本文選題：英國(guó) + 中等職業(yè)教育��； 參考：《西南大學(xué)》2013年碩士論文

【摘要】：學(xué)徒制被認(rèn)為是最古老的職業(yè)教育形態(tài),但卻擁有巨大的生命力。雖然在大工業(yè)時(shí)期,學(xué)徒制因?yàn)閷W(xué)校職業(yè)教育的興盛而被邊緣化,但在當(dāng)代,許多西方發(fā)達(dá)國(guó)家把學(xué)徒制作為發(fā)展職業(yè)教育的重要戰(zhàn)略選擇。學(xué)徒制在英國(guó)具有悠久的歷史,在不斷的發(fā)展和改革中逐漸形成自身特色,成為英國(guó)技術(shù)行業(yè)培訓(xùn)的奠基石。上世紀(jì)九十年達(dá)以后,世界格局發(fā)生明顯的變化,英國(guó)的產(chǎn)業(yè)結(jié)構(gòu)也發(fā)生巨變。雖然英國(guó)的國(guó)家經(jīng)濟(jì)重心發(fā)生轉(zhuǎn)移,但是職業(yè)教育技能培訓(xùn)卻墨守陳規(guī),沒有隨著勞動(dòng)力市場(chǎng)的變化而作相應(yīng)的調(diào)整,造成技能型人才不能適應(yīng)勞動(dòng)力市場(chǎng)的要求,進(jìn)而導(dǎo)致嚴(yán)重的失業(yè)問題,尤其是青少年的失業(yè)率不斷上升。對(duì)于剛結(jié)束義務(wù)教育的青少年來說,由于缺少勞動(dòng)力市場(chǎng)需要的技能或者是技能不足而導(dǎo)致青少年較低的就業(yè)率和較高的失業(yè)率。為了改變這種現(xiàn)狀,英國(guó)決定重建學(xué)徒制以培養(yǎng)青少年的技能,幫助他們獲得更好的發(fā)展。 論文主要對(duì)英國(guó)中等職業(yè)教育現(xiàn)行學(xué)徒制的改革進(jìn)行研究,以期為我國(guó)中等職業(yè)教育校企合作的發(fā)展提供一定的啟發(fā)。論文主要分為六大部分： 第一部分,英國(guó)中等職業(yè)教育學(xué)徒制研究的緣起。對(duì)國(guó)外關(guān)于英國(guó)職業(yè)教育學(xué)徒制的相關(guān)研究以及我國(guó)學(xué)者對(duì)英國(guó)職業(yè)教育學(xué)徒制的研究進(jìn)行了綜述,對(duì)核心概念進(jìn)行了界定,交代了論文的研究思路和運(yùn)用的研究方法。 第二部分,英國(guó)中等職業(yè)教育學(xué)徒制的歷史嬗變。論文以學(xué)徒制形態(tài)的變化為依據(jù)將學(xué)徒制的發(fā)展歷史分為形成時(shí)期、發(fā)展時(shí)期、衰落時(shí)期以及重建時(shí)期四個(gè)階段。通過對(duì)英國(guó)學(xué)徒制歷史嬗變的回顧,總結(jié)了英國(guó)學(xué)徒制在不同歷史時(shí)期的基本特點(diǎn)、動(dòng)因以及學(xué)徒制得以長(zhǎng)遠(yuǎn)發(fā)展的原因。 第三部分,英國(guó)中等職業(yè)教育學(xué)徒制改革的主要措施。從確立與職業(yè)資格證對(duì)應(yīng)的技能認(rèn)證體系、成立職責(zé)分明的組織管理機(jī)構(gòu)、制定學(xué)徒培訓(xùn)的基本框架以及建立基于合同制的學(xué)徒培訓(xùn)實(shí)施方案等方面呈現(xiàn)英國(guó)中等職業(yè)教育學(xué)徒制改革的具體措施。 第四部分,英國(guó)中等職業(yè)教育現(xiàn)行學(xué)徒制的主要特點(diǎn)。和傳統(tǒng)學(xué)徒制相比,英國(guó)中等職業(yè)教育現(xiàn)行學(xué)徒制具有專門化的管理機(jī)構(gòu)、彈性化的培訓(xùn)周期、雙元化的培養(yǎng)模式以及多方位的考評(píng)機(jī)制等特點(diǎn)。 第五部分,英國(guó)中等職業(yè)教育現(xiàn)行學(xué)徒制實(shí)施的成效和面臨的挑戰(zhàn)。在對(duì)實(shí)施成效進(jìn)行探究的時(shí)候從學(xué)徒、雇主、政府以及其他這四個(gè)層面分析學(xué)徒制為他們帶來的變化；在對(duì)學(xué)徒制面臨的挑戰(zhàn)進(jìn)行探究的時(shí)候也是從學(xué)徒、雇主、政府以及其他這四個(gè)層面分析學(xué)徒制應(yīng)該加以完善的地方。 第六部分,英國(guó)中等職業(yè)教育現(xiàn)行學(xué)徒制對(duì)我國(guó)校企合作的啟示。首先分析我國(guó)校企合作在管理機(jī)構(gòu)、吸引力、師資以及考評(píng)機(jī)制等方面存在的問題,最后以英國(guó)中等職業(yè)教育現(xiàn)行學(xué)徒制發(fā)展的特色對(duì)我國(guó)校企合作的發(fā)展提出以下四點(diǎn)建議：第一,成立專門化的校企合作管理機(jī)構(gòu)；第二,增強(qiáng)校企合作的吸引力；第三,建立師資互助的校企合作體系；第四,形成多方位的校企合作考評(píng)機(jī)制。
[Abstract]:Apprenticeship is regarded as the oldest form of vocational education, but it has great vitality. Although the apprenticeship is marginalized in the great industrial period because of the prosperity of school vocational education, in the contemporary era, many western developed countries make apprenticeship as a strategic choice for developing vocational education. Apprenticeship has a long history in Britain. History, gradually formed its own characteristics in the continuous development and reform, has become the cornerstone of the training of the British technology industry. After the ninety years of the last century, the world pattern has changed obviously and the industrial structure of the UK has changed greatly. Although the British national economic center of gravity has shifted, the training of vocational education skills is not consistent. As the changes in the labour market have been adjusted accordingly, skilled talents are not adapted to the requirements of the labor market, which leads to serious unemployment, especially the unemployment rate of young people. For young people who have just finished compulsory education, they lack the skills needed by the labor market or lack of skills. In order to change this situation, the UK decided to rebuild the apprenticeship in order to cultivate the skills of young people to help them develop better.
This paper mainly studies the reform of the current apprenticeship in secondary vocational education in Britain, in order to provide some inspiration for the development of school enterprise cooperation in secondary vocational education in China. The thesis is divided into six parts.
The first part is the origin of the study of the apprenticeship in secondary vocational education in Britain. A review of the related research on the Apprenticeship of Vocational Education in Britain and the study of the apprenticeship in English vocational education by Chinese scholars, the definition of the core concept, and the research methods and the application of the thesis are given.
The second part is the historical evolution of the apprenticeship in secondary vocational education in Britain. The thesis, based on the change of apprenticeship, divides the history of apprenticeship into four stages of formation, development, decline and reconstruction. By reviewing the historical evolution of the apprenticeship in Britain, the British apprenticeship system is summed up in different historical periods. The basic characteristics, motivations and reasons for the long-term development of the apprenticeship.
The third part is the main measures for the reform of the apprenticeship in secondary vocational education in Britain. It presents the Apprenticeship of secondary vocational education in Britain from the establishment of a skill certification system corresponding to the professional qualification certificate, the establishment of a clear organization and management organization, the establishment of the basic framework of the apprenticeship training and the establishment of a contract based apprenticeship training program. Concrete measures for the reform.
The fourth part is the main characteristics of the current apprenticeship in secondary vocational education in Britain. Compared with the traditional apprenticeship system, the current apprenticeship system of secondary vocational education in Britain has special management institutions, flexible training cycle, dual culture mode and multi-directional evaluation mechanism.
The fifth part, the effectiveness and challenges of the implementation of the current apprenticeship in secondary vocational education in the UK. The changes in apprenticeship are analyzed from apprenticeship, employer, government and other four levels, while exploring the challenges of apprenticeship from apprenticeship, employer, and government. And other four levels of apprenticeship should be perfected.
The sixth part is the Enlightenment of the current apprenticeship in the British secondary vocational education to the school enterprise cooperation in China. First, we analyze the problems in the management institutions, the attraction, the teachers and the appraisal mechanism of our school enterprise cooperation. Finally, the following four points are put forward to the development of the school enterprise cooperation in China with the characteristics of the current apprenticeship development of the secondary vocational education in the UK. Suggestions: first, set up specialized school enterprise cooperation management institutions; second, enhance the attraction of school enterprise cooperation; third, establish a school enterprise cooperation system for teachers' mutual assistance; and fourth, form a multi-directional school enterprise cooperation evaluation mechanism.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G719.561

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本文編號(hào)：1804041