本文選題：藏族近代社會　切入點：藏族職業(yè)教育　出處：《青海師范大學(xué)》2013年碩士論文

【摘要】：現(xiàn)實需求是歷史研究的內(nèi)在動力，現(xiàn)代藏族職業(yè)教育制度構(gòu)建的現(xiàn)實需求亦是研究藏族近代職業(yè)教育制度變遷的內(nèi)生動力。職業(yè)教育是藏民族居住地區(qū)經(jīng)濟(jì)社會發(fā)展的必須，藏族職業(yè)教育具有職業(yè)教育和民族教育的雙重特征，構(gòu)建藏民族現(xiàn)代職業(yè)教育制度，研究藏族近代職業(yè)教育制度變遷具有借鑒意義。 根據(jù)諾思的制度變遷理論，本研究將藏族近代職業(yè)教育制度的變遷歷程分為三個階段，即萌芽階段（1906——1911年）、緩慢發(fā)展階段（1911——1927年）、快速發(fā)展階段（1927——1951年）。藏族近代職業(yè)教育制度的變遷是由具體階段構(gòu)成的漫長過程，每個階段短期的和具體的制度往往可以構(gòu)建，，而長期的演化過程則是基于短期構(gòu)建基礎(chǔ)上。因而在本研究中，將藏族近代職業(yè)教育制度變遷的歷程進(jìn)行階段性劃分。在變遷過程中，職業(yè)教育思潮、職業(yè)教育團(tuán)體以及制度結(jié)構(gòu)體系都促進(jìn)變遷的發(fā)生，反過來，制度變遷后的相對平衡狀態(tài)又進(jìn)一步促進(jìn)了藏族職業(yè)教育思想的傳播，藏族職業(yè)教育團(tuán)體的活躍以及職業(yè)教育制度體系的優(yōu)化整合。對藏族近代職業(yè)教育制度變遷動因的探討，是從政治、經(jīng)濟(jì)、社會文化等層面入手，認(rèn)為制度變遷是多種因素綜合作用的結(jié)果。藏族近代職業(yè)教育制度變遷具有歷史意義和現(xiàn)實意義，根據(jù)諾思制度變遷的路徑依賴原理，首先回歸到歷史當(dāng)時，認(rèn)為制度變遷促進(jìn)了近代藏族社會的進(jìn)化和發(fā)展，改變了藏族人民群眾的文化知識結(jié)構(gòu)和思維模式，緩解近代藏族社會生計問題，有助于穩(wěn)固邊疆，優(yōu)化民族教育結(jié)構(gòu)，促進(jìn)民族現(xiàn)代化。藏族職業(yè)教育制度的制定、實施對藏族社會政治、經(jīng)濟(jì)、社會意識形態(tài)等方面都產(chǎn)生深遠(yuǎn)影響，為當(dāng)代藏民族地區(qū)職業(yè)教育的改革與發(fā)展提供歷史參照。當(dāng)代藏族職業(yè)教育制度的科學(xué)構(gòu)建，必須體現(xiàn)其制度價值，明確其法律基礎(chǔ)，完善制度體系，健全行政組織組織機(jī)構(gòu)，擴(kuò)大辦學(xué)主體。 當(dāng)代藏族職業(yè)教育制度的實施和發(fā)展的主要路徑，一要依靠藏族社會精英階層和國家對藏族職業(yè)教育重視來實現(xiàn)。二要促進(jìn)辦學(xué)形式多種化，辦學(xué)渠道多樣化，在國家辦學(xué)的同時，結(jié)合本民族、本地區(qū)的特殊情況，因地制宜發(fā)展職業(yè)教育。發(fā)展藏族現(xiàn)代職業(yè)教育，必須適應(yīng)新變化、結(jié)合自身實際、結(jié)合時代條件變化，不斷探索和完善適合藏族職業(yè)教育發(fā)展的制度和模式。
[Abstract]:The realistic demand is the internal motive force of the historical research, and the realistic demand of the construction of the modern Tibetan vocational education system is also the endogenous motive force to study the Tibetan modern vocational education system vicissitude.Vocational education is the necessity of the economic and social development of the Tibetan nationality living area. The Tibetan vocational education has the dual characteristics of vocational education and ethnic education, and constructs the modern vocational education system of the Tibetan nationality.It is of great significance to study the changes of Tibetan vocational education system in modern times.According to Norse's theory of institutional change, this study divides the evolution of Tibetan modern vocational education system into three stages, namely, the budding stage (1906-1911), the slow development stage (1911-1927), and the rapid development stage (1927-1951).The transition of Tibetan modern vocational education system is a long process composed of specific stages. The short-term and concrete systems in each stage can be constructed, while the long-term evolution process is based on the short-term construction.Therefore, in this study, the Tibetan modern vocational education system transition process is divided into stages.In the process of change, the trend of thought of vocational education, the organization of vocational education and the system of system structure all promote the change, in turn, the relative balance state after the institutional change has further promoted the dissemination of the Tibetan vocational education thought.The active Tibetan vocational education organizations and the optimization and integration of the vocational education system.This paper discusses the causes of the institutional changes of Tibetan vocational education in modern times, starting from the aspects of politics, economy, social culture and so on, and thinks that the institutional changes are the result of the comprehensive action of many factors.The change of Tibetan vocational education system has historical and practical significance. According to the path dependence principle of Norse's institutional change, the author first returns to the historical time, and thinks that the institutional change has promoted the evolution and development of modern Tibetan society.It has changed the cultural knowledge structure and thinking mode of the Tibetan people, alleviated the livelihood problem of modern Tibetan society, helped to stabilize the frontier, optimize the national education structure, and promote the national modernization.The establishment and implementation of Tibetan vocational education system has far-reaching influence on Tibetan social politics, economy, social ideology and so on, which provides a historical reference for the reform and development of vocational education in contemporary Tibetan minority areas.The scientific construction of the contemporary Tibetan vocational education system must embody its system value, clarify its legal basis, perfect the system system, perfect the administrative organization and organization, and expand the main body of running a school.The main path of the implementation and development of the contemporary Tibetan vocational education system depends on the attention paid by the Tibetan social elite and the state to the Tibetan vocational education.Second, it is necessary to promote the diversification of the forms and channels of running schools, and to develop vocational education in accordance with local conditions while running schools in the country and in combination with the special conditions of their own nationalities and regions.In order to develop Tibetan modern vocational education, we must adapt to the new changes, combine with our own reality and the changing conditions of the times, and constantly explore and perfect the system and mode suitable for the development of Tibetan vocational education.
【學(xué)位授予單位】：青海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G719.29

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 鄔志輝;中國教育的現(xiàn)代化與制度創(chuàng)新[J];華東師范大學(xué)學(xué)報(教育科學(xué)版);1998年04期

2 孫越;中國近代職業(yè)教育制度的確立[J];河北師范大學(xué)學(xué)報(教育科學(xué)版);2003年05期

3 王笛;清末新政與近代學(xué)堂的興起[J];近代史研究;1987年03期

4 瞿葆奎;中國教育學(xué)百年(下)[J];教育研究;1999年02期

5 謝長法;;中華職業(yè)教育社與近代中國職業(yè)教育[J];教育與職業(yè);2002年05期

6 董仁忠;;職業(yè)教育制度的結(jié)構(gòu)和功能探微[J];教育與職業(yè);2007年09期

7 王春梅;;建立現(xiàn)代職業(yè)教育制度的研究[J];遼寧教育學(xué)院學(xué)報;2002年04期

8 周泓;民國時期的邊疆教育制度[J];民族教育研究;2000年04期

9 何波，阿顯珍;藏族近代職業(yè)教育論析[J];民族教育研究;1995年04期

10 何波,劉旭東;論民族教育結(jié)構(gòu)的改革與發(fā)展[J];民族教育研究;1998年01期

相關(guān)博士學(xué)位論文 前2條

1 杜利;我國職業(yè)教育發(fā)展的理論與實證研究[D];武漢理工大學(xué);2008年

2 遲旭;區(qū)域經(jīng)濟(jì)視域下吉林省職業(yè)教育制度設(shè)計研究[D];東北師范大學(xué);2009年

本文編號：1729931