本文選題：應(yīng)天學(xué)院 + 應(yīng)用型本科��； 參考：《南京理工大學(xué)》2017年碩士論文

【摘要】：隨著經(jīng)濟(jì)結(jié)構(gòu)的調(diào)整和產(chǎn)業(yè)轉(zhuǎn)型的深入,2025中國制造的目標(biāo),社會對技術(shù)技能型人才有著極大的需求�，F(xiàn)教育尤其是高等教育仍偏理論、學(xué)術(shù)為主,因此要建立健全應(yīng)用型人才的培養(yǎng)途徑,使職業(yè)教育體系更加完善。以中職高職為基礎(chǔ),向應(yīng)用型本科、專業(yè)碩士逐步發(fā)展,解決技能型人才供給不足與畢業(yè)生就業(yè)難的就業(yè)矛盾。在此社會背景下,南京審計大學(xué)金審學(xué)院按教育部要求,與原應(yīng)天職業(yè)技術(shù)學(xué)院合并,變更為獨(dú)立學(xué)院,因此應(yīng)天學(xué)院開始從高職高專學(xué)校向應(yīng)用型本科學(xué)校轉(zhuǎn)型發(fā)展的過渡階段。各種教育資源的銜接成為很大的挑戰(zhàn),尤其是教師資源,因為"要培養(yǎng)什么樣的學(xué)生,首先要有什么樣的老師",所以,建設(shè)一支理論基礎(chǔ)扎實、實踐能力強(qiáng)的教師隊伍成為能夠成功轉(zhuǎn)型的關(guān)鍵。因此,在轉(zhuǎn)型期,在原基礎(chǔ)上完善與應(yīng)用型本科的教師素質(zhì)和能力相匹配的考核體系至關(guān)重要。本文正是在此背景下,對應(yīng)天學(xué)院向應(yīng)用型本科院校轉(zhuǎn)型中的教師"KPI"考核進(jìn)行相關(guān)研究。本文首先考察了相關(guān)概念和理論基礎(chǔ),明確KPI績效考核對應(yīng)用型本科院校教師的適用性,并在應(yīng)天學(xué)院向應(yīng)用型本科院校轉(zhuǎn)型的背景下分析"KPI"績效考核現(xiàn)狀。應(yīng)天學(xué)院在"轉(zhuǎn)型升級"的要求下,通過"頂層設(shè)計,分類指導(dǎo)、逐級推進(jìn)、多維考核"的總體思路,在教師績效考核中應(yīng)用了 KPI績效考核方案,然而,現(xiàn)有的考核存在著諸多問題。針對這些問題,本文試圖為向應(yīng)用型本科院校的轉(zhuǎn)型的應(yīng)天學(xué)院完善KPI績效考核,首先是確立完善KPI績效考核的原則;然后通過對指標(biāo)的提煉,權(quán)重的確定,以及指標(biāo)分值的標(biāo)準(zhǔn)化,完善既有的績效考核體系;最后要加強(qiáng)對績效考核的管理。
[Abstract]:With the adjustment of economic structure and the deepening of industrial transformation, there is a great demand for skilled talents in China in 2025. The present education, especially higher education, is still theoretical and academic. Therefore, it is necessary to establish and perfect the ways of cultivating applied talents and make the vocational education system more perfect. In order to solve the employment contradiction between the shortage of skilled talents and the difficulty of employment of graduates, the vocational colleges should develop gradually to apply undergraduate courses and master's degree. Under this social background, according to the requirements of the Ministry of Education, the Jinsheng College of Nanjing Audit University merged with the original Yutian Vocational and Technical College and changed into an independent college. Therefore, Yutian College began to transition from higher vocational college to applied undergraduate school. The convergence of all kinds of educational resources has become a great challenge, especially the teacher resources. Because "what kind of students to cultivate, what kind of teachers must be first", therefore, to build a solid theoretical foundation, Teachers with strong practical ability have become the key to successful transformation. Therefore, in the transition period, it is very important to perfect the examination system matching the quality and ability of applied undergraduate teachers. Under this background, this paper carries on the related research on the teacher's "KPI" examination in the transformation from Tianyang University to applied undergraduate college. This paper first reviews the relevant concepts and theoretical basis, clarifies the applicability of KPI performance appraisal to applied undergraduate college teachers, and analyzes the current situation of "KPI" performance appraisal under the background of the transformation from Yutian University to applied undergraduate college. At the request of "transformation and upgrade", Tian Yuan applied KPI performance appraisal scheme in teachers' performance appraisal through the general idea of "top-level design, classification guidance, step by step promotion, multi-dimensional assessment". However, There are many problems existing in the examination. Aiming at these problems, this paper attempts to perfect the KPI performance appraisal for the transformation from the applied undergraduate college to the Yutian College, first of all, to establish the principle of perfecting the KPI performance Appraisal, then through the refining of the index, the determination of the weight, And the standardization of index scores, improve the existing performance appraisal system; finally, we should strengthen the management of performance appraisal.
【學(xué)位授予單位】：南京理工大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G645.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 邢賽鵬;;民辦本科高校應(yīng)用型教師績效評價指標(biāo)體系研究[J];教師教育論壇;2015年05期

2 夏玉芳;;基于KPI的高校教師績效考核指標(biāo)體系設(shè)計初探[J];經(jīng)營管理者;2015年11期

3 袁永輝;王建都;周紫哲;鄭國娟;;淺析高職教師績效考核關(guān)鍵指標(biāo)的選取[J];河北企業(yè);2014年11期

4 岳金鳳;;基于層次分析法的應(yīng)用型本科院校教師勝任能力評估指標(biāo)體系構(gòu)建[J];職業(yè)技術(shù)教育;2014年29期

5 陶沙;;應(yīng)用型本科院校教師績效“分類考核”初探[J];安陽師范學(xué)院學(xué)報;2013年05期

6 王青林;;關(guān)于創(chuàng)新應(yīng)用型本科人才培養(yǎng)模式的若干思考[J];中國大學(xué)教學(xué);2013年06期

7 邱立國;龍小敏;;基于KPI的民辦高職院校教師績效考核研究[J];中國證券期貨;2012年08期

8 劉德強(qiáng);;基于KPI的“雙師結(jié)構(gòu)”教學(xué)團(tuán)隊績效考核指標(biāo)模型設(shè)計[J];教育與職業(yè);2011年33期

9 徐行;張紅;;新升本科院校應(yīng)用型人才培養(yǎng)的定位分析[J];價值工程;2011年32期

10 王云兒;伍嬋提;;新建應(yīng)用型本科教師評價指標(biāo)探索[J];中國高等教育;2011年10期

相關(guān)碩士學(xué)位論文 前9條

1 吳淑游;基于KPI的湖州師范學(xué)院教師績效考核研究[D];華中師范大學(xué);2014年

2 毛文慧;KPI在高校教師績效考核中的應(yīng)用研究[D];中南民族大學(xué);2012年

3 朱淼;哈爾濱市中學(xué)教師績效考核問題研究[D];東北林業(yè)大學(xué);2012年

4 肖瑤;素質(zhì)教育背景下的中學(xué)教師績效考核研究[D];南京航空航天大學(xué);2012年

5 姜自興;研究型大學(xué)教師績效考核指標(biāo)體系研究[D];大連理工大學(xué);2009年

6 達(dá)航行;高等職業(yè)技術(shù)學(xué)院教師績效考核研究[D];西北大學(xué);2009年

7 王成強(qiáng);基于KPI的A高校教師績效考核體系設(shè)計與應(yīng)用[D];南京理工大學(xué);2007年

8 劉微;KPI在高校教師績效考核中的應(yīng)用研究[D];重慶大學(xué);2007年

9 張慧敏;高職院校教師績效管理研究[D];中國海洋大學(xué);2005年

，

本文編號：1932149