本文關(guān)鍵詞： 古代藝徒制 現(xiàn)代學(xué)徒制 共同點(diǎn) 不同點(diǎn) 啟示　出處：《湖南師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：在正式的職業(yè)學(xué)校產(chǎn)生之前,“言傳身教”的學(xué)徒制逐漸成為知識(shí)、技術(shù)、文化傳承的主要形式,它被被認(rèn)為是最古老的職業(yè)教育形態(tài),但它卻擁有極其旺盛的生命力。18世紀(jì)下半葉,工業(yè)革命帶來(lái)的機(jī)器化大生產(chǎn)使得學(xué)徒制被邊緣化,職業(yè)學(xué)校教育逐漸取代了之前的學(xué)徒制。但是,職業(yè)學(xué)校容易重理論輕實(shí)踐,產(chǎn)業(yè)界對(duì)它們的畢業(yè)生并不滿意。20世紀(jì)以來(lái),科技發(fā)展迅速、經(jīng)濟(jì)全球化步伐加快,國(guó)際競(jìng)爭(zhēng)日益激烈,產(chǎn)業(yè)結(jié)構(gòu)和職業(yè)結(jié)構(gòu)都發(fā)生了很大的變化,社會(huì)對(duì)勞動(dòng)者的素質(zhì)和能力也有了更高的要求。在許多當(dāng)代的西方發(fā)達(dá)國(guó)家,現(xiàn)代學(xué)徒制已經(jīng)成為了它們新的職業(yè)教育戰(zhàn)略選擇。同時(shí),與西方現(xiàn)代學(xué)徒制頗為類似的“工學(xué)結(jié)合”是我國(guó)改革職業(yè)教育的重要方向。它雖然取得了一定的成績(jī),但卻遇到了很多問題,比如校企合作程度低,只是學(xué)�！耙活^熱”,學(xué)生在實(shí)習(xí)中也經(jīng)常被放任不管,工和學(xué)的結(jié)合僅僅停留在形式上。相關(guān)研究顯示,藝徒制是中國(guó)古代職業(yè)教育中存續(xù)時(shí)間最為長(zhǎng)久的一種學(xué)徒教育方式。直到二十世紀(jì)的五六十年代,我們的技工學(xué)校都保留著學(xué)徒制的一些優(yōu)良傳統(tǒng)。但是這些傳統(tǒng)卻沒能很好的延續(xù),我國(guó)的情況和西方國(guó)家的情況有什么不同?在我國(guó)今后的職業(yè)教育發(fā)展中,是否還能運(yùn)用這樣的人才培養(yǎng)方式呢?出于對(duì)學(xué)徒制在西方國(guó)家復(fù)興的好奇以及對(duì)我國(guó)職業(yè)教育改革困境的思考,本研究選擇了學(xué)徒制研究這一主題。鑒于中英兩國(guó)在職業(yè)教育方面的相似之處：兩國(guó)都重文輕術(shù),不重視職業(yè)技術(shù)教育；兩國(guó)職業(yè)教育的發(fā)展道路都很艱難；兩國(guó)都在大力發(fā)展職業(yè)教育等,為了使研究更加細(xì)致,筆者以英國(guó)的現(xiàn)代學(xué)徒制和中國(guó)的古代藝徒制為對(duì)象,力圖通過對(duì)二者進(jìn)行分析比較,總結(jié)經(jīng)驗(yàn)、教訓(xùn),得出有益于推動(dòng)我國(guó)職業(yè)教育改革的啟示。 本論文共分五章。 第一章：緒論。首先介紹研究背景,為什么提出這個(gè)論題,以及文獻(xiàn)綜述、相關(guān)概念和研究方法。 第二章：中國(guó)古代藝徒制的演變與特征。首先,對(duì)藝徒制的發(fā)展脈絡(luò)進(jìn)行了整理與總結(jié)。其次,對(duì)藝徒制的特征進(jìn)行了分析與歸納,包括其實(shí)施過程中的特征與外部環(huán)境特征。 第三章：英國(guó)現(xiàn)代學(xué)徒制的實(shí)施情況及特征。在對(duì)英國(guó)現(xiàn)代學(xué)徒制的實(shí)施概況進(jìn)行分析的基礎(chǔ)上,對(duì)它的特征作了概括、總結(jié)。 第四章：中國(guó)古代藝徒制與英國(guó)現(xiàn)代學(xué)徒制的比較。首先,建立了兩種學(xué)徒制的比較框架；其次,從背景、實(shí)施過程、管理機(jī)構(gòu)及經(jīng)費(fèi)機(jī)制等各個(gè)層面對(duì)兩種學(xué)徒制的異同點(diǎn)進(jìn)行了比較分析。 第五章：兩種學(xué)徒制對(duì)建立中國(guó)現(xiàn)代學(xué)徒制的啟示。通過對(duì)兩種學(xué)徒制的比較,在總結(jié)其經(jīng)驗(yàn)、教訓(xùn)的基礎(chǔ)上,得出了有益于我國(guó)建立現(xiàn)代學(xué)徒制的啟示：營(yíng)造良好的外部環(huán)境；構(gòu)建完善的內(nèi)部發(fā)展標(biāo)準(zhǔn)。
[Abstract]:Before the formal vocational school came into being, the apprenticeship system of "speech and personal experience" gradually became the main form of knowledge, technology and cultural inheritance, and it was considered the oldest form of vocational education. But it has a very strong vitality. The second half of the 18th century, the industrial revolution brought about by the large-scale production of the apprenticeship system was marginalized, vocational school education gradually replaced the previous apprenticeship system. Vocational schools are easy to pay more attention to theory than practice. Since the 20th century, the industry is not satisfied with their graduates, the rapid development of science and technology, the accelerated pace of economic globalization, the increasingly fierce international competition. Great changes have taken place in the industrial structure and the professional structure, and the society has higher requirements for the quality and ability of the laborer. Modern apprenticeship has become their new strategic choice of vocational education. At the same time. The "combination of engineering and learning", which is quite similar to the modern apprenticeship system in the West, is an important direction in reforming vocational education in China. Although it has made some achievements, it has encountered many problems, such as the low level of cooperation between schools and enterprises. It's just that schools are "hot", and students are often left alone in practice. The combination of work and learning is just formal. Relevant research shows. The apprenticeship system was the most long-lasting method of apprenticeship education in ancient Chinese vocational education until the 1950s and 1960s in 20th century. Our technical schools have retained some fine traditions of apprenticeship, but these traditions have not been well maintained. What is the difference between the situation in our country and that in western countries? In the future development of vocational education in our country, can we still use this way of training talents? Out of curiosity about the revival of apprenticeship in western countries and thinking about the dilemma of vocational education reform in China. In view of the similarities between China and Britain in vocational education, both countries attach great importance to language and technology, and do not attach importance to vocational and technical education; The development of vocational education in both countries is very difficult; Both countries are vigorously developing vocational education, in order to make the study more detailed, the author takes the modern apprenticeship system in England and the ancient art apprenticeship system in China as the object, trying to analyze and compare the two systems, sum up the experience and lessons. Draw the enlightenment that is beneficial to promote our country vocational education reform. This thesis is divided into five chapters. Chapter one: introduction. First, introduce the research background, why this thesis is put forward, literature review, related concepts and research methods. The second chapter: the evolution and characteristics of the ancient Chinese artistry system. Firstly, the development of the artistry system is sorted out and summarized. Secondly, the characteristics of the artistry system are analyzed and summarized. Including the characteristics of its implementation process and the external environment characteristics. Chapter three: the implementation and characteristics of the modern apprenticeship system in England. On the basis of the analysis of the general situation of the implementation of the modern apprenticeship system in England, the author summarizes the characteristics of the modern apprenticeship system in England. Chapter 4th: the comparison between the ancient Chinese apprenticeship system and the modern English apprenticeship system. Firstly, the comparative framework of the two apprenticeship systems is established. Secondly, the similarities and differences of the two apprenticeship systems are compared from the background, the implementation process, the management organization and the funding mechanism. Chapter 5th: two kinds of apprenticeship system to establish the enlightenment of modern Chinese apprenticeship system. Through the comparison of the two apprenticeship systems, on the basis of summing up their experiences and lessons. The enlightenment of establishing the modern apprenticeship system in our country is obtained: creating a good external environment; Construct perfect internal development standard.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G719.1

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 李晴晴;高職院�！艾F(xiàn)代學(xué)徒制”外部環(huán)境保障策略研究[D];西南大學(xué);2013年

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本文編號(hào)：1457702