本文選題：澳大利亞 + 職業(yè)技術教育��； 參考：《遼寧師范大學》2012年碩士論文

【摘要】：專業(yè)能力標準是確保教師專業(yè)化發(fā)展方向、促進教師專業(yè)化水平持續(xù)提高、保障教師實踐教育教學高質量的基礎制度性條件。正因為教師專業(yè)標準的制定對建立高素質的師資隊伍、實現(xiàn)澳大利亞TAFE學院人才培養(yǎng)目標極為重要，所以澳大利亞在20世紀末就頒布了國家級的職業(yè)教育教師專業(yè)能力標準。然而，我國至今為止仍未出臺全國性的職業(yè)教育教師專業(yè)標準。所以為了順應世界教師專業(yè)發(fā)展潮流、更為了我國經濟社會的長遠發(fā)展，提升我國職業(yè)教育教師的專業(yè)素養(yǎng)應成為目前我國職教改革迫在眉睫的任務�，F(xiàn)在我國部分省市已經意識到建設職教界教師專業(yè)能力標準的重要性，而且也積極響應《國家中長期教育和改革發(fā)展規(guī)劃綱要》明確提出的要“完善符合職業(yè)教育特點的教師資格標準”的號召，開始著手進行職業(yè)教育教師專業(yè)能力標準的開發(fā)。 近幾年，中澳教育領域的互動交流日漸頻繁，這對于正在尋求制定符合職業(yè)教育特點的教師資格專業(yè)標準的中國而言，無疑提供了很大的便利條件和支持性作用。對澳大利亞職業(yè)教育教師專業(yè)能力標準的研究，無疑對開發(fā)我國職業(yè)教育教師專業(yè)能力標準具有深遠的借鑒意義。 本文共分為六部分: 第一部分：緒論。說明了本研究的源起、對象、目的、意義及方法，介紹了國內外關于澳大利亞職業(yè)教育教師專業(yè)能力標準的研究情況。在此基礎上，對核心概念進行了界定。 第二部分：澳大利亞職教教師“專業(yè)能力標準”的概述。主要追溯了澳大利亞職業(yè)技術教育系統(tǒng)和職教教師專業(yè)能力標準的發(fā)展歷程；這一部分使讀者對專業(yè)能力標準有一個基本的了解，為下一部分的深入介紹做鋪墊作用。 第三部分：澳大利亞職教教師“專業(yè)能力標準”的開發(fā)和認證。這是本研究的重點部分。從專業(yè)能力標準的開發(fā)入手，本部分詳細地介紹了開發(fā)認證主體和機構，開發(fā)認證基本流程以及開發(fā)過程中需要遵循的相關要求和原則。然后具體論述了澳大利亞職教教師“專業(yè)能力標準”的框架體系，詳細闡述了澳大利亞職教教師的核心能力模塊、能力單元、能力單元標準以及職教教師資格等級的能力構成。 第四部分：澳大利亞職教教師“專業(yè)能力標準”的特色、影響以及用途。在以上部分對澳大利亞職教教師專業(yè)能力標準詳細闡述的基礎上，本部分總結了專業(yè)能力標準框架所顯現(xiàn)出的特點，其次，，闡述了專業(yè)能力標準對澳大利亞職業(yè)技術教育實踐的影響。 第五部分：啟示。通過以上各部分對澳大利亞職教教師專業(yè)能力標準的詳細闡述和分析，建議要借鑒澳大利亞標準制定的成功經驗，加快開發(fā)和認證切合我國國情的、符合我國職教特點的、專門針對職教教師的專業(yè)能力標準體系。
[Abstract]:The standard of professional ability is to ensure the development direction of teachers' professionalization, promote the continuous improvement of teachers' professional level and guarantee the basic institutional conditions for the high quality of teachers' practical education. It is very important for the establishment of high-quality teachers to achieve the goal of talent training in TAFE college in Australia. At the end of the twentieth Century, he promulgated the professional standards for professional education teachers at the national level. However, our country has not yet issued a national standard for professional education teachers so far. So in order to conform to the trend of the professional development of the teachers in the world, it is more for the long-term development of our country's economy and society and the promotion of professional quality of vocational education teachers in our country. Raise should become China's vocational education reform imminent task. Now the importance of some provinces and cities in our country have realized the construction of vocational education teachers' professional competency standards, and actively respond to "national long-term education reform and development plan" clearly put forward the "teacher qualification standards" in line with the characteristics of the occupation education to improve Call, began to carry out professional ability education teachers occupation standard development.
In recent years, the interactive communication between China and Australia has become more and more frequent, which undoubtedly provides great convenience and support for China, which is seeking to establish professional standards for professional education, which is in accordance with the characteristics of vocational education. The research on the professional standards of professional ability of vocational education teachers in Australia is undoubtedly to develop vocational education in China. The standard of teachers' professional competence has far-reaching reference significance.
This article is divided into six parts:
The first part is the introduction. It explains the origin, object, purpose, meaning and method of this study, and introduces the research on the professional competence standards of vocational education teachers at home and abroad. On the basis of this, the core concept is defined.
The second part: an overview of the professional competence standard for vocational education teachers in Australia. It mainly traced the development process of Australian Vocational and technical education system and professional competence standards of vocational education teachers; this part makes readers have a basic understanding of the standard of professional competence and pave the way for the further introduction of the next part.
The third part: the development and certification of the professional competence standard for vocational education teachers in Australia. This is the key part of this study. Starting with the development of professional standards, this part introduces the main body and organization of the development certification, the basic process of developing the certification and the related requirements and principles to be followed in the development process. This paper expounds the framework of the professional competence standard for vocational education teachers in Australia, and expounds the core competence module, capacity unit, capacity unit standard and the competency structure of vocational education teachers in Australia.
The fourth part: the characteristics, influence and use of the professional competence standard of vocational education teachers in Australia. On the basis of the detailed exposition of the standard of professional competence of Australian vocational education teachers, this part summarizes the characteristics of the standard framework for professional competence. Secondly, it expounds the professional skills of professional skills in Australia. The influence of the practice of the art education.
The fifth part: Enlightenment. Through the detailed exposition and analysis of the standards of professional competence of the Australian vocational education teachers, it is suggested that the successful experience made by the Australian standard should be used for reference, and that the development and certification should be accelerated to meet the national conditions of our country. It is in line with the characteristics of the vocational education in our country and specifically aimed at the standard system of professional ability of vocational education teachers.

【學位授予單位】：遼寧師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G719.611

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