本文選題：MPA　切入點：培養(yǎng)　出處：《中國地質(zhì)大學(xué)》2012年碩士論文

【摘要】：MPA登陸我國短短十余年,就以勢不可擋的力量席卷中國,不僅推動了我國的高等教育的變革和發(fā)展,而且培養(yǎng)了大量的公共管理專業(yè)人才,成為我國的現(xiàn)代化建設(shè),政府執(zhí)政能力提升的重要推動力量。但是過快的發(fā)展也潛藏著憂患：MPA教育資源短缺,師資隊伍建設(shè)落伍,培養(yǎng)質(zhì)量難以保障等問題。目前我國已經(jīng)實現(xiàn)了高等教育大眾化,但是教育資源總量不足、人均占有率低、資源利用效率低下等問題仍然普遍存在,最終突出的反映在培養(yǎng)質(zhì)量水平有待提高。教學(xué)資源作為MPA教育的物質(zhì)基礎(chǔ)、人力保障和技術(shù)支持,其有效配置與合理利用是MPA培養(yǎng)中最核心的環(huán)節(jié)和最關(guān)鍵的步驟。目前在MPA培養(yǎng)中的教學(xué)資源存在資源總量不足,分布結(jié)構(gòu)性失衡,資源供需矛盾突出,缺乏統(tǒng)一的管理體系和健全的監(jiān)督機制等問題,突出表現(xiàn)在資源利用效率低下。教學(xué)資源作為教育資源的最重要組成部分,同其他資源一樣具有稀缺性。如何在研究生教育規(guī)模不斷擴大,教育資源總量不足、供需矛盾日益突出的情況下對MPA教學(xué)資源進行有效的整合優(yōu)化,是開展MPA教育的高校和管理者面臨的挑戰(zhàn)和難題。 MPA教育具有復(fù)合型、跨學(xué)科和應(yīng)用性的特點,涉及多個學(xué)科和專業(yè)、師資、管理機構(gòu)等教學(xué)資源的整合與配置,現(xiàn)行的研究生培養(yǎng)模式無法有效滿足MPA培養(yǎng)需求,改革與創(chuàng)新交叉學(xué)科MPA培養(yǎng)機制和管理制度成為擺在我們面前不可回避的問題。由此,基于校級平臺的教學(xué)資源整合模式的實踐與研究,以求在MPA教育中培養(yǎng)造就一批滿足國家經(jīng)濟、管理、科技需求的創(chuàng)新人才。根據(jù)時代發(fā)展的需要,認真研究和探索MPA研究生培養(yǎng)的規(guī)律,營造有利于交叉學(xué)科人才成長的環(huán)境,建立有利于MPA研究生培養(yǎng)的機制,使得D校培養(yǎng)的學(xué)生能滿足“具備合理的知識結(jié)構(gòu),廣博專深協(xié)調(diào)統(tǒng)一”的要求。因此本文的研究既符合我國研究生教育學(xué)科發(fā)展的理論需求,又契合了我國MPA教育培養(yǎng)改革與實踐的現(xiàn)實要求。 本文由六大部分組成： 第一章緒論,介紹了本文的研究背景和意義,國內(nèi)外相關(guān)研究綜述和本文的研究方案。本文著眼MPA教育改革與創(chuàng)新的現(xiàn)實情況,契合了研究生培養(yǎng)模式改革的迫切需要,具有較強的理論和現(xiàn)實意義：建立和完善MPA教學(xué)資源整合研究的相關(guān)理論；豐富研究生教育尤其是專業(yè)學(xué)位研究生教育學(xué)科理論體系：建立創(chuàng)新型校級平臺MPA教學(xué)資源整合機制：探索和構(gòu)建適合D校特色的MPA教育的培養(yǎng)模式。國內(nèi)外對教學(xué)資源配置整合的研究成果還不夠豐富,質(zhì)量有待提升；研究方法有待完善,理論聯(lián)系實踐需要加強；研究層次有待提升,學(xué)術(shù)規(guī)范性有待提高。本文的創(chuàng)新點主要有兩點：選題的創(chuàng)新和研究方法的創(chuàng)新。在研究方法上主要使用了文獻研究和調(diào)查研究。 第二章是MPA教學(xué)資源整合概念界定與理論基礎(chǔ)。首先研究了D校的MPA培養(yǎng)目標：為公共部門特別是國土資源系統(tǒng)培養(yǎng)精通國土資源經(jīng)濟、法律、規(guī)劃等業(yè)務(wù)的復(fù)合型、應(yīng)用型、高素質(zhì)、高層次的領(lǐng)導(dǎo)者、管理者、政策分析者等公共管理人才。然后分析了MPA培養(yǎng)與教學(xué)資源的關(guān)系：相互影響、協(xié)調(diào)發(fā)展的關(guān)系,教學(xué)資源為MPA培養(yǎng)提供物質(zhì)基礎(chǔ)、智力支撐和制度保障；MPA培養(yǎng)促進教學(xué)資源的合理配置和優(yōu)化整合。接著分析了MPA教學(xué)資源與資源整合的內(nèi)涵和特征,定義了MPA教育資源整合。最后確立了MPA教學(xué)資源整合的理論基礎(chǔ)和一般模式：高等教育資源配置理論,整合管理理論等。 第三章是D校MPA教學(xué)資源整合的現(xiàn)狀和必要性分析。首先分析了D校MPA教育的基本情況和培養(yǎng)特色：地球科學(xué)與資源環(huán)境為導(dǎo)向,培養(yǎng)國土資源領(lǐng)域MPA人才；理論聯(lián)系實際,實踐能力為導(dǎo)向的多樣化培養(yǎng)目標。接著探討了D校MPA教育教學(xué)資源配置現(xiàn)狀與存在的問題,存在著教學(xué)資源總量不足；教學(xué)資源配置分散；教學(xué)資源管理信息系統(tǒng)不完善；教學(xué)資源管理制度不健全等。最后分析了D校MPA教學(xué)資源整合的必要性：教學(xué)資源配置現(xiàn)狀無法滿足MPA快速發(fā)展的需求；教學(xué)資源整合是提高辦學(xué)質(zhì)量和效益的前提和關(guān)鍵；打造D校特色MPA教育品牌的必然要求。 第四章是國內(nèi)外高校MPA教學(xué)資源整合的經(jīng)驗介紹。國外主要介紹了哈佛大學(xué)肯尼迪政府學(xué)院和雪城大學(xué)馬克斯維爾學(xué)院,國內(nèi)介紹了清華大學(xué),中國人民大學(xué)和中國礦業(yè)大學(xué)。他們的成功經(jīng)驗可以歸結(jié)為：完善規(guī)章制度體系；健全管理機構(gòu)和服務(wù)體系；建立資源共享平臺等。 第五章是D校MPA教學(xué)資源整合的原則與對策。首先MPA教學(xué)資源整合必須遵循一定的原則：以人為本、目標導(dǎo)向、質(zhì)量控制和可行性原則。接著探討了MPA教學(xué)資源整合的總體思路：完善以教學(xué)管理為核心的制度體系；健全MPA管理體系,建立教學(xué)資源整合協(xié)調(diào)中心；建立資源整合的過程監(jiān)測和結(jié)果評價機制。再次以總體思路為基礎(chǔ),提出了教學(xué)資源整合的具體對策：轉(zhuǎn)變思想觀念,做好宣傳動員；增加教學(xué)資源的投入。最后針對各種具體的教學(xué)資源開發(fā)與建設(shè)提出了實施措施：師資建設(shè)、課程資源建設(shè)、教學(xué)硬件建設(shè)等。 第六章是結(jié)論和不足。本文的研究更多的是基于文本和定性研究,而且限于本人的知識水平和科研能力,分析問題的視角有待開闊、深度有待加強、理論層次有待提升,研究成果還有待放入社會實踐中檢驗。
[Abstract]:MPA landed in China for a short period of ten years, with the strength of China swept a trend which cannot be halted, not only to promote the reform and development of higher education in our country, but also cultivate a large number of public management professionals, has become the modernization of our country, an important driving force to enhance the ability of the government. But rapid development also hidden crisis MPA: the shortage of educational resources, teachers training behind, it is difficult to guarantee the quality and other issues. At present our country has realized the popularization of higher education, but the shortage of education resources, the per capita rate is low, low efficiency problem is still widespread use of resources, reflect the final outstanding needs to be improved in the cultivation of quality teaching resources level. As the material foundation of the MPA education, human security and technical support, the effective allocation and rational utilization is the core part of the MPA training and key steps. At present in MPA In the cultivation of teaching resources are insufficient resources distribution, structural imbalance, contradiction between supply and demand of resources, lack of unified management system and improve the supervision mechanism, especially the inefficient use of resources. As an important part of educational resources teaching resources, as well as other resources are scarce. In the scale of graduate students education continues to expand, the shortage of education resources, increasingly prominent contradiction between supply and demand under the condition of MPA teaching resources integration and optimization is effective, colleges and managers to carry out MPA education challenges and problems.
MPA education has a complex type, characteristic and application of the interdisciplinary, involving multiple disciplines and professional, integration and distribution of teachers, teaching resources management institutions, training mode can not effectively meet the needs of the current MPA training of graduate students, the reform and innovation of the interdisciplinary MPA training mechanism and management system has become unavoidable in our in front of the problem. Therefore, the research and practice of integration of teaching resources based on the platform, in order to cultivate a group to meet the national economy, in the education of MPA management, innovative talents in science and technology demand. According to the needs of the times, seriously study and explore the law of the MPA graduate education, create a favorable environment for the growth of the cross discipline personnel, establish mechanism of MPA graduate education, the D school students to meet with a reasonable knowledge structure, extensive post-secondary deep harmonization requirements. Therefore this The study not only accords with the theoretical needs of the development of graduate education in our country, but also meets the practical requirements of the reform and practice of the education and training of MPA in China.
This article consists of six parts:
The first chapter is the introduction, introduces the research background and significance, research review and the scheme of relevant research at home and abroad. This paper focuses on the reality of the MPA education reform and innovation, with the urgent need for postgraduate training mode reform, has strong theoretical and practical significance to establish and perfect the related theory of the integration of MPA teaching resource rich; graduate education especially professional degree graduate education theory system: the establishment of innovative university platform MPA teaching resources integration mechanism: Exploration and construction of MPA education for D school training mode. The domestic and foreign research on integration of allocation of teaching resources are not rich enough, quality should be improved; the research methods need to be perfect, need to strengthen the research of theory and practice; academic level should be improved, normative needs to be improved. The innovation of this paper has two main topics: Innovation and research methods are innovating. Literature research and investigation are mainly used in the research methods.
The second chapter is the concept of MPA teaching resources integration definition and theoretical basis. Firstly, the D School of MPA training goal for the public sector especially proficient in training system of land and resources of land and resources economics, law, business planning, compound type, application type, high quality, high level leaders, managers, policy analysts public management talents. Then analyzes the relationship between the MPA training and teaching resources, mutual influence, the coordinated development of the teaching resources, to provide the material basis for MPA culture, intellectual support and system security; MPA culture promote the rational allocation and optimization and integration of teaching resources. Then analyzes the connotation and characteristics of the MPA teaching resources and resources integration. The definition of MPA education resource integration. Finally the theoretical basis of MPA teaching resources integration and the general pattern of establishment: Theory of higher education resource allocation and integration management theory.
The third chapter is the analysis of the present situation and necessity of D school MPA teaching resources integration. Firstly analyzes the basic situation of MPA education and training characteristics: D School of Earth Sciences and resources environment oriented, MPA training field of land resources; theory and practice, diversified practice ability oriented training objectives. Then discusses the D school MPA teaching resources allocation and existing problems, there is a lack of total teaching resources; teaching resources dispersion; teaching resources management information system is not perfect; the teaching resource management system is not perfect. Finally, analyzes the necessity of D school MPA teaching resources integration: the status quo of the allocation of teaching resources can not meet the needs of the rapid development of MPA; the integration of teaching resources is the premise and key to enhance education quality and efficiency; inevitable requirement to build a D school MPA education characteristics of the brand.
The fourth chapter is the domestic and foreign university MPA teaching resources integration experience introduction. Introduces the Kennedy School of government at Harvard University and the Syracuse University, Marx college, Tsinghua University, Renmin University of China and the China, China University of Mining and Technology. Their successful experience can be attributed to improve the regulatory system; perfect the management mechanism and service system; the establishment of a resource sharing platform.
The fifth chapter is the principle and Countermeasure of D school MPA teaching resources integration. Firstly, MPA teaching resources integration must follow certain principles: people-oriented, goal oriented, quality control and feasibility principle. It then discusses the general idea of MPA teaching resources integration: improve the system of teaching management as the core; perfect MPA management system, the establishment of teaching resources integration and coordination center; build resources integration process monitoring and outcome evaluation mechanism. According to the general idea again as the foundation, and puts forward some concrete countermeasures for teaching resources integration: changing ideas, propaganda and mobilization; increase investment in teaching resources. The development of teaching resources according to the specific construction and implementation of the proposed measures: teachers the construction, the construction of curriculum resources, teaching hardware construction.
The sixth chapter is the conclusion and shortcomings. This research is more based on text and qualitative research, limited to my level of knowledge and ability of scientific research, analysis of the problem from the perspective of needs to be open, the depth should be strengthened and the theoretical level should be improved. The research results are to be placed in the social practice test.

【學(xué)位授予單位】：中國地質(zhì)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G642.4

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