本文選題：職業(yè)教育　切入點：高職教師　出處：《內(nèi)蒙古大學(xué)》2017年碩士論文

【摘要】：高職教育在教育定位上與本科教育存在明顯的不同,高職教育仿佛是架在高等教育、職業(yè)教育以及職業(yè)這三者之間的一座橋梁,它可以有效地彌補(bǔ)傳統(tǒng)教育體系的缺陷。普通高等教育走的是學(xué)術(shù)型人才的育人路線,而高職教育則專注于對學(xué)生技術(shù)的傳授,使其成為社會所需的、具有特定的理論基礎(chǔ)的高素質(zhì)應(yīng)用型人才,這是高職教育義不容辭的責(zé)任。而高職教師則是這一人才培養(yǎng)責(zé)任的承載者,因此高職院校教師隊伍建設(shè)不僅關(guān)系到高職院校的發(fā)展,而且關(guān)乎高職教育的教學(xué)質(zhì)量,更影響人才培養(yǎng)目標(biāo)的實現(xiàn)。高職院校教師職稱評審有利于推動教師隊伍建設(shè),不僅可以引導(dǎo)高職教師專業(yè)發(fā)展而且可以激勵教師積極投身于高職教育事業(yè)的指揮棒,如何能讓這個指揮棒發(fā)揮其良好的作用,目前我國許多專家學(xué)者針對這一焦點問題進(jìn)行探討研究,客觀分析目前高職院校教師職稱評審顯現(xiàn)的弊端,并對其改革提出各自的合理化建議。本論文的寫作思路遵循理論研究-實證分析-對策探討的線索,以職稱評審的相關(guān)理論為基礎(chǔ),包含人力資源管理理論、激勵理論、公平理論以及教師專業(yè)化理論;以分析內(nèi)蒙古地區(qū)高職院校教師職稱評審的現(xiàn)狀為著手,從初、中、高三個等級進(jìn)行闡述;客觀剖析目前內(nèi)蒙古地區(qū)高職院校教師職稱評審存在的不良現(xiàn)象,進(jìn)而進(jìn)行原因分析的論述;再結(jié)合目前國內(nèi)外高職院校教師職稱制度的特點以及給我區(qū)高職院校教師職稱改革帶來的啟示,最終提出內(nèi)蒙古地區(qū)高職院校教師職稱評審的改革原則及對策分析。職稱之路是高職教師專業(yè)發(fā)展的必經(jīng)之路,高職教師的專業(yè)發(fā)展要體現(xiàn)其"雙師"素質(zhì)的培養(yǎng)及提高,因此高職教師職稱評審應(yīng)擺脫普通高等院校(綜合類大學(xué))教師職稱評審模式的影響,另辟蹊徑,單獨(dú)設(shè)置符合高職教師的專業(yè)技術(shù)職稱評審的條件和標(biāo)準(zhǔn),既滿足高職教師的專業(yè)發(fā)展需求,又滿足高職教師對其職稱評審改革的訴求,保證高職院校教師隊伍健康、良好地發(fā)展,加強(qiáng)高職院校內(nèi)涵建設(shè),提高高職教育質(zhì)量。
[Abstract]:The orientation of higher vocational education is obviously different from that of undergraduate education. Higher vocational education seems to be a bridge between higher education, vocational education and vocational education. It can effectively remedy the shortcomings of the traditional educational system. The general higher education takes the educational route of academic talents, while the higher vocational education focuses on the teaching of students' technology, making it necessary for the society. It is the duty of higher vocational education to have high quality applied talents with specific theoretical foundation, and higher vocational teachers are the carriers of this talent training responsibility. Therefore, the construction of teachers in higher vocational colleges is not only related to the development of higher vocational colleges, but also to the teaching quality of higher vocational education, and also to the realization of the goal of talent training. It can not only guide the professional development of higher vocational teachers, but also inspire teachers to actively devote themselves to the cause of higher vocational education. How can we make this baton play its good role? At present, many experts and scholars in our country have studied this focus problem, and objectively analyzed the disadvantages of teachers' professional title evaluation in higher vocational colleges. This paper follows the clue of theoretical research, empirical analysis and countermeasure discussion, based on the relevant theories of professional title evaluation, including human resource management theory, incentive theory, etc. The theory of fairness and the theory of teacher specialization, starting with the analysis of the status quo of the evaluation of teachers' professional titles in higher vocational colleges in Inner Mongolia, is expounded from the initial, middle and high levels. This paper analyzes objectively the bad phenomenon of teachers' professional title evaluation in higher vocational colleges in Inner Mongolia at present, and then discusses the reasons. Combined with the characteristics of teachers' professional title system at home and abroad and the enlightenment to the reform of teachers' professional titles in vocational colleges and universities in our district, Finally, the author puts forward the reform principle and countermeasure analysis of teachers' professional title evaluation in Inner Mongolia. The road of professional title is the only way for the professional development of higher vocational teachers, and the professional development of higher vocational teachers should embody the cultivation and improvement of their "double teachers" quality. Therefore, the professional title evaluation of higher vocational teachers should get rid of the influence of the professional title evaluation model of ordinary colleges and universities (comprehensive universities), and set up the conditions and standards that accord with the professional and technical titles of higher vocational teachers separately. It not only meets the professional development needs of higher vocational teachers, but also meets the demands of teachers' professional title evaluation and reform, ensures the healthy and good development of teachers in higher vocational colleges, strengthens the connotation construction of higher vocational colleges, and improves the quality of higher vocational education.
【學(xué)位授予單位】：內(nèi)蒙古大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G715.1

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