本文選題：加拿大 + 高校　； 參考：《天津師范大學(xué)》2012年碩士論文

【摘要】：我國(guó)的高等教育在當(dāng)今社會(huì)經(jīng)濟(jì)的飛速發(fā)展下正面臨著極大的考驗(yàn)與挑戰(zhàn)。高等教育的大眾化及市場(chǎng)化促進(jìn)了我國(guó)經(jīng)濟(jì)的發(fā)展,但是培養(yǎng)出適應(yīng)社會(huì)需求的新型技術(shù)性人才仍然是高等教育需要解決的問(wèn)題。在這樣的前提下,高校中發(fā)展合作教育就成為解決該問(wèn)題的最佳途徑。在我國(guó)高等教育步入大眾化階段和市場(chǎng)經(jīng)濟(jì)不斷完善的過(guò)程中,合作教育具有一定的發(fā)展?jié)摿Α?合作教育最早產(chǎn)生于美國(guó),加拿大在20世紀(jì)50年代開(kāi)始引入,并得到了迅速發(fā)展。合作教育將學(xué)習(xí)與真實(shí)的工作結(jié)合在一起,使得學(xué)生在掌握理論知識(shí)的基礎(chǔ)上培養(yǎng)了實(shí)踐能力,即為社會(huì)培養(yǎng)出實(shí)踐能力強(qiáng)的技術(shù)性人才,又提高了高等教育的社會(huì)適應(yīng)力,被世界上許多國(guó)家所接受。 我國(guó)早在20世紀(jì)80年代中期開(kāi)始向加拿大的高校學(xué)習(xí)借鑒合作教育的先進(jìn)經(jīng)驗(yàn),如效仿加拿大滑鐵盧大學(xué)的“一學(xué)年三個(gè)學(xué)期的工學(xué)交替”模式,此后也有許多學(xué)校效仿,但總體來(lái)看,我國(guó)高校的合作教育還存在很多問(wèn)題,合作教育的理論研究也很缺乏。 本論文試圖梳理加拿大高校合作教育的歷史發(fā)展進(jìn)程,并詳細(xì)介紹加拿大高校合作教育的現(xiàn)狀,從中總結(jié)經(jīng)驗(yàn),分析在我國(guó)國(guó)情下構(gòu)建合作教育的可行性與必要性,同時(shí)研究我國(guó)高校合作教育實(shí)踐探索中存在的問(wèn)題,提出在我國(guó)高校中發(fā)展合作教育的對(duì)策和措施。 第一章緒論部分根據(jù)我國(guó)當(dāng)前高等教育現(xiàn)狀提出在高校中發(fā)展合作教育的必要性,明確了本研究的目的和意義,并通過(guò)分析前人研究的成果,提出了本研究的重點(diǎn)、難點(diǎn)和創(chuàng)新點(diǎn)。 第二章通過(guò)梳理加拿大高校合作教育的歷史發(fā)展進(jìn)程,得出結(jié)論,認(rèn)為加拿大高校發(fā)展合作教育是適應(yīng)當(dāng)時(shí)社會(huì)發(fā)展的,有著廣泛的社會(huì)背景和時(shí)代背景,因此決定了合作教育在加拿大得到了持續(xù)的發(fā)展和極大的成功。 第三章主要研究了加拿大高校合作教育的現(xiàn)狀,總結(jié)了加拿大高校合作教育的成功經(jīng)驗(yàn),主要是構(gòu)建了高校、學(xué)生、企業(yè)在內(nèi)的多主體共贏合作機(jī)制,促進(jìn)了加拿大高等教育及加拿大社會(huì)的發(fā)展。 第四章分析了我國(guó)高校合作教育發(fā)展的歷史及現(xiàn)狀,總結(jié)了我國(guó)高校在發(fā)展合作教育中存在的不足,通過(guò)與加拿大高校合作教育比較分析,得出啟示,提出一些有利于我國(guó)高校合作教育發(fā)展的對(duì)策和措施。
[Abstract]:The higher education of our country is facing great test and challenge with the rapid development of society and economy.The popularization and marketization of higher education have promoted the economic development of our country, but it is still a problem for higher education to cultivate new technical talents to meet the needs of society.In such a premise, the development of cooperative education in colleges and universities is the best way to solve this problem.In the process of the popularization of higher education and the continuous improvement of market economy, cooperative education has a certain development potential.Cooperative education was first introduced in the United States and developed rapidly in Canada in the 1950s.Cooperative education combines learning with real work, which enables students to cultivate practical ability on the basis of mastering theoretical knowledge, that is, to cultivate technical talents with strong practical ability for the society, and to improve the social adaptability of higher education.Accepted by many countries in the world.As early as the mid-1980s, China began to learn from Canadian universities and colleges to learn from the advanced experience of cooperative education, such as following the model of the University of Waterloo in Canada of "alternating work and study in one academic year and three semesters," and since then many schools have followed suit.But generally speaking, there are still many problems in cooperative education in colleges and universities in our country, and the theoretical research on cooperative education is also lacking.This paper attempts to comb the historical development process of cooperative education in Canadian colleges and universities, introduce in detail the current situation of cooperative education in Canadian colleges and universities, sum up experience from it, and analyze the feasibility and necessity of constructing cooperative education under the national conditions of our country.At the same time, the problems existing in the practice and exploration of cooperative education in colleges and universities in China are studied, and the countermeasures and measures for developing cooperative education in colleges and universities in China are put forward.In the first chapter, according to the current situation of higher education in our country, the necessity of developing cooperative education in colleges and universities is put forward, the purpose and significance of this study are clarified, and the emphases of this research are put forward by analyzing the results of previous studies.Difficulties and innovations.The second chapter, by combing the historical development process of cooperative education in Canadian colleges and universities, comes to the conclusion that the development of cooperative education in Canadian colleges and universities is adapted to the development of society at that time, and has a wide social background and a background of the times.As a result, cooperative education in Canada has been sustained development and great success.The third chapter mainly studies the current situation of cooperative education in Canadian colleges and universities, summarizes the successful experience of cooperative education in Canadian colleges and universities, mainly constructs the win-win cooperation mechanism among universities, students and enterprises.Promote Canadian higher education and the development of Canadian society.The fourth chapter analyzes the history and present situation of the development of cooperative education in colleges and universities in our country, summarizes the shortcomings in the development of cooperative education in colleges and universities of our country, and draws inspiration from the comparative analysis of cooperative education in colleges and universities in Canada.Some countermeasures and measures are put forward for the development of cooperative education in colleges and universities in China.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：G718.5

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