本文選題：三維管理理論　切入點(diǎn)：“雙師素質(zhì)”教師　出處：《華東理工大學(xué)》2014年碩士論文

【摘要】：“雙師素質(zhì)”師資培養(yǎng)是高職院校師資隊(duì)伍建設(shè)的重點(diǎn),是開(kāi)展教學(xué)改革,提高教學(xué)質(zhì)量,培養(yǎng)學(xué)生創(chuàng)新和實(shí)踐能力的必然要求,也是張揚(yáng)高職特色的關(guān)鍵。但由于我國(guó)發(fā)展“雙師素質(zhì)”師資時(shí)間短、認(rèn)識(shí)不到位,缺乏系統(tǒng)管理等原因,導(dǎo)致我國(guó)“雙師素質(zhì)”教師總量不足、結(jié)構(gòu)不合理、來(lái)源渠道狹窄、培訓(xùn)環(huán)節(jié)薄弱,嚴(yán)重阻礙了我國(guó)高職院�！半p師素質(zhì)”教師的培養(yǎng),妨礙了高職院校教學(xué)質(zhì)量的提高,制約了我國(guó)高職院校的發(fā)展。雖然學(xué)者們從不同方面提出了“雙師素質(zhì)”教師培養(yǎng)的對(duì)策和措施。但這些研究都是從某一側(cè)面去探討“雙師素質(zhì)”教師培養(yǎng)的具體對(duì)策與措施,沒(méi)有形成全面、系統(tǒng)、完整的“雙師素質(zhì)”教師培養(yǎng)體系,導(dǎo)致院校的培訓(xùn)政策不相統(tǒng)一,“雙師素質(zhì)”教師培訓(xùn)模式、規(guī)范的管理方法,教師培訓(xùn)基地建成等方面都存在隨意化、碎片化現(xiàn)象。 針對(duì)現(xiàn)實(shí)問(wèn)題,本研究從組織體系、設(shè)施體系、制度體系三個(gè)方面,借鑒發(fā)達(dá)國(guó)家職業(yè)教師培養(yǎng)的經(jīng)驗(yàn)。在此基礎(chǔ)上,運(yùn)用三維管理思想,將“雙師素質(zhì)”教師培養(yǎng)體系分為三個(gè)方面：一是組織體系,即“雙師素質(zhì)”教師培養(yǎng)的對(duì)象,內(nèi)容主要包括校內(nèi)專任教師的培養(yǎng)、企業(yè)兼職教師的培養(yǎng)和引進(jìn)具有企業(yè)實(shí)踐經(jīng)歷的教師；二是設(shè)施體系,即培養(yǎng)“雙師素質(zhì)”教師的基地、場(chǎng)所和設(shè)備,包括“雙師素質(zhì)”教師的基地的建設(shè)的原則、校企合作方式,以及基地運(yùn)行的配套措施建設(shè)；三是制度體系,包括“雙師素質(zhì)”教師評(píng)價(jià)標(biāo)準(zhǔn)制度、職稱評(píng)審制度和激勵(lì)制度。在此基礎(chǔ)上,結(jié)合上海電子信息職業(yè)技術(shù)學(xué)院“雙師素質(zhì)”教師培養(yǎng)的實(shí)際情況,研究“雙師素質(zhì)”培養(yǎng)過(guò)程中的限制因素,探討“雙師素質(zhì)”教師培養(yǎng)的具體措施,以及“雙師素質(zhì)”培養(yǎng)的方法和途徑,為“雙師素質(zhì)”教師的培養(yǎng)提供切實(shí)可行的方案,把“雙師素質(zhì)”教師培養(yǎng)工作落到實(shí)處。
[Abstract]:The cultivation of teachers with "double teachers' qualities" is the focus of the construction of teachers' team in higher vocational colleges. It is the inevitable requirement of carrying out teaching reform, improving teaching quality, cultivating students' innovation and practical ability. It is also the key to promote the characteristics of higher vocational education. However, due to the short time of developing "double teachers' quality", the lack of understanding, the lack of systematic management and other reasons, the total amount of teachers' quality of "double teachers' quality" in our country is insufficient, the structure is unreasonable, and the source channel is narrow. The weak link of training seriously hinders the cultivation of "double teachers' quality" teachers in higher vocational colleges in our country, and hinders the improvement of teaching quality in higher vocational colleges. It restricts the development of higher vocational colleges in our country. Although scholars have put forward the countermeasures and measures for the cultivation of teachers with "double teachers' qualities" from different aspects, these studies are all about the concrete countermeasures and measures of training teachers with "double teachers' qualities" from a certain aspect. The lack of a comprehensive, systematic and complete training system for teachers with "double teachers' qualities" has led to the disunity of the training policies of colleges and universities, the training mode of "double teachers' qualities", and the standardized management methods, The teacher training base is built at random and fragmented. In view of the practical problems, this study draws lessons from the experience of vocational teachers training in developed countries from three aspects: organizational system, facility system and system system. The training system of "double teacher quality" is divided into three aspects: one is the organizational system, that is, the object of "double teacher quality" teacher training, which mainly includes the cultivation of full-time teachers in school. The training and introduction of part-time teachers in enterprises and the introduction of teachers with practical experience in enterprises, the second is the establishment system, that is, the bases, places and equipment for the cultivation of teachers with "double teacher qualities", including the principles for the construction of bases for teachers with "double teacher qualities", The mode of cooperation between schools and enterprises, as well as the construction of supporting measures for the operation of the base; third, the system, including the evaluation standard system for teachers with "double teacher qualities", the evaluation system for professional titles and the incentive system. On this basis, Combined with the actual situation of "double teachers' quality" training in Shanghai Electronic and Information Vocational and Technical College, this paper studies the limiting factors in the process of "double teacher's quality" training, and probes into the concrete measures of "double teacher's quality" teacher training. And the ways and means of the cultivation of "double teachers' qualities" provide a feasible scheme for the cultivation of "double teachers' qualities", and put the training work of "double teachers' qualities" into practice.
【學(xué)位授予單位】：華東理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G715.1

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