發(fā)布時間：2018-06-26 18:26

  本文選題：頂崗實習 + 利益機制��； 參考：《教育與職業(yè)》2014年15期

【摘要】：頂崗實習涉及學校、企業(yè)、學生三方直接利益主體。按照教育規(guī)律和產(chǎn)業(yè)規(guī)律,三方利益主體分別有不同的利益動因和博弈策略。當前,由于職教校方過度重視經(jīng)濟利益、忽視社會效益,企業(yè)過度重視短期利益、忽視長期利益,導致三方博弈均衡的結(jié)果不利于學生的成長,也不利于職業(yè)教育的健康發(fā)展和社會人力資源的開發(fā)。因此,校方作為三方利益主體的核心環(huán)節(jié),應從理念、經(jīng)費、管理、師資、機制等方面切實優(yōu)化三方利益博弈結(jié)構(gòu)。
[Abstract]:Post-placement practice involves schools, enterprises, students three-party direct interests of the main body. According to the law of education and the law of industry, the three parties have different interest drivers and game strategies. At present, because the vocational education school pays too much attention to the economic interest, neglects the social benefit, the enterprise pays too much attention to the short-term benefit, neglects the long-term benefit, causes the tripartite game equilibrium result to be unfavorable to the student's growth. Also not conducive to the healthy development of vocational education and the development of social human resources. Therefore, as the core link of the tripartite interest main body, the school should optimize the three-party benefit game structure from the aspects of idea, funds, management, teachers, mechanism and so on.
【作者單位】： 重慶第二師范學院;
【基金】：2012年度重慶市高等教育教學改革項目“基于網(wǎng)絡協(xié)作的高職院校頂崗實習指導模式研究”的階段性研究成果。(項目編號:1203151)
【分類號】：G712.4
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本文編號：2071000