of apprenticeship had been embedded in the craft system for both craftsmen and merchants. The apprentice worked together with his (or her) master craftsmen in his/her shop or travelled together with the master merchant to trade merchandise. Apprenticeship usually followed the so-called Imitatio Majorum prin-ciple, which refers to the sequence of observation, imitation, autonomous accom-plishment, and customisation (Kell 1995, p. 371). It aimed at providing the apprentice with abilities and skills matching the conventions and the accepted behaviour in the profession and the respective craft system (Bruchhäuser and Horlebein 2010, p. 408). Due to technological and cultural developments in industry and society, general knowledge, e.g. qualifi cations of reading, writing and accounting, became more and more important, and thus schooling became necessary in order to prepare apprentices for job requirements (Pahl 2012, pp. 25ff; Reinisch and Götzl 2013, p. 20).430B. Fürstenau et al.T he founding phase of the dual system in Germany can be dated back to the late nineteenth and early twentieth centuries (Greinert 1995). The craft system decom-posed because of the advent of a more liberal trade law, as fixed in the Trade Regulations of the Northern German Confederation. However, the empire politics aimed at protecting craft by law in order to prevent middle-class, respectively small fi rms and traders from becoming proletariat (Greinert 1995, p. 21). Amendments for protecting retail trade, dated 1897, enabled the recovery of corporate structures and the apprenticeship model comparable to that of the former craft system.F urthermore, education of apprentices required a master’s certifi cate. Besides traditional apprenticeships, schools for further education with a specifi c focus on vocational subjects (in German: Fortbildungsschule) were established. In 1900 the German Pedagogue Georg Kerschensteiner had recommended gearing the Fortbildungsschule towards vocational education and, in so doing, to legitimise it by claiming that vocational education and professional work contributes to general human education. Through vocational education, non-academic youth should also be integrated into the national state (Gonon 2009). Between the end of the nineteenth century and the beginning of the twentieth century, the number of such vocationally oriented schools increased. To sum up, the formation of the Fortbil-dungsschule is result of the promotion of small- and medium-sized craft enterprises on the one hand and youth education in times of crisis at the turn of the twentieth century on the other (Harney 2006, p. 233).T he c onsolidation phase between 1920 and 1970 was infl uenced by the attempt of German industry to establish an own apprenticeship model under exclusive control of companies. This was motivated by qualifi cation needs of industry (engine building and electrical industry) that grew comparatively fast and used modern production methods. Consequently, workforce in industry had to learn to cope with new technology. For that, instruction at specifi c learning venues (e.g. apprenticeship workshops or factory schools), standardised courses, curricula, and test requirements were necessary (Herkner 2013, p. 16; Pahl 2012). However, industry could not implement its own apprenticeship model but instead implemented a new qualifi ca-tion type for skilled workers/technicians that compares with the level of assistant in craft (Benner 1997, p. 56). Since the 1930s, the Fortbildungsschule has been renamed V ocational School (in German: Berufsschule). In 1938, (empire-wide) 3 years of compulsory VET was enacted and, in the beginning of the 1940s, the weekly hours of schooling were fi xed while curricula and both school authorities and fi nancing were harmonised. In the 1950s, the craft was successful in enforcing comprehensive regulations for VET established by the Handicrafts Regulations Act (in German: Handwerksordnung). However, a VET law was not enacted until 1969, the so-called Berufsbildungsgesetz (Wahle 2007, p. 195).T he f urther development phase since the 1970s is characterised by rationalisation of the dual system and by enhanced state infl uence. The Berufsbildungsgesetz regulates the responsibilities of Federal Government, the German States, the repre-sentatives of employers, the trade unions and, to some extent, the teachers for voca-tional education. Furthermore, a reporting system aimed at making the developments on the apprenticeship market transparent was established in form of the vocational431 16 The Dual System of Vocational Education and Training in Germany…education report, which is published yearly. In addition, since 1972 inter- c ompany vocational training centers were established to compensate apprenticeship shortcomings, especially for small fi rms. Almost every apprenticeship now also had a structure that separates 1 year of basic vocational qualifi cation from 2 years of specifi c vocational education (Greinert 1995, p. 32).16.3 T he Dual System of V ocational Educationand Training – Basic FeaturesW orldwide, different systems of VET exist. In order to differentiate between these systems, the role of the state can be taken into account. In market economy systems (e.g. USA, Japan, Great Britain) the state is not involved in vocational education. In school systems (e.g. France) the state plans, organises, and controls vocational education. In state-controlled market economy systems (e.g. the dual systems in Germany, Austria, and Switzerland), the state defines regulations for vocational education, but the private sector is responsible for the supply of training places. All other systems can be interpreted as variation of these three basic types.S tudents can enter the dual system after fi nishing 10 years of compulsory schooling on the secondary level I at a grammar school, a comprehensive school, an intermediate school, or a secondary general school. Entering the dual system means entering the secondary II level. As an alternative to the dual system, students can choose to complement senior classes in grammar school, to attend a specialised grammar school, to attend a full-time vocational school, or to remain in the transi-tion system to receive preparation for an apprenticeship in the dual system. After fi nishing one of these alternative tracks, it is also possible to apply for an appren-ticeship training place. Currently, about two-thirds of students leaving school start their professional career by beginning an apprenticeship in the dual system (BMBF 2013, p. 9). Overall, the dual system can be regarded as bridge from school to work-life.A pprenticeship in the dual system is only possible for state-recognised training occupations (Greinert 1995, p. 35), of which currently approximately 350 exist, ranging from baker, boat-builder, hairdresser, optician, and precision mechanic to sales associate or clerk. Successful completion of an apprenticeship programme entitles the trainee to practise an occupation as a qualifi ed skilled worker in either the training occupation ( H ippach-Schneider et al. 2007, p. 25) or an occupation which requires the knowledge and skills of the training occupation. Training occu-pations and occupations/professions in the labour market in general do not neces-sarily correspond. In contrast, compared to the number of training occupations, multiple occupations/professions exist. Occupations can be grouped according to areas, main groups, groups, sub-groups, and genres. Currently, 10 areas, 37 main groups, 144 groups, 700 sub-groups, and 1,286 genres exist. Areas are, for example, agriculture, forestry, and gardening or raw materials production, production and manufacturing, or commercial service, trade, sales, hotel and tourism. Main groups432B. Fürstenau et al.in the latter area are purchasing, sales, and trade occupations or sales, tourism, hotel- and restaurant occupations. Groups in the purchasing, sales, and trade occu-pations are purchasing and sales or trade. Sub-groups within purchasing and sales are occupations in purchasing or clerks in trade. Genres within purchasing and sales are occupations are, for example, specialised trade clerks and unspecialised trade clerks (Bundesagentur für Arbeit 2012). Consequently, an apprentice who completed a training occupation as a clerk can apply for numerous occupations and work as a clerk or as specialised or unspecialised trade clerk, or even as a secretary.T he dual system is not the only possibility for complementing an apprenticeship. Full-time vocational education in schools is offered as well, but it is not as established and appreciated as vocational education in the dual system. Furthermore, the dual system has to be strongly distinguished from the general education system. It has its own vocational education legislation as fi xed in the Berufsbildungsgesetz (Greinert 1995, p. 10).T he name dual system refers to the fact that two learning venues in two institutions, namely vocational schools and workplaces in companies, cooperate in order to qualify apprentices for a profession (Greinert 1995, pp. 10–16). Depending on the state-recognised training occupation, the course of the apprenticeship takes 2–3.5 years. The apprentices spend approximately three fourths of this time in the companies, one fourth in vocational schools. The different learning venues are embedded in different systems formed by a different history, i. e. the vocational training system on the one hand and the school system on the other. Both systems aim at cooperating in qualifying the apprentices (Harney 2006, p. 232). From a legal point of view, the young people are both student and employee. The most important features of the dual system can be described as follows.16.3.1 C ompa nies/Workpla cesT raining places are offered by companies in the private sector (industry, craft, and agriculture), institutions of the public sector, offi ces or institutes of the liberal professions and, to a limited amount, by private households (Greinert 1995, p. 35; Hippach-Schneider and Hensen 2012, p. 16). A provider of training places, e.g. a company, has to be approved by the respective chamber or guild. In the dual system, “the state delegates regulatory competence for training system to corporatist bodies. […] They have the status of ‘competent bodies’ ( z uständige Stellen)and play a crucial role in the organisation, administration and examination of vocational training” (Ertl and Sloane 2004, p. 3). Chambers and guilds as corporatist bodies regulate apprenticeships by supervising final exams, by registering training contracts, by establishing inter-company vocational training centers, by allocating training warranties to companies, by reforming apprenticeships, and by controlling the training quality (Harney 2006, p. 232; Rebmann et al. 2011, p. 13). The in-company training follows mandatory training regulations legal for the respective state- r ecognised training occupation and valid for all companies independent of433 16 The Dual System of Vocational Education and Training in Germany…branch or size. The development and remittal of the training regulations is the responsibility of the federal government and should guarantee comparable standards for in- c ompany training nationwide. However, representatives of trade unions as well as of employers’ and employees’ head organisations are involved in the development of training regulations. Every training regulation comprises denomi-nation, length (duration) of the apprenticeship, occupational profi le, framework plan, and examination requirements (Rebmann et al. 2011, p. 13).T rainers only complete a basic course on pedagogical eligibility (AEVO 2009), or sometimes even none. Usually trainers work as full-time employees and not as full-time trainers. Thus, they often suffer from heavy work pressure and, conse-quently, time limits for taking care of trainees. Big companies usually are more likely to offer systematic training compared to small and medium size companies.T he companies fi nance the apprenticeships by paying training remunerations to the trainee on a monthly basis (Greinert 1995, p. 16). The individual company decides autonomously whether and what training is provided and how many apprentices they take (Hippach-Schneider et al. 2007, p. 59).I t should be mentioned that sometimes companies are not able to offer full apprenticeships. They either do not have enough trainers or suffi cient technical resources. In that case, parts of the apprenticeship can be relocated from the individual company to an inter-company vocational training center. Alternatively several com-panies can form an apprenticeship network, thereby jointly taking care of an apprentice (Hippach-Schneider and Hensen 2012, p. 17).16.3.2 V oca tiona l Schools/Cla ssesV ocational schools have the task of complementing in-company training by imparting both general knowledge and job-specifi c knowledge to the students. The students (=apprentices) attend the vocational school 8–16 h a week. Education in schools complies with a framework curriculum that is developed for every state- r ecognised training occupation (Hippach-Schneider and Hensen 2012, p. 16) by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany (in German: Kultusministerkonferenz), or rather its subcommittee, and is valid nationwide. As is true for the in-company training regu-lations, the framework curriculum aims at guaranteeing a uniform national standard for education in vocational schools. Because education in schools is the responsibil-ity of the individual states (and not of the federal government), each of the German states can modify the framework curriculum according to specifi c needs but must adhere to central aims and contents. F urthermore, each state issues school laws which regulate kinds of schools (e.g. vocational schools, commercial high schools), educational plans, and lesson plans. In addition, each state issues regulations concerning tests, giving marks, promotion to the next class, and exams (Rebmann et al. 2011, pp. 9–10).434B. Fürstenau et al.T eachers for vocational schools take 5 years of university education and graduate with a master’s degree or a state examination. After that they have to complete a 1–2 year (depending on the regulation of the respective German State) internship in a vocational school. Only after completing these requirements are they fully certifi ed to teach.T he respective German state, or specifi cally the local authorities’ public funds, covers the costs for in-school education (Greinert 1995, p. 16). The German states “bear the costs of internal school affairs (e.g. supervision of schools, laying down of curricula, teacher training, teachers’ pay), and the local authorities are responsible for fi nancing external school affairs (e.g. construction, maintenance and renovation of school buildings, ongoing management, procurement of teaching and learning resources)” (Hippach-Schneider et al. 2007, p. 59).16.3.3 C oordina tion of Schools a nd Compa niesT he coordination of in-company training and school-based learning is strictly regulated by a procedure to develop and harmonise training regulations and school curricula in order to jointly accomplish a central aim. As defi ned in every framework curriculum, the central aim of education in vocational schools is to support students in developing competence in action, which means possessing the willingness and ability to act deliberately and be socially and individually responsible in the workplace as well as societal and private situations. Competence in action develops in three dimensions, namely in professional competence, individual competence, and social competence (KMK 2011, p. 15; Dilger and Sloane 2012, p. 32). The same aim is true for in-company training. The coordination on the local level between individual schools and companies is not regulated and often either happens by chance or is instigated for specifi c reasons, e.g. misbehavior of the apprentice in matters such as daily attendance.16.4 C urrent Challenges and Reform Approaches of theDual System of Vocational Education and TrainingT he most important asset of the dual system is seen in the fact that it comes with a low rate of youth unemployment compared to other European countries. In Germany, the rate was about 9 % in 2011 (Esser 2011, p. 3; Hippach-Schneider and Hensen 2012, p. 10) and has remained low even during the latest economic crisis. Countries that implemented school-based vocational training or have no VET system are typically confronted with high rates of youth unemployment (Busemeyer 2012, pp. 6, 9). The dual system effectively enables the transition from apprenticeship to employment because vocational and occupational systems are closely linked (Bosch 2010, p. 37).435 16 The Dual System of Vocational Education and Training in Germany…By offering apprenticeships, companies can easily support young workers in their commitment to professional development and thus recruit from a skilled workforce (Busemeyer 2012, p. 16).I n order to guarantee a skilled workforce, the dual system is under constant pressure to change or adapt in response to economic, societal, and educational developments. Those developments comprise, for example demographic change, the shift to the service sector, the development of a European work and education market, or new forms of work organisation (BMBF 2012). They lead to challenges in multiple areas: the availability and suitability of training places, the integration of low-skilled youth in VET, the establishing of a European framework for education and training, the training of a highly-qualifi ed future workforce.16.4.1 A vailability and Suitability of Training PlacesT aking the big picture of the apprenticeship market into account, the demand for apprenticeship training places exceeded the supply until 2007. In 2008 the global fi nancial crisis negatively infl uenced economic growth and led to a drop in training places. Since 2011, the amount of training places has again increased (Bosch 2010, p. 37; Deutscher Bundestag 2010, p. 1; Hippach-Schneider and Hensen 2012, pp. 9, 18). Due to demographic change, companies lack skilled personnel. The age group of young people between 17 and 25 is expected to diminish about one-fi fth (BMBF 2012, p. 5). Consequently, companies face the increasing problem of recruiting suitable apprentices (BMBF2012, pp. 4, 7, 24; Autorengruppe Bildungsberi-chterstattung 2012, pp. 101, 107). The percentage of vacant apprenticeship training positions increased about 30 % (Esser 2011, p. 3). More than one-third of compa-nies could not fill one or more apprenticeship training positions. Dependent on branch, size of the company, and the region, the imbalance of supply and demand on the apprenticeship market varies. Concerning the branch, problems mainly occur in the largest sector of the economy, the service sector (BMBF 2012, p. 5; Hippach-Schneider and Hensen 2012, p. 29), e.g. the hotel and catering industry, or the health care and welfare sector. In addition, a qualifi ed workforce is missing in science and technical fi elds. In contrast, banks and insurance companies are less likely to run into problems. Concerning the size, small enterprises have more problems fi lling positions than large fi rms. And concerning the region, big cities in the western part of Germany with a balanced labour market and high dynamics are more likely to have a balanced apprenticeship market than big cities, also in the western part of Germany, which already have a high rate of unemployment and regions in the eastern part of the country (Krone 2010, p. 27f.; BMBF 2012, p. 33). Resulting from demographic changes, companies cannot afford to be as selective as before when hiring apprentices. Thus, the group of apprentices for one state-recognised training occupation in one company, and also across companies, sometimes may be very heterogeneous. That, in turn, may cause problems for both the trainers and the apprentices.。
德国工业4.0考察的学习心得体会
德国工业4.0考察的学习心得体会在德国期间，我们先后参观了德国大众汽车总部，听取了下萨克森州管理学院赫尔格教授关于德国4.0的讲座，实地观摩了汉诺威化工有限公司、德国大众汽车汽车配件厂、德国大众汉诺威客货汽车生产线，在不莱梅市与德国弗朗霍夫研究院有关专家进行了认真学习交流，非常荣幸地参观了世界级制药企业拜耳药业等著名企业。
通过参观学习，震撼很大，感受很多。
现将此次考察学习的几点体会总结如下。
一、对德国工业4.0的认识和理解德国工业4.0主要分为三大主题：一是"智能工厂",重点研究智能化生产系统及过程，以及网络化分布式生产设施的实现；二是"智能生产",主要涉及整个企业的生产物流管理、人机互动及3d技术在工业生产过程中的应用等；三是"智能物流",主要通过互联网、物联网，整合物流资源，充分发挥物流资源供应方的效率，而需求方则能够快速获得服务匹配，得到物流支持。
德国工业4.0与我国提出的中国制造2025意义相近。
我国在分析国内外市场的基础上，遵循产业升级与转型的客观规律，编制中长期十年规划，颁布了中国制造2025,其主线是两化深度融合，主攻方向是推进智能制造，主要形式是"互联网+".中国制造2025与德国工业4.0都是在新一轮科技革命和产业变革背景下针对制造业发展提出的战略举措。
作为生产制造企业，我们必须深入学习领会中国制造2025及德国工业4.0的深刻含义，认清形势，改变思维，努力将该项工作推向深入，切实将转型升级决策措施落到实处。
二、考察学习的几点体会和启示德国工业4.0是德国政府提出的一个高科技战略计划。
为了提高德国工业的竞争力，在新一轮工业革命中占领先机，联邦政府投资数亿欧元，大力推进这一战略的实施，可见政府的决心之大、力度之大。
该战略已经得到了德国科研机构和产业界的广泛认同，大部分企业对工业4.0的工作已全面展开。
2023年德国留学什么专业比较好
2023年德国留学什么专业比较好2023年德国留学什么专业比较好 1热门专业1、机械制造机械制造及其自动化专业的应用型高级工程技术人才，尤其是既能利用计算机进行机械产品的辅助设计，又能应用数控技术进行制造的人才非常紧缺，有着广阔的就业前景。
推荐院校：德累斯顿工业大学、柏林工业大学、汉诺威工业大学、亚琛工业大学、慕尼黑工业大学等等。
2、建筑学建筑学作为建筑行业中最大的一个学科门类，其重要地位一直颇受重视。
其中，建筑学专业中的几个分支，像市内设计、园林设计、城市规划等的需求量更是大增，建筑学专业的学生一直都很抢手。
推荐院校：德累斯顿工业大学、杜伊斯堡艾森大学、科隆应用技术大学、慕尼黑应用科技大学等等。
3、计算机工程计算机涵盖面广，包括硬件、软件。
踏入这个行业就知道这个领域的广泛性。
挑战与机遇并存，这绝对是一个值得加入并为之付出努力的行业。
推荐院校：杜伊斯堡-艾森大学、开姆尼茨工业大学、锡根大学、康斯坦茨大学、汉诺威大学等等。
4、生物医学工程如今医学十分发达，医疗器械也在更新换代，而要研制出更为先进的医疗器械，就离不开生物医学工程技术的进步。
推荐院校：安哈尔特大学、伊尔姆瑙理工大学、波鸿大学、汉堡大学、美因茨大学等等。
5、工业设计广告和包装在商业竞争中的地位越来越被更多的人所重视。
优秀的广告和包装设计将为企业和商家带来巨大的利润，同时能欣赏到构思新颖、创意独特的广告和美轮美奂的包装设计，也不失为很大的一种享受。
推荐院校：柏林艺术大学、乌尔姆大学、汉堡造型艺术大学、包豪斯魏玛大学、富特旺根艺术大学等等。
6、工商管理硕士纵观世界来看，读MBA的学生越来越年轻化，通过读MBA能够找到更好的工作领域。
工商管理专业一门基础宽的学科，范围比较广。
推荐院校：柏林大学、达姆施塔特大学、雷根斯堡大学、安哈尔特大学、基尔大学等等。
7、经济学作为西方七个经济强国之一，德国经济在欧洲稳坐第一把交椅，被称为“欧洲经济的火车头”。
德国制造与国内制造的区别
德国制造和中国制造究竟不同在哪【研究院·微研究】到底什么是“德国制造”一说起德国制造，大家都觉得好，大到汽车，小到螺丝刀，但他们为什么好，到底好在哪，并不是所有人都清楚。
德国制造的口碑是建立在一个非常有意思而且关键的观点上：不相信人。
德国人有一个根深蒂固的观念，是人都会犯错，都会有误差，特别是在生产环节，这些人引入的负面影响经过流水线的每个环节逐级放大，必然会最终影响产品的品质。
因此整个产品的生产工程中，人的因素越多，最终产品出问题的可能性越大。
所以德国人提高品质的思路非常直接，就是在生产环节要动用一切可能的手段把人的天然影响降低到最小，把每件事情都分解成机器（或者人像机器一样动作）能简单执行的。
换句话说，就是提高生产的自动化水平，只要机器能做的，在成本合理的范围内，就坚决不让人做。
德国制造和中国制造的不同到底在哪流程化：上图是大众汽车1969年的生产流水线，自动化程度比现今国内很多车厂的自动化程度都高。
生产流程化的核心目的就是把生产过程切分成非常细小的片段，每个片段都遵循严格的顺序加工，片段之间用自动化的传动装置连接起来，每个片段简单到不需要人工操作的时候，就被机器取代了。
另一个行业的例子，说起软件公司，大家都记得微软之类的美国公司，但是做流程软件最成功的却是德国的SAP，他们把企业（甚至非生产型组织）内部所有流程都固化到软件里面，把企业里面每个人都通过软件固化到一个功能，最后完成了企业的可靠高效运作，这就是流程化的威力。
（我想企业里面用过SAP的ERP系统的人，特别是财务采购之类的肯定特别熟悉）可测量：上图是Carl Zeiss在1973年推出的三维测量仪器，精度0.5微米，给精细工业生产带来了革命。
性能优异的各种测量仪器仪表也是德国人造的比较好。
他们希望生产的每个环节都可以精确测量到产品和生产线的各种问题并及时纠正。
通过这些测量手段，他们在生产过程中引入了大量的反馈回路来保证生产的产品品质波动控制在很小的范围内，这是保证产品品质的重要前提。
德国双元制及学习领域课程方案
第一部分 德国的双元制
德国职业教育研究所制作的宣传片.flv
德国是普职分离双轨制职 业教育体系的主要代表国家。 德国的学制在较早学习阶段将 职业教育与普通教育分流，确 立了独立的职业学校办学体系， 并以双元制的职业教育模式闻 名世界。
德国职业技术教育的历史发展
中世Байду номын сангаас早期 的 行会制度 （师傅带徒弟）
➢ 企业培训：企业投资职教成本高，回报难保证，参与培 训积极性降低。
➢ 训练策略：以国际组织整合区域教育合作 带来的冲击。 【欧洲职业资格框架】
➢ 政府决策：教育立法过程复杂，对社会发展技术变化的 适应能力较差。
“双元制”所面临的问题:
➢ 劳动力市场日新月异，“双元制”培训工种单一，专 业间缺乏兼容迁移。
“双元制”职业教育的特点
➢重视实践、突出技能培训。 ➢合理有效的培训方案，并有法律保障。 ➢严格的考试制度。 ➢企业实训为核心，学校教育为辅，两 者密切合作。 ➢教育体制与就业体制相互衔接。 ➢较其他国家，德国双元制具有更大的 广泛性（P104数据）。 ➢较强灵活性及社会适应性。
发展中的问题
德国职业教育所面临的问题:
行动领域 学习领域 学习情境
行动领域：工作任务的职业情境，是与本职业紧密 相关的职业、生计和社会情境中构成职业能力的工 作任务的总和。
学习领域：行动领域的教学归纳，是按照教学论要 求对职业行动领域进行归纳后用于职业学校的教学 行动领域。
学习情境：学习领域的具体化，是与本职业紧密相 关的职业、生计和社会行动情境中职业工作任务在 教学过程中的具体反映。
第三部分 行动领域与学习情境
一、行动领域的开发要素
（一）职业描述
职业描述是指简单描 述某一职业所要求的典型 知识和技能的内容。
德国制造业优势产业简介
德国制造业优势产业德国是当今世界第四、欧洲第一经济大国。
在欧债危机背景下，德国经济表现相对突出，继续保持增长，被称为欧债危机的“救世主”。
德国经济之所以能持续稳定健康发展，关键在于德国坚持发展实体经济和生产性服务业，并能与时俱进，不断创新，走专业化、技术型道路，牢牢守住全球产业链中的高端，树立“德国制造”这块象征优质、高效和创新的金字招牌，保持产品的竞争力。
德制造业门类齐全，汽车、机械制造、化工医药和电子电气是德传统四大支柱产业。
新能源和环保技术也是德国的优势产业。
一、汽车和汽车配件工业德国是世界上汽车制造强国，奔驰、宝马老少咸知，大众、奥迪、保时捷有口皆碑。
德国高档汽车全球市场占有率超过70%。
说起德国汽车，人们首先想到的是安全、舒适、节能、环保、美观、耐用。
2019年德国汽车制造业销售额3617亿欧元，其中国外销售额2346亿欧元；轿车产量1408万辆，商用车27万辆。
德国汽车工业之所以能以较多的优势领先于其他产业，长期保持德国第一产业地位，展现超群的实力和强劲的发展势头，其发展特点值得关注。
首先，德国汽车生产企业高度重视研发，不断提高核心竞争力。
仅2019年，德国汽车工业研发投入就高达182.7亿欧元，与2019年相比增长5.2%。
德国工业领域28%的研发人员从事汽车研发，而汽车工业九分之一的员工供职于研发部门。
德国汽车工业平均每天就有十项专利产生，每年获得的专利3650项，是名副其实的世界冠军。
所有这些都确保了德国汽车工业在全球的技术领先优势，凸现了德国汽车工业在德国经济中的核心地位。
德国主要汽车制造商有大众汽车、戴姆勒、宝马、奥迪、保时捷、欧宝和曼（商用车）等整车企业和博世、大陆、采埃孚（ZF）、蒂森·克虏伯、西门子VDO等汽配企业。
中国已成为德国汽车工业的重要合作伙伴和销售市场。
德国宝马、奔驰、大众等公司均在中国建有合资企业。
博世也在中国设有企业和研发中心。
自2009年以来中国是大众公司最大汽车销售市场，大众汽车2019年在华销量突破300万辆，达327万辆，增长16.2%。
德国制造业
德国制造业的重要思想德意志联邦共和国，欧洲中部最大的国家，这里保守古典音乐的浸润滋养，散发着古典哲学的理性光芒，这里曾经是第二次工业革命的发祥地，以现代大学和科技发明闻名于世，也曾经是两次世界大战的策源地，以惊人的破坏力，伤害了世界也伤害了自己，而这一切，都源于这个民族对长期分裂和战乱的集体记忆，统一和强大成为德意志发展的最大动力。
其文化和科技以领先全球水平的速度在不断发展中，也是今天世界科技大国之一。
德国是世界八大工业国之一，“德国制造”是个在世界市场上让人产生信赖感的标签。
上百年来，德国产品以其过硬的质量在世界市场上创立了良好的声誉。
德国之所以能够生产出高质量的产品，除了企业有着完善的质量控制体系和德国工程师对完美的追求外，一个重要的因素是德国拥有由一套完善的职业培训体系培养出来的世界上最好的技术工人队伍。
鲁尔区是德国的传统煤钢工业区。
慕尼克、汉堡、斯图加特、沃尔夫斯堡也形成了强大的制造业集群。
柏林、莱比锡、德累斯顿则是德国东部的工业重镇。
新兴工业集中在慕尼克一带。
德国的主要部门有电子工业、航太工业、汽车制造、精密机械、装备制造、军工生产等。
德国工业产品以品质精良著称，技术领先，做工细腻，但成本较高。
德国的工业品在世界享有盛誉。
首先“德国制造”的强大生命力在很大程度上依赖于领先的产品技术含量。
德国的历届政府十分重视制造业的科研创新和成果转化，着力建立集科研开发、成果转化、知识传播和人力培训为一体的科研创新体系。
它的最大特色是个人、企业和政府的统一：科研人员出成果、企业出资本、国家出政策并负责对企业和科技界进行沟通和协调;企业承担2/3的科研经费，剩下的1/3由联邦政府和地方政府买单。
为了使“制造科技”能够在新的经济环境下可持续发展，德国政府确立了三大发展目标：“绿色制造”、“信息技术”和“高端制造”。
德国人始终相信一句话：真正决定企业前途命运的是研究与开发，而不是别的不能把握的客观因素。
因此，德国企业对研发投入毫不吝啬，研发经费约占国民生产总值3%，位居世界前列。
向德国学习企业管理
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理 援 式 ， 国 内不 少 人 都 将 目光 盯 在 世 节 ， 如 还 不 能 解 决 ， 则 由监 事 会 主 席 发展 一 般 产 品 不 是 其 研 制 宵 向， 螫藕
ｕ 界 上 最 发 达 的 国 家 一 一 美 国 。 然 而在 裁 定 。 企 业 法 中刚 规 定 ， 凡 职 工 就 搞 世 界 领 先 水 平 商 难 崖 嗣 尉火 ０ 耐 － ＝ 去研 幸福 》 美 国 ， 现 在 却 掀 起 一 股 学 习 、研 究德 在 ５人 以 上 的 企 业 都 要 成 立 职 工 委 员 无 ｊ 制 出来 的 产 品 据 美 国 《
德国机械制造业概况及对华前景
德国机械制造业概况及对华前景悬赏分：0 - 解决时间：2008-5-7 09:04谁知道？提问者：hero8517 - 助理二级最佳答案机械制造业是德国传统优势产业之一,产品出口额及国际市场份额均居全球首位,在其国民经济中的地位举足轻重。
随着中国经济快速稳定增长,我对德机械产品的需求不断上升,将为其相关企业提供众多商机,也有助于我减少对德贸易顺差。
因此,双方在该领域进行广泛深入的合作符合各自的经济利益。
本文在介绍德国机械制造业概况的基础上，分析了该行业未来对华出口的前景。
一、德国机械制造业概况（一）机械制造业在德国国民经济中的地位机械制造业是德国最大、最重要的工业部门之一，可与之相比的只有汽车制造和化工业等。
但是，后者均为大公司占主导地位，而机械制造业的主力则是平均拥有150名员工、年均营业额2600万欧元的中小型企业。
2006年，该行业实现销售额1670亿欧元，略低于汽车制造业。
但是，其6000家企业聘用员工的总数达87.3万，就公司数量和就业人数（均不包括供应商）而言，要远高于汽车制造业。
（二）德国机械制造业的独特结构机械制造业的结构在德国工业界独一无二，反映在德语的定义“Mittelstand”，它表示该行业由中、小型企业组成。
国际社会一直称这种结构为“典型的德国结构”，象征着自主的企业文化，代表着德国企业家的独立、创造性和自由主义哲学。
外界曾有人宣称这种结构已完全过时，特别是全球化趋势更是助长了这种观点。
但是,事实是德国机械制造业在国际市场很少具有今天这样强大的竞争力。
即使美元继续贬值，专家仍相信，德机械制造业2007年将连续第四年保持增势，甚至会超过2006年的历史最高纪录。
（三）德国机械制造业的优势和成功因素1.创新实力。
创新实力无疑是德国机械制造业现在以及未来在国际竞争中最为重要的资产之一。
2005年，创新产品占该行业全部产值的三分之一。
2006年，创新领域的投入高达100亿欧元，为历史新高。
向德国工业4.0学习借鉴什么
李火林
幅提高的同时所造成的生产灵活 性的丧失．消费者的参与感、体验 感、成就感将达到前所未有的水 平。工业４．０不仅仅是德国应对信 息经济蓬勃发展所带来的挑战、确 保德国制造业领先乃至经济强国 地位的国家战略．而且揭示了人类 社会生产方式变革的大趋势．预示 着人类社会历史一个大变革。工业
４．０是继第一个自动纺织机、第一
本刊特稿
口中共浙江省委副秘书长、政研室主任
浙江正处于产业转型升级的 重要关口。这些年来，省委省政府 坚持以“八八战略”为总纲．坚定不 移地打好转型升级系列组合拳，产 业转型升级迈出了扎实的步伐．取 得了明显的成效．但转型升级之路 十分崎岖、任务异常艰巨，对我省 而言远没有完成。我省产业转型升 级如何在现有的工作基础上不断 向前推进．如何沿着正确的轨道、 朝着正确的方向走得更稳更快，尤 其是面广量大的传统制造业向哪 里转．如何转？这是摆在我们面前 必须回答的问题。德国工业４．０为 我们提供了可资借鉴的范式和路 径。 第一．德国工业４．０是发展趋 势。我省推进产业转型升级必须深 察大势、把准方向。德国工业４．０概 念问世于２０１１年４月在德国举办 的汉诺威工业博览会，成型于２０１３ 年４月德国工业４．０工作组发表的 名为《保障德国制造业的未来：关 于实施工业４．０战略的建议》的报 告．进而于２０１３年１２月１９日由 德国电气电子和信息技术协会细 化为工业４．０标准化路线图。目前， 工业４．０已经上升为德国的国家战 略．是德国面向２０２０年高科技战 略行动计划的十大未来项目之一。 德国工业４．０是以信息物理系统为 基础的智能化生产．其主要特征就 是综合利用第一次和第二次工业 革命创造的“物理系统”和第三次 工业革命带来的日益完善的信息 系统．通过两者之间的融合。实现 智能化制造、个性化定制、柔性化 生产。工业４．０的核心是智能制造 与智能工厂．而它又会超越其技术 本身．将在商业模式、人际交往和 思维方式、经济社会形态，乃至政 治经济体系上产生颠覆性的变革。 在工业４．０时代．人与机器、机器与 零件则能借助智能网络随时随地 交换信息。整体虚拟世界与物理世 界都会融会一体，网络化、智能化 的生产和生活将席卷全球。未来的 智能工厂将实现网络化生产，采用 数字化程度更高的预测型制造模 式．以及更加人性化的服务型制造 模式。智能工厂不仅会实现大规模 的个性化定制生产．还能让智能机 器人与最终用户实现全程无缝对 接。工业４．０有效地克服了前几次 以机械化、电气化、自动化为标志 的工业革命在带来社会生产率大
中德产业的职员有哪些区别？
39品牌·管理BRAND / MANAGEMENT二十几年前，中国广州某五星级酒店，高薪聘请了一位德国资深酒店管理CEO ，这位德国总经理一到岗，就以崇高的责任感和奉献精神，对酒店进行系统的管理和训练。
但是，工作两年多，因中德两国的价值观、管理落差、专业程度无法融合，只能悄然离职。
这家酒店从此长期沦为一家三流的高级涉外酒店。
笔者一直关注这件事的结局，并将其作为中德产业对接的一个典型案例去研究，从中发现：第一，中德两国的企业员工产业价值观和经营理念不同，德方总经理从内心就认定要做就做第一；而中方员工则认为，我们的基础差，能达标就不错了。
第二，德国企业一切靠数据管理，为此必须建立标准强大的管理平台；而中国企业员工则喜欢凭感觉做事，以创业不易、一切从简的财务思维，阻碍基础工作建设。
第三，精工精神是德方工匠精神的产业信仰，而中方酒店几乎对涉外国际酒店的应知应会一片空白，管理服务技能粗糙紊乱，这也是德方CEO 无法理解和接受的。
几十年来，笔者在对任何企业的咨询和观察中，从细微处便可判定这家企业的职员是中德产业的职员有哪些区别？旅德财经作家德国百年企业研究学者作者 邱建卫40品牌·管理BRAND / MANAGEMENT否有职业精神，是领军型企业还是落后企业。
中国人“爱学习”，德国人爱练习包括橡胶行业在内，面对互联网智能时代，如果说企业不重视学习，那肯定是不客观的，但作为长期研究中德产业制造的专业人士，笔者深深地认识到两国产业员工学习的不同之处，以及产生的不同结果。
中国产业职员真的爱学习吗？这是一个伪命题，没有一个在岗职员敢公开表白“我是一个不爱学习的人”！而更多的是在不同场合，把我是一个爱学习的人，当作一个自我肯定，并能取得领导好感的优点。
至于怎么爱学习，学习什么，有什么效果，学习的频次与学习应用评估，则一无所查，全凭感觉和印象，甚至是推论。
笔者要说，中国产业职员，上到领导干部，下到普通员工，都是爱学习的，他们上班开会学习、专题学习、周末学习，报各种培训班及MBA 学习，还有各种论坛学习，从一场赶另一场，学习门类多杂广，从职员到领导，几乎都是无所不知的博学者，能说不爱学习吗？可细问下去会发现，学习有多大价值？是岗位学习还是兴趣学习？是计划性学习还是赶时尚学习？爱学习但不会学习，这是中国产业职员的一大弱点。
最受留学生欢迎的德国大学专业有哪些.doc
最受留学生欢迎的德国大学专业有哪些不少学生会选择去德国留学，选择一所好的专业很重要，那么最受留学生欢迎的德国大学专业有哪些呢?和一起来看看吧!下面是我整理的相关资讯，欢迎阅读。
一、机械制造加入WTO后，我国经济融入世界经济的步伐加快，调整产业结构的国策，是我国迅速成为世界加工制造大国。
随着外资企业的大量涌入，我国已成为加工制造业的重要基地之一。
机械设计制造及其自动化专业的应用型高级工程技术人才，尤其是既能利用计算机进行机械产品的辅助设计，又能应用数控技术进行制造的人才非常紧缺，有着广阔的就业前景。
推荐院校：德累斯顿工业大学、柏林工业大学、汉诺威工业大学、亚琛工业大学、慕尼黑工业大学等等。
二、建筑学建筑学专业作为建筑行业中最大的一个学科门类，其重要地位一直颇受重视。
当然也一直是高等院校专业就业形势很好的一个专业。
在这几年里，随着国民经济的发展，社会的繁荣，人民生活水平的提高，人们对居住环境需求水平的提高，建筑学一直处于热门专业里面。
其中建筑学专业中的几个分支，像市内设计、园林设计、城市规划等的需求量更是大增，建筑学专业的学生一直是抢手货!推荐院校：德累斯顿工业大学、包豪斯魏玛大学、杜伊斯堡艾森大学、科隆应用技术大学、慕尼黑应用科技大学等等三、企业经济管理有很大一部分职业经理人的成长最开始来自于基层锻炼经验。
虽然说很多企业(一部分外资企业除外)目前开出的待遇水平让人难以接受，但从长远来看，对我们的发展还是很有帮助的。
特别是那些有心又有条件的MBA的同学来说—目前就业环境恶化，但是具有一定工作年限的学生在人力市场还是很受欢迎的。
推荐院校：曼海姆大学、明斯特大学、科隆大学、慕尼黑大学、拜罗伊特大学等等。
四、计算机工程计算机涵盖面广，包括硬件、软件。
踏入这个行业就知道这个领域的广泛性。
中国现在不是计算机人才过剩，而是缺少好的人才，中国每年向发达国家支付的知识产权专利费用是多少?中国软件行业为什么只是做低层次的代码加工，而能够进行高层次设计人才就那么少呢?这绝对是一个值得加入并为之付出努力的行业。
制造管理之工业4.0心得体会
制造管理之工业4.0心得体会篇一：工业4.0体会工业4.0的心得体会今天下午进行了关于工业4.0的培训，并且学习了相关的知识，对于工业4.0有了较深的认识。
其中我较深刻的一句话是：工业4.0不是一种技术，不是一种工具，而是一种可能改变人类未来几十年生产、生活方式的指导思想、理念。
工业4.0指导我们进行工业改革的重要指导思想。
工业4.0就是一场新的工业革命，即以智能制造为主导的第四次工业革命，或革命性的生产方式，目标是建立一个高度灵活的个性化、数字化的产品与服务的生产模式。
它通过充分利用信息通讯技术和网络空间虚拟系统——信息物理系统（CPS)相结合的手段，推动制造业向智能化转型。
工业4.0才刚刚开始，但给了我们大概的方向，未来企业会变成数据的企业、创新的企业、集成的企业、不断快速变化的企业。
对于整个制造业来说，这是一个巨大的颠覆，称之为工业革命，是毫不为过的。
工业4.0是制造业发展的趋势，而这也将是中国未来的产业升级之路，也为新工业发展提供了新的方向。
面对工业4.0，中国该做什么？中国现在是全世界第一大的制造业大国，但是现代化，信息化水平区域发展参差不齐，标准化程度低，处于工业2.0、工业3.0并存阶段。
要清楚地认识中国制造业面临的挑战。
中国的工业制造领域基本处于初级阶段，想要实现工业4.0需要面临的问题太多了。
从本质上来说，是否能在这一轮工业革命中占据先机，将在很大程度上决定一个国家未来在国际经济体系中的实力序列和话语权，乃至决定其综合国力。
如今，全球主要制造业国家均已经开始推动工业4.0，我们必须结合中国本土实际情况，应对挑战，谋求自身战略利益，而不能盲从西方标准，满足于充当“代工厂”。
中国如今环境污染、资源消耗等问题日益凸显。
同时，发达国家高端制造回流与中低收入国家争夺中低端制造转移同时发生，对我国形成“双向挤压”的严峻挑战。
这些表明工业制造业的转型升级迫在眉睫。
工业4.0对中国发展既是机遇也是挑战，我国必须根据本国国情，结合自身优势制定有特色的工业4.0战略，要以智能制造为主导，解决企业对密集劳动力的过分依赖，降低从生产到销售终端全流程的成本，从而提高企业的竞争力，是在新一轮全球产业竞争中占据先机的关键。
在德国布德尼BUDNI的百年传承中有哪些是值得我们学习的？
在德国布德尼BUDNI超市集团的百年传承中有哪些是值得我们学习的？德国布德尼BUDNI公司是德国知名的日用品零售家族企业，创立于1912年，总部位于汉堡，拥有超过180家分店，在全德个人洗护用品零售领域处于领先地位，是德国北区知名的商超连锁品牌。
然而，也就是这样一家在德国算不上大的零售企业，却已历经家族3-4代人的传承，存续百年有余，售卖商品也由成立之初的洗护涵盖到母婴、食品、美妆、服饰、药品等十多个品类，近万单品。
BUDNI从创立之始便将自身精准的定位为区域性的“德国北区人民生活上的好邻居”。
还提出了公司和顾客、公司同员工之间“以人为本”的企业文化核心理念，并将其植入到公司的每一个行为中，且一直踏实、专注的聚焦于主业。
从1917年到二战前夕，BUDNI迎来了历史上第一轮发展。
创始人伊万.布德尼科沃斯基从其父手中接过第一家店面（BUDNI的前身）后，便连续在德国北区开出了数家分店。
尽管不幸的是，二战后期许多分店毁于盟军对德城市的狂轰滥炸之中，但战后伊万家族却重新振作起来，在原有基础上不断拓展市场版图，并于60年代将公司总部搬迁到了汉堡，而包括洗护在类的商品种类也扩充到了3000余种。
此后经过不断发展、扩张，BUDNI的分店总数已经达到现今的180家，真正成为了北区德国人日常生活的好邻居。
BUDNI在德国确实算不上大企业，但正是由于伊万家族身上所具备的踏实、专注和聚焦于主业的定力，却让其成为了一家百年老店，历久弥新。
而这对于刚刚经受改革开放洗礼才46年的国人而言，无疑是非常值得学习的。
不得不说，当下许多国人经商创业的浮躁和取巧已经日益成为中国品牌发展壮大的极大制约因素，特别是近年来，以小米为代表的部分企业的迅速兴起，更是让浮躁和取巧之风快速蔓延。
而问题的本质是，在需要长期持续的科研投入和大量的专利技术储备作为基石、以智能手机为代表的智能硬件行业，有谁能保证，小米不会和当年的UT斯达康一样盛极而衰、昙花一现呢？也许就连联想之类并无核心技术的上市公司，当遭遇内外部环境变化时，连裤衩也保不住都是有可能的吧？上述并非危言耸听，因为即便拥有长期持续的科研投入和大量的专利技术储备的欧美诸多大牌，近年来一夜之间轰然倒塌的案例也是屡见不鲜。