發(fā)布時(shí)間：2018-03-07 22:06

  本文選題：經(jīng)濟(jì)發(fā)展方式轉(zhuǎn)變期　切入點(diǎn)：農(nóng)村職業(yè)教育　出處：《江西農(nóng)業(yè)大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：我國(guó)經(jīng)濟(jì)社會(huì)發(fā)展已進(jìn)入新時(shí)期,工業(yè)化進(jìn)入新階段,產(chǎn)業(yè)結(jié)構(gòu)調(diào)整和城鎮(zhèn)化進(jìn)程加快。產(chǎn)業(yè)結(jié)構(gòu)調(diào)整和城鎮(zhèn)化進(jìn)程加快需要大批有專業(yè)知識(shí)和專業(yè)技能的人才。當(dāng)前我國(guó)農(nóng)村職業(yè)教育的辦學(xué)模式單一,辦學(xué)層次不高,辦學(xué)體系還不能很好的適應(yīng)當(dāng)前經(jīng)濟(jì)發(fā)展對(duì)人才的需求。為適應(yīng)經(jīng)濟(jì)發(fā)展方式轉(zhuǎn)變,滿足經(jīng)濟(jì)社會(huì)發(fā)展對(duì)人才的需求。《國(guó)家中長(zhǎng)期教育改革和發(fā)展規(guī)劃綱要(2010-2020年)》將發(fā)展職業(yè)教育放在了突出的位置,提出要建立中國(guó)特色的職業(yè)教育體系,大力發(fā)展職業(yè)教育,特別是發(fā)展面向農(nóng)村的職業(yè)教育。在我國(guó)面臨“三農(nóng)”問(wèn)題需要解決、城鎮(zhèn)化步伐加快、就業(yè)形勢(shì)日益嚴(yán)峻、農(nóng)村勞動(dòng)力大轉(zhuǎn)移,新生代農(nóng)民工問(wèn)題凸顯的宏觀背景下,農(nóng)村職業(yè)教育狀況愈發(fā)顯得至關(guān)重要。經(jīng)濟(jì)發(fā)展方式轉(zhuǎn)變期,農(nóng)村職業(yè)教育辦學(xué)體系的利益格局有了新的調(diào)整：企業(yè)對(duì)人才素質(zhì)的需求,教育與培訓(xùn)機(jī)構(gòu)對(duì)政府相關(guān)政策的需求以及受教育者對(duì)學(xué)習(xí)、就業(yè)環(huán)境的需求都有了新的變化。 受教育者、教育與培訓(xùn)機(jī)構(gòu)、政府、企業(yè)是農(nóng)村職業(yè)教育辦學(xué)體系相關(guān)的因素,構(gòu)成農(nóng)村職業(yè)教育的利益相關(guān)者。對(duì)農(nóng)村職業(yè)教育利益相關(guān)者的分析是構(gòu)建適應(yīng)經(jīng)濟(jì)發(fā)展方式轉(zhuǎn)變的農(nóng)村職業(yè)教育辦學(xué)體系和發(fā)展模式的重要環(huán)節(jié),有利于協(xié)調(diào)農(nóng)村職業(yè)教育利益相關(guān)者之間的關(guān)系,形成合力,達(dá)到農(nóng)村職業(yè)教育利益均衡的“帕累托最優(yōu)”。 本文結(jié)合經(jīng)濟(jì)發(fā)展方式轉(zhuǎn)變的背景,從利益相關(guān)者視角分析農(nóng)村職業(yè)教育存在的問(wèn)題。首先對(duì)農(nóng)村職業(yè)教育的概念進(jìn)行解析,主要闡述傳統(tǒng)內(nèi)涵和主流視角下的研究觀點(diǎn),結(jié)合農(nóng)村職業(yè)教育的政策歷程和現(xiàn)階段經(jīng)濟(jì)社會(huì)發(fā)展背景來(lái)定位新形勢(shì)下農(nóng)村職業(yè)教育。將農(nóng)村職業(yè)教育利益相關(guān)者進(jìn)行界定為：核心利益相關(guān)者(受教育者)、重要利益相關(guān)者(政府和教育與培訓(xùn)機(jī)構(gòu))、潛在利益相關(guān)者(企業(yè)用人單位)；其次概述農(nóng)村職業(yè)教育利益相關(guān)者之間的關(guān)系和各自存在的問(wèn)題；分析我國(guó)農(nóng)村職業(yè)教育存在的主要利益非均衡問(wèn)題,梳理出當(dāng)前我國(guó)農(nóng)村職業(yè)教育主要相關(guān)者之間的六組利益關(guān)系；最后探析農(nóng)村職業(yè)教育要從轉(zhuǎn)變觀念、增強(qiáng)辦學(xué)吸引力、教育投入多元化和促進(jìn)就業(yè)等幾個(gè)方面來(lái)加大力度,從而構(gòu)建我國(guó)農(nóng)村職業(yè)教育利益均衡體系,促進(jìn)農(nóng)村職業(yè)教育可持續(xù)發(fā)展。
[Abstract]:China's economic and social development has entered a new period, and industrialization has entered a new stage. The adjustment of industrial structure and the acceleration of urbanization require a large number of talents with professional knowledge and skills. At present, the mode of running a school in rural vocational education in our country is single, and the level of running a school is not high. In order to adapt to the change of the mode of economic development, the school running system can not meet the needs of talents in the current economic development. To meet the demand for talents for economic and social development. The outline of the National medium and long term Educational Reform and Development Plan 2010-2020 places the development of vocational education in a prominent position. It is proposed to establish a vocational education system with Chinese characteristics and to vigorously develop vocational education. In particular, the development of rural oriented vocational education. Facing the "three rural" problems need to be resolved, the pace of urbanization is accelerating, the employment situation is becoming increasingly severe, the rural labor force has been transferred, and the new generation of migrant workers is prominent in the macro background. The situation of rural vocational education is becoming more and more important. During the period of the transformation of economic development mode, the interest pattern of the rural vocational education system has been adjusted: the demand of enterprises for the quality of talents, The demands of education and training institutions on government policies and the needs of educatees on learning and employment environment have undergone new changes. Educatees, education and training institutions, governments and enterprises are the relevant factors in the rural vocational education system. The analysis of rural vocational education stakeholders is an important link in the construction of rural vocational education school system and development model, which adapts to the transformation of economic development mode. It is beneficial to coordinate the relationship between the stakeholders of rural vocational education, to form a joint force, and to reach the Pareto optimum of rural vocational education. Based on the background of the transformation of economic development mode, this paper analyzes the problems existing in rural vocational education from the perspective of stakeholders. Firstly, it analyzes the concept of rural vocational education, mainly expounds the traditional connotation and the research point of view under the mainstream perspective. According to the policy course of rural vocational education and the background of economic and social development at present, the author defines the rural vocational education stakeholders as the core stakeholders (educatees), Important stakeholders (government and education and training institutions, potential stakeholders (enterprise employers); secondly, the relationship between stakeholders in rural vocational education and their respective problems; This paper analyzes on the imbalance of main interests in rural vocational education in our country, combs out the six groups of interest relations among the main stakeholders of rural vocational education in China, and finally analyzes that rural vocational education should change its concept and enhance its attraction in running a school. In order to construct a balanced system of rural vocational education interests and promote the sustainable development of rural vocational education, the diversification of educational input and employment promotion should be strengthened.
【學(xué)位授予單位】：江西農(nóng)業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G719.20

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