【摘要】：1998年我國高等教育擴(kuò)招，高等教育發(fā)展從精英教育階段進(jìn)入大眾化教育階段，隨之，大學(xué)畢業(yè)生規(guī)模就業(yè)的持續(xù)，形成了大學(xué)生就業(yè)難的社會(huì)狀態(tài)。社會(huì)關(guān)注大學(xué)生群體就業(yè)問題，試圖從多視角分析大學(xué)生就業(yè)難的問題及解決思路。其中，一些研究者和管理者從學(xué)生個(gè)體分析其就業(yè)能力欠缺。當(dāng)然，學(xué)生就業(yè)能力一方面是學(xué)生自覺形成的過程，但更重要是教育引導(dǎo)與開發(fā)的過程。因此，高等院校如何對(duì)接社會(huì)需求，通過教育與教學(xué)過程開發(fā)學(xué)生的就業(yè)能力問題值得關(guān)注。 20世紀(jì)70年代，隨著英國高等教育步入大眾化進(jìn)程，英國教育學(xué)者開始關(guān)注大學(xué)生就業(yè)能力開發(fā)，并探索開啟學(xué)生主動(dòng)學(xué)習(xí)與思索意識(shí)，挖掘成長(zhǎng)的潛能，開發(fā)適應(yīng)社會(huì)工作能力的教育開發(fā)模式，形成較有影響的教育理論探索與教育實(shí)踐融合的就業(yè)能力開發(fā)模式。在開發(fā)大學(xué)生就業(yè)能力方面積累了豐富的經(jīng)驗(yàn)，英國高等教育的質(zhì)量也在世界范圍內(nèi)獲得了認(rèn)可，許多成功的開發(fā)方式值得我們借鑒。 本文首先總結(jié)了學(xué)者對(duì)就業(yè)能力的概念的研究，其次選取了三所有代表性的英國高校進(jìn)行深入研究，總結(jié)英國高等教育對(duì)大學(xué)生就業(yè)能力開發(fā)的先進(jìn)經(jīng)驗(yàn)，并對(duì)中國高等教育的發(fā)展及改革做了分析，第三通過對(duì)發(fā)放的調(diào)查問卷的量化分析，發(fā)現(xiàn)中英高等教育的相同點(diǎn)和不同點(diǎn)，，通過比較研究，發(fā)現(xiàn)中國高等教育存在的不足，探討適合我國高等教育發(fā)展的就業(yè)能力開發(fā)模式。 本研究關(guān)注大學(xué)生個(gè)體的就業(yè)能力開發(fā)，并總結(jié)了英國高校大學(xué)生的開發(fā)模式，不僅對(duì)高校如何培養(yǎng)優(yōu)秀的畢業(yè)生有一定的借鑒意義，并且也對(duì)中國高等教育改革有一定的借鑒意義。
[Abstract]:In 1998, the enrollment of higher education was expanded in our country, and the development of higher education from the elite education stage to the popular education stage. With it, the sustained employment of college graduates on a scale has formed the social state of college students' employment difficulty. The society pays close attention to the employment problem of college students, and tries to analyze the problems and solutions from multiple perspectives. Among them, some researchers and managers analyze their employment ability from the individual students. Of course, the employment ability of students is the process of students' conscious formation, but more important is the process of education guidance and development. Therefore, how colleges and universities meet the social needs and develop students' employability through the process of education and teaching is worthy of attention. In the 1970s, with the British higher education stepping into the process of popularization, British educationalists begin to pay attention to the development of college students' employability, and explore the educational development model which can open up students' active learning and thinking consciousness, tap the potential of growth, and adapt to the ability of social work. To form a more influential educational theory exploration and educational practice integration of employability development model. Rich experience has been accumulated in the development of university students' employability, and the quality of higher education in Britain has also been recognized worldwide. Many successful development methods are worthy of our reference. This paper first summarizes the scholars' research on the concept of employability, then selects three representative British universities for in-depth research, and summarizes the advanced experience of British higher education in the development of university students' employability. The development and reform of higher education in China are analyzed. Thirdly, through the quantitative analysis of the questionnaires issued, the similarities and differences of higher education between China and Britain are found, and the shortcomings of higher education in China are found through comparative study. This paper discusses the employment ability development model suitable for the development of higher education in China. This study focuses on the development of individual employability of college students, and summarizes the development model of British university students, which is not only useful for colleges and universities to cultivate outstanding graduates. And also to China's higher education reform has certain reference significance.
【學(xué)位授予單位】：內(nèi)蒙古科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G647.38

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 陳嘯;21世紀(jì)中國高等教育觀念變革的若干問題[J];安徽大學(xué)學(xué)報(bào);2003年01期

2 宋國學(xué);謝晉宇;;可雇傭性教育模式:理論述評(píng)與實(shí)踐應(yīng)用[J];比較教育研究;2006年02期

3 尹宿nf;謝桂慶;;以就業(yè)為導(dǎo)向的大學(xué)生實(shí)踐能力培養(yǎng)研究[J];東岳論叢;2010年11期

4 張?jiān)?趙連澤;中英兩國高等教育教學(xué)方法的比較與思考——以土木與建筑工程系為例[J];高等理科教育;2005年01期

5 李政;;當(dāng)代大學(xué)生就業(yè)力問題研究[J];廣東青年干部學(xué)院學(xué)報(bào);2007年01期

6 李穎,劉善仕,翁賽珠;大學(xué)生就業(yè)能力對(duì)就業(yè)質(zhì)量的影響[J];高教探索;2005年02期

7 韓飛舟;;高等教育大眾化模式的構(gòu)建[J];高教探索;2006年05期

8 羅明忠;;基于學(xué)生就業(yè)能力提升的高等教育改革思考——來自廣東某高校畢業(yè)生的問卷調(diào)查[J];高教探索;2007年06期

9 肖云;杜毅;劉昕;;大學(xué)生就業(yè)能力與社會(huì)需求差異研究——基于對(duì)重慶市1618名大學(xué)生和272家用人單位的調(diào)查[J];高教探索;2007年06期

10 郭志文;宋俊虹;;就業(yè)能力研究:回顧與展望[J];湖北大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2007年06期

相關(guān)碩士學(xué)位論文 前1條

1 程志玲;大學(xué)生就業(yè)能力培養(yǎng)策略研究[D];大連理工大學(xué);2009年

本文編號(hào)：2153874