本文關(guān)鍵詞： 高職 制造類專業(yè) 學(xué)習(xí)領(lǐng)域 課程模式 影響因素 對(duì)策　出處：《東華理工大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：論文以“學(xué)習(xí)領(lǐng)域”課程模式本土化的影響因素為研究對(duì)象,借以當(dāng)代德國(guó)職業(yè)教育主流思想所提出的基于工作過(guò)程的學(xué)習(xí)領(lǐng)域課程方案理論,確定了高職制造類專業(yè)“學(xué)習(xí)領(lǐng)域”課程模式的應(yīng)用研究思路。首先,通過(guò)文獻(xiàn)分析、個(gè)案分析和調(diào)查研究,篩選和確立阻礙“學(xué)習(xí)領(lǐng)域”課程模式在高職制造類專業(yè)應(yīng)用發(fā)展的影響因素,并初步構(gòu)建其影響因素指標(biāo)以及研究模型。其次,結(jié)合SPSS軟件統(tǒng)計(jì)及分析方法,展開對(duì)影響因素指標(biāo)和研究模型的實(shí)證研究。最后,運(yùn)用模糊綜合評(píng)價(jià)理論,確立每項(xiàng)指標(biāo)權(quán)重,并對(duì)影響因素進(jìn)行合理分析,最終提出有效的應(yīng)對(duì)策略。論文共分為六個(gè)部分:第一部分:緒論。闡述了論文的研究緣由、方法、意義、創(chuàng)新、核心概念界定及理論支撐,分析了國(guó)內(nèi)“學(xué)習(xí)領(lǐng)域”課程模式的研究現(xiàn)狀,確定了研究方向和思路。第二部分:德國(guó)學(xué)習(xí)領(lǐng)域課程的基本脈絡(luò)與中國(guó)化過(guò)程。主要介紹了德國(guó)學(xué)習(xí)領(lǐng)域課程的基本脈絡(luò)和“學(xué)習(xí)領(lǐng)域”課程模式的中國(guó)化過(guò)程。該部分內(nèi)容全景展現(xiàn)了“學(xué)習(xí)領(lǐng)域”課程模式的基本概況。具體內(nèi)容包括:德國(guó)學(xué)習(xí)領(lǐng)域課程發(fā)展?fàn)顩r和我國(guó)“學(xué)習(xí)領(lǐng)域”課程模式由引進(jìn)到應(yīng)用的基本概況。第三部分:高職制造類專業(yè)應(yīng)用“學(xué)習(xí)領(lǐng)域”課程模式的基本情況。該部分研究了J職院汽車運(yùn)用技術(shù)專業(yè)應(yīng)用“學(xué)習(xí)領(lǐng)域”課程模式的整體情況。如專業(yè)群建設(shè)情況、校本學(xué)習(xí)領(lǐng)域課程開發(fā)與實(shí)施情況、存在的應(yīng)用問(wèn)題及分析。借鑒使用SWOT-PEST分析法,從政治、經(jīng)濟(jì)、社會(huì)和技術(shù)的宏觀環(huán)境方面,針對(duì)我國(guó)高職制造類專業(yè)“學(xué)習(xí)領(lǐng)域”課程模式的應(yīng)用發(fā)展進(jìn)行矩陣分析。第四部分:實(shí)證研究——影響“學(xué)習(xí)領(lǐng)域”課程模式應(yīng)用的因素。依據(jù)前期文獻(xiàn)研究、調(diào)查研究、個(gè)案研究以及分析的工作基礎(chǔ),初步假設(shè)和確立了高職制造類專業(yè)應(yīng)用“學(xué)習(xí)領(lǐng)域”課程模式的影響因素,并且構(gòu)建出具體的研究指標(biāo)和模型。通過(guò)實(shí)證研究,對(duì)統(tǒng)計(jì)結(jié)果分別進(jìn)行項(xiàng)目分析、相關(guān)分析、因素分析、信度和效度分析,驗(yàn)證相關(guān)項(xiàng)、剔除無(wú)關(guān)項(xiàng),最終完成對(duì)影響因素指標(biāo)及模型的修正。第五部分:“學(xué)習(xí)領(lǐng)域”課程模式應(yīng)用發(fā)展的影響因素綜合評(píng)價(jià)。運(yùn)用專家綜合評(píng)價(jià)法和模糊綜合評(píng)判法分析了經(jīng)過(guò)實(shí)證研究驗(yàn)證得到的影響因素指標(biāo)和研究模型。綜合評(píng)判的結(jié)果即研究結(jié)論為:影響因素按照重要程度排序依次為“教學(xué)條件要求因素、基礎(chǔ)設(shè)施配備因素、課程改革環(huán)境因素和區(qū)域資源條件因素”。第六部分:高職制造類專業(yè)應(yīng)用“學(xué)習(xí)領(lǐng)域”課程模式的對(duì)策研究。在上述研究分析的基礎(chǔ)上,結(jié)合我國(guó)職業(yè)教育發(fā)展水平和高職院校的實(shí)際情況,將宏觀層面與微觀領(lǐng)域有機(jī)結(jié)合,根據(jù)研究結(jié)論,提出了四大方面的研究對(duì)策:一是加強(qiáng)基礎(chǔ)設(shè)施配備,構(gòu)筑學(xué)習(xí)領(lǐng)域課程實(shí)施保障;二是營(yíng)造課程改革環(huán)境,助力學(xué)習(xí)領(lǐng)域課程應(yīng)用發(fā)展;三是對(duì)接教學(xué)條件要求,深化學(xué)習(xí)領(lǐng)域課程教學(xué)改革;四是整合區(qū)域資源條件,探尋學(xué)習(xí)領(lǐng)域課程發(fā)展路徑。
[Abstract]:The influencing factors of the mode of local curriculum of "learning field" as the object of study, learning field curriculum program work process based on the theory of the German occupation education to contemporary mainstream ideology, the curriculum of Higher Vocational Specialty manufacturing "learning field" model should be with the ideas of the research. Firstly, through literature analysis, case analysis and survey study on screening and barriers to establish "learning field" Curriculum Model in manufacturing professional application development in higher vocational colleges, and builds the influence factors and research model. Secondly, combined with SPSS software and statistical analysis method of empirical research on the influencing factors of indexes and research model. Finally, using the theory of fuzzy comprehensive evaluation. Establish the weight of each index, and analyze the influence factors, finally puts forward some effective strategies. The thesis is divided into six parts: Part Part one: introduction. Introduces the research reason, research methods, significance, innovation, defines the core concepts and theoretical support, analyzes the research status quo of domestic course of "learning field" mode, determine the research direction and ideas. The second part: the German learning field curriculum based on the context and Chinese process. Mainly introduced Chinese of German basic context of learning field curriculum and learning field curriculum model. This part shows the basic course of the panorama of "learning field" mode. The specific contents include: the curriculum model of German learning field curriculum development and China's "learning field" from the introduction to the basic situation of application. The third part the basic situation of curriculum model in manufacturing professional application of "learning field". The part of the J vocational college major in automobile application technology application of "learning field" curriculum mode The overall situation. Such as the construction of specialty group, school-based learning field curriculum development and implementation, and analysis of application problems. From the analysis, the use of SWOT-PEST from the political, economic, social and technical aspects of the macro environment, the matrix analysis application development for curriculum "learning field" mode of Higher Vocational education in China manufacturing the fourth part: the factors of curriculum model: An Empirical Study of the effect of "learning field". On the basis of application research, literature research, case study and analysis of the work foundation, preliminary assumptions and established the influence factors of curriculum of Higher Vocational Specialty manufacturing application of "learning field" mode, and constructs the research index and model of concrete. Through empirical research, factor analysis of the statistical results of project analysis, correlation analysis, reliability analysis and validity analysis, verify the relevant items, excluding independent, final The effect of the correction factor index and the model. The fifth part: the comprehensive evaluation of factors affecting the model application course learning field development. The expert evaluation method and fuzzy comprehensive evaluation method are analyzed through empirical study verified the factors and Research on comprehensive evaluation model. The research conclusions are as follows: the influence factors according to the important degree sequence "teaching requirements, infrastructure and equipment factors, environmental factors of curriculum reform and regional resource factors". The sixth part: Countermeasures of curriculum model in manufacturing professional application of "learning field". On the basis of the above analysis, combined with the actual situation of China's level of education and occupation higher vocational colleges, combining macro and micro field, according to the research conclusion, put forward countermeasures on four aspects: one is to strengthen The basic facilities, construction of learning field curriculum implementation; two is to create the environment of curriculum reform, help learning field curriculum application development; three is to require docking teaching conditions, deepen the teaching reform of learning field curriculum; the four is the integration of regional resources, explore the learning field curriculum development path.

【學(xué)位授予單位】：東華理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G712.3

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