本文選題：學(xué)習(xí)領(lǐng)域課程 + 職業(yè)教育�。� 參考：《西南大學(xué)》2013年碩士論文

【摘要】：自上世紀九十年代以來,為了大面積培養(yǎng)高素質(zhì)的技能型人才,促進經(jīng)濟的發(fā)展,我國高度重視職業(yè)教育,大力提倡和發(fā)展職業(yè)教育。德國職業(yè)教育所取得的成就有目共睹,一直處于世界領(lǐng)先地位,上世紀末德國提出的學(xué)習(xí)領(lǐng)域課程模式為其職業(yè)教育的發(fā)展做出了巨大貢獻,取得了顯著成效。對德國職業(yè)教育的學(xué)習(xí)領(lǐng)域課程進行分析和探究,借鑒和融合其歷史經(jīng)驗進行中國化改造,有益于我國職業(yè)教育課程模式的改革,為我國職業(yè)教育的發(fā)展提供啟示。 論文分為四個部分： 導(dǎo)論部分闡述了本論文的研究目的和研究意義,闡明了本研究的源起。對相關(guān)概念進行了界定,同時對國內(nèi)關(guān)于德國學(xué)習(xí)領(lǐng)域課程的研究現(xiàn)狀進行了分析和梳理,簡要說明了研究思路與研究方法。 正文第一部分,主要介紹了德國職業(yè)教育學(xué)習(xí)領(lǐng)域課程的理論模式及其主要內(nèi)容,從學(xué)習(xí)領(lǐng)域課程方案的內(nèi)容和學(xué)習(xí)領(lǐng)域課程的方案的開發(fā)兩個主要方面分別進行詳細的闡述,其內(nèi)容包括面向綜合化的學(xué)習(xí)目標、凸顯工作過程的課程結(jié)構(gòu)、基于工作任務(wù)的學(xué)習(xí)內(nèi)容、體現(xiàn)工作化的學(xué)習(xí)過程和采用行到導(dǎo)向教學(xué)方法等；方案的開發(fā)部分涉及行動領(lǐng)域的確定、學(xué)習(xí)領(lǐng)域的轉(zhuǎn)化和學(xué)習(xí)情境的細化等。并以此作為本研究的理論基礎(chǔ),通過對學(xué)習(xí)領(lǐng)域課程的內(nèi)容和開發(fā)進行了詳細系統(tǒng)的說明和闡述,包括其蘊含的具體內(nèi)容和使用的課程開發(fā)程序,系統(tǒng)構(gòu)建相關(guān)理論。 正文第二部分,主要分析了德國學(xué)習(xí)領(lǐng)域課程在我國實施的中國化過程和現(xiàn)狀,分析了德國學(xué)習(xí)領(lǐng)域課程在我國部分發(fā)達地區(qū)的實行情況。包括德國學(xué)習(xí)領(lǐng)域課程理念的引入和在我國試點實驗的開展等,并從當前的實施狀況中發(fā)現(xiàn)并注意到其反映出來的問題。同時,從我國職業(yè)院校的實際情況出發(fā),通過對現(xiàn)狀的分析和探究,指出了德國學(xué)習(xí)領(lǐng)域課程在我國中國化過程中已經(jīng)遇到或可能存在的困難和問題,具體包括觀念差異、學(xué)校管理、教材設(shè)計、師資配備和學(xué)習(xí)資源等方面。 正文第三部分,也是本文的主要內(nèi)容。主要是德國學(xué)習(xí)領(lǐng)域課程理論帶來的啟示,以及為德國學(xué)習(xí)領(lǐng)域課程模式在我國實現(xiàn)中國化而提出的建議。通過對理論的梳理和現(xiàn)狀的總結(jié),分別從學(xué)習(xí)領(lǐng)域課程中國化改造的利用途經(jīng)、具體內(nèi)容和實施策略等三個方面闡述學(xué)習(xí)領(lǐng)域課程在我國實施的啟示和建議。包括統(tǒng)合人力資源、豐富學(xué)習(xí)資源、利用社會資源；組建專業(yè)團隊、開發(fā)校本教材、優(yōu)化學(xué)習(xí)情境；提高師資隊伍素質(zhì)、推進實訓(xùn)場所建設(shè)、問題導(dǎo)向和設(shè)計導(dǎo)向理念的滲透等。
[Abstract]:Since the 1990s, in order to cultivate high quality technical talents and promote the development of economy, our country attaches great importance to vocational education and vigorously advocates and develops vocational education. The achievements of vocational education in Germany are obvious to all and have always been in the leading position in the world. The curriculum model in the field of learning put forward by Germany at the end of last century has made great contributions to the development of vocational education and achieved remarkable results. This paper analyzes and probes into the learning field curriculum of vocational education in Germany, uses for reference and integrates its historical experience to reform the curriculum mode of vocational education in China, and provides enlightenment for the development of vocational education in our country. The thesis is divided into four parts: The introduction describes the purpose and significance of this paper and the origin of the study. This paper defines the relevant concepts, analyzes and combs the current research situation of German learning field courses in China, and briefly explains the research ideas and research methods. The first part of the text mainly introduces the theoretical model and main contents of German vocational education and learning field curriculum, and elaborates in detail from two main aspects: the content of the learning domain curriculum scheme and the development of the learning domain curriculum program. Its contents include comprehensive learning objectives, highlighting the curriculum structure of the working process, learning content based on the work task, reflecting the work-based learning process and adopting the line-oriented teaching method. The development of the scheme involves the determination of the action domain, the transformation of the learning field and the refinement of the learning situation. And as the theoretical basis of this study, through the study of the curriculum content and development of a detailed and systematic explanation and elaboration, including its specific content and use of curriculum development procedures, the system construction of relevant theories. The second part of the text mainly analyzes the process and present situation of the implementation of the German learning field curriculum in China, and analyzes the implementation of the German learning field curriculum in some developed regions of China. It includes the introduction of the German learning field curriculum concept and the development of the pilot experiment in our country, and the problems reflected in it are found and noticed from the current implementation situation. At the same time, starting from the actual situation of vocational colleges and universities in our country, through the analysis and exploration of the present situation, this paper points out the difficulties and problems that have been met or may exist in the course of the course of Chinese study in Germany, including the differences of ideas. School management, textbook design, teacher allocation and learning resources. The third part of the text is also the main content of this paper. It is mainly about the enlightenment brought by the curriculum theory of learning field in Germany, and the suggestions for the realization of Chinese curriculum mode in Germany. By combing the theory and summarizing the present situation, this paper expounds the enlightenment and suggestions of the implementation of the learning field curriculum in our country from three aspects, namely, the utilization way, the concrete content and the implementation strategy of the Chinese reform of the learning field curriculum. Including integrating human resources, enriching learning resources, utilizing social resources, forming professional teams, developing school-based teaching materials, optimizing learning situations, improving the quality of teachers, and promoting the construction of practical training sites. The penetration of problem-oriented and design-oriented concepts.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G719.516

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