本文選題：高等職業(yè)教育 + 職業(yè)關(guān)鍵能力��； 參考：《廣西師范大學》2017年碩士論文

【摘要】：隨著社會經(jīng)濟的飛速發(fā)展,社會生活的“流動性態(tài)勢”越來越強。這不僅要求勞動者具有完成獨立任務的專業(yè)能力,更要具備能夠完成某一專業(yè)群里必備的能力乃至適應不同專業(yè)群轉(zhuǎn)換的能力。因此,勞動者不僅要具備從事本職工作的專業(yè)技能,還要具備通用的、可遷移的能力,能夠?qū)ぷ髦谐霈F(xiàn)的新問題做出調(diào)適和隨機應變,并迅速適應變化萬千的社會環(huán)境。而這種職業(yè)關(guān)鍵能力絕不可能自動地產(chǎn)生于已獲得的知識,而是在批判地探索、解決和轉(zhuǎn)化問題的過程中產(chǎn)生的結(jié)果,它需要得到相應的、有目的的培養(yǎng)。目前,我國高職院校學生職業(yè)能力培養(yǎng)卻極少關(guān)注這一社會發(fā)展的需要,更多的是對學生進行某一具體職位或某一工作環(huán)節(jié)的技能培訓,忽視了學生職業(yè)關(guān)鍵能力的養(yǎng)成。在這種情況下,如果未來某種具體崗位或職業(yè)發(fā)生轉(zhuǎn)變甚至被淘汰時,學生的職業(yè)生存將面臨考驗。本文試圖通過分析校企合作模式下高職學生職業(yè)關(guān)鍵能力的培養(yǎng),介紹其存在的必要性及可行性,為我國高職教學改革提供相應的理論、實踐依據(jù)。論文共分五章:第一章為緒論,從研究緣起、研究意義;核心概念闡釋;國內(nèi)外文獻綜述;校企合作的理論基礎(chǔ)及研究思路、研究方法五個方面對研究內(nèi)容有一個大致的介紹,說明本研究的必要性和方向。第二章首先介紹了德國和我國職業(yè)關(guān)鍵能力培養(yǎng)的現(xiàn)狀,德國主要采取將教學方法、教學組織、教師角色的轉(zhuǎn)變、產(chǎn)教深度融合結(jié)合起來,對學生進行職業(yè)關(guān)鍵能力的培養(yǎng),而我國現(xiàn)階段則多采用的是專創(chuàng)結(jié)合的方法對學生職業(yè)關(guān)鍵能力的某一塊進行培養(yǎng)。在介紹我國培養(yǎng)現(xiàn)狀的基礎(chǔ)上,指出我國高職教育關(guān)鍵能力培養(yǎng)存在的問題,并從高職院校對企業(yè)的用人訴求沒有全面深刻的解讀,傳統(tǒng)的應試教育帶來的負面影響,教學方式方法落后,現(xiàn)行的評價體系限制了職業(yè)關(guān)鍵能力的評估和引領(lǐng)四方面對產(chǎn)生這些問題的原因進行深入地分析。第三章為本研究的案例分析,主要分為三部分,第一部分剖析了教育企業(yè)研發(fā)職業(yè)關(guān)鍵能力課程體系的必然性及校企合作的必要性,第二部分通過介紹廣西教育學院與廣西職業(yè)技術(shù)學院與教育企業(yè)聯(lián)合培養(yǎng)學生職業(yè)關(guān)鍵能力的過程,論證現(xiàn)階段校企合作是培養(yǎng)學生職業(yè)關(guān)鍵能力的必要舉措;第三部分則簡要描述了校企合作培養(yǎng)學生職業(yè)關(guān)鍵能力所取得的階段性成效。第四章是在第三章的基礎(chǔ)上,指出在職業(yè)關(guān)鍵能力培養(yǎng)過程中存在的問題:學生未能真正參與職業(yè)關(guān)鍵能力的培養(yǎng)中,教師觀念轉(zhuǎn)變緩慢,高職院校自身硬件條件的限制,考核實施存在問題及企業(yè)參與度較低,并從學生自身觀念意識薄弱;教師認識不到位,缺乏溝通機制;評價考核難以量化和企業(yè)與高職院校缺乏緊密合作四方面進行原因分析。第五章是在前四章的基礎(chǔ)上,在系統(tǒng)合作論、職業(yè)教育理論及人力資本理論的指導下,根據(jù)我國校企合作培養(yǎng)職業(yè)關(guān)鍵能力的現(xiàn)行狀況,提出充分發(fā)揮“政學行企”的協(xié)同聯(lián)動作用:政府要統(tǒng)籌協(xié)調(diào),發(fā)揮主導作用;高職院校認真落實,發(fā)揮主體作用;企業(yè)積極參與,發(fā)揮主體作用;行業(yè)組織要發(fā)揮橋梁紐帶的作用。從四個方面提出完善校企合作模式下高職學生職業(yè)關(guān)鍵能力培養(yǎng)的對策,在實踐中不斷探索完善創(chuàng)新高職教育的人才培養(yǎng)模式,實現(xiàn)我國高職教育的“內(nèi)涵式發(fā)展”。
[Abstract]:With the rapid development of the social economy, the "liquidity situation" of social life is becoming stronger and stronger. It not only requires the workers to have the professional ability to complete the independent task, but also the ability to complete the necessary ability in a certain professional group and to adapt to the conversion of different professional groups. Professional skills, as well as versatile, transferable capabilities, can adapt and adapt to new problems in work, and quickly adapt to a changing social environment. The key ability of this profession can never automatically be born of acquired knowledge, but in the process of critically exploring, solving and transforming the problem. At present, the vocational ability training of the students in higher vocational colleges is very little concerned with the needs of this social development, and more is the skill training for the students in a specific position or a certain work link, and neglects the cultivation of the key abilities of the students. In this case, if In the future, when some specific posts or professions change or even be eliminated, the students' career survival will be tested. This paper tries to introduce the necessity and feasibility of their existence by analyzing the training of the vocational key abilities of Higher Vocational Students under the model of school enterprise cooperation, and provides the corresponding theory and practice basis for the reform of Higher Vocational Education in China. It is divided into five chapters: the first chapter is the introduction, from the origin of the research, the significance of the research, the interpretation of the core concept, the literature review at home and abroad, the theoretical basis and the research ideas of the school enterprise cooperation, and the five aspects of the research method, which illustrates the necessity and the direction of this study. The second chapter introduces the professional key ability of Germany and our country. In the current situation of force training, Germany mainly adopts the teaching method, teaching organization, the change of the role of teachers, the integration of the depth of production and education, and the cultivation of the key abilities of the students. At the present stage, our country adopts a method of combination to cultivate a certain part of the key energy of the students' profession. On the basis of this, it points out the problems existing in the cultivation of the key ability of Higher Vocational Education in our country, and has not a comprehensive and profound interpretation of the demands of the employers in higher vocational colleges, the negative influence brought by the traditional examination oriented education, the backward teaching methods and methods, the current evaluation system limits the assessment of the key abilities of the profession and leads the four sides to face these problems. The third chapter is the case analysis of this study, which is divided into three parts. The first part analyses the necessity of the curriculum system of the key ability of the research and development of the educational enterprise and the necessity of the cooperation between school and enterprise. The second part introduces the joint cultivation of the Guangxi Institute of education with the Guangxi Vocational and Technical College and the education enterprise. The process of cultivating the key ability of the students' profession proves that the school enterprise cooperation is a necessary measure to cultivate the key ability of the students' career at the present stage. The third part briefly describes the stage effect achieved by the cooperation between school and enterprise to train the key abilities of the students. The fourth chapter is on the basis of the third chapter, and points out that there exist in the process of training the key abilities of the profession. Problems: students are not really involved in the training of the key abilities of the profession, the change of teachers' concept is slow, the hardware conditions of the higher vocational colleges are limited, the examination and implementation are problems and the degree of enterprise participation is low, and the students' awareness of their own ideas is weak; the teachers' understanding is not in place, the lack of communication mechanism is lacking; the evaluation and assessment are difficult to quantify and the enterprises and higher vocational colleges are difficult to quantify. The fifth chapter, on the basis of the first four chapters, is on the basis of the first four chapters. Under the guidance of the system cooperation theory, the vocational education theory and the human capital theory, according to the current situation of the training of the key abilities of the profession by the cooperation between school and enterprise in our country, the cooperative action of "political science and enterprise" is put forward to give full play to the role of the government as a whole. Coordination, play the leading role; higher vocational colleges conscientiously implement, play the main role; enterprises actively participate in, play the main role; industry organizations to play the role of bridge ties. From four aspects to improve the school enterprise cooperation mode under the model of Higher Vocational Students' key ability training, in practice and continue to explore and improve the innovation of higher vocational education. Only by training mode can we achieve "connotative development" of Higher Vocational Education in China.

【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G717.38

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