本文選題：農(nóng)村職業(yè)教育 + 農(nóng)民社會流動　； 參考：《天津大學(xué)》2012年碩士論文

【摘要】：城市化、工業(yè)化及市場化把我國農(nóng)村職業(yè)教育推向教育系統(tǒng)的邊緣。黨和國家曾出臺諸多文件政策,各個(gè)地區(qū)也積極進(jìn)行試驗(yàn)探索,農(nóng)村職業(yè)教育發(fā)展改革取得了一定進(jìn)展,但這并沒有從根本上扭轉(zhuǎn)農(nóng)村職業(yè)教育閉守與孱弱,局限與不適的弱勢地位。農(nóng)村職業(yè)教育服務(wù)“三農(nóng)”的功能難以彰顯。尤其是農(nóng)民群體(階層)作為農(nóng)村建設(shè)和農(nóng)業(yè)發(fā)展的主體,并未從農(nóng)村職業(yè)教育中得到切實(shí)的實(shí)惠。當(dāng)前我國農(nóng)民的社會流動依舊呈現(xiàn)快速的水平流動,有固化傾向的代際流動及盲目性的群體流動等特點(diǎn),造成農(nóng)民社會地位的提升及農(nóng)民向上的社會流動難以實(shí)現(xiàn)。新時(shí)期,在建設(shè)社會主義新農(nóng)村及構(gòu)建社會主義和諧社會的語境下,農(nóng)村職業(yè)教育應(yīng)肩負(fù)起歷史重任,重新發(fā)揮自身功能——與“三農(nóng)”問題相契合,實(shí)現(xiàn)農(nóng)民增收,實(shí)現(xiàn)農(nóng)業(yè)現(xiàn)代化,建設(shè)社會主義新農(nóng)村,在一定程度上推動農(nóng)民地位提升和農(nóng)民向上社會流動。這就對農(nóng)村職業(yè)教育提出了一定的要求——應(yīng)與農(nóng)民社會流動相聯(lián)系,促進(jìn)其與農(nóng)民社會流動間的互動。這是農(nóng)民的理性及社會發(fā)展所要求的,也是農(nóng)村職業(yè)教育獲得生存發(fā)展應(yīng)回應(yīng)的。農(nóng)村職業(yè)教育能夠通過向農(nóng)村務(wù)農(nóng)人員,進(jìn)程務(wù)工人員以及回鄉(xiāng)創(chuàng)業(yè)人員提供他們所需的技術(shù)技能培訓(xùn)和教育,有效促進(jìn)農(nóng)民實(shí)現(xiàn)社會流動。農(nóng)民社會流動的實(shí)現(xiàn)在一定程度上也能夠通過擴(kuò)大職業(yè)教育規(guī)模,實(shí)現(xiàn)財(cái)政多元化等方式激活農(nóng)村職業(yè)教育的發(fā)展活力,從而實(shí)現(xiàn)二者之間的良性互動,但由于農(nóng)村職業(yè)教育功能和農(nóng)民教育水平的有限性制約著這二者間的互動是有限度的。通過文獻(xiàn)研究法及因素分析法,筆者認(rèn)為民主穩(wěn)定的政治環(huán)境,持續(xù)平衡的經(jīng)濟(jì)發(fā)展,開放有序的社會制度環(huán)境及合理有效的教育制度是保障二者實(shí)現(xiàn)良性互動的重要條件。同時(shí)筆者從教育學(xué),政治學(xué),社會學(xué)等多學(xué)科的視角指出,農(nóng)村職業(yè)院校卓有成效的教育改革,政府的大力支持和引導(dǎo),社會實(shí)施的系列制度改革等是促進(jìn)農(nóng)村職業(yè)教育與農(nóng)民社會流動的良性互動的重要途經(jīng)。
[Abstract]:Urbanization, industrialization and marketization push rural vocational education to the edge of education system. The Party and the state have issued many documents and policies, and various regions have also actively carried out experiments and explorations. The reform of rural vocational education development has made some progress, but this has not fundamentally reversed the rural vocational education being closed and weak. The weak position of limitation and discomfort. The function of rural vocational education service "agriculture, rural areas and farmers" is difficult to manifest. Especially, as the main body of rural construction and agricultural development, peasant group (stratum) has not got practical benefit from rural vocational education. At present, the social mobility of farmers in our country is still showing rapid horizontal mobility, with the characteristics of solidified intergenerational mobility and blind group mobility, which makes it difficult to realize the promotion of farmers' social status and the upward social mobility of peasants. In the new period, in the context of building a new socialist countryside and building a harmonious socialist society, rural vocational education should shoulder the historical responsibility, replay its own functions-in line with the problem of "three rural areas", and realize the increase of farmers' income. The realization of agricultural modernization and the construction of a new socialist countryside, to a certain extent, promote the advancement of farmers' status and the upward social mobility of peasants. This puts forward some requirements for rural vocational education, which should be connected with the social mobility of farmers and promote the interaction between them and the social mobility of peasants. This is the demand of farmers' rational and social development, and the response of rural vocational education to survive and develop. Rural vocational education can effectively promote the social mobility of farmers by providing them with the technical skills training and education they need. To a certain extent, the realization of peasant social mobility can also activate the development vitality of rural vocational education by expanding the scale of vocational education and realizing financial diversification, so as to realize the positive interaction between the two. However, the interaction between rural vocational education and peasant education is limited due to the limitation of rural vocational education function and peasant education level. Through literature research and factor analysis, the author thinks that democratic and stable political environment, sustained and balanced economic development, open and orderly social system environment and reasonable and effective educational system are the important conditions to guarantee the positive interaction between the two. At the same time, the author points out from the perspective of education, political science, sociology and so on, that the rural vocational colleges and universities have a fruitful educational reform, and the government has made great efforts to support and guide them. The series of system reform implemented by the society is an important way to promote the positive interaction between rural vocational education and peasant social mobility.
【學(xué)位授予單位】：天津大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G719.2;C912.82
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本文編號：1797602