本文選題：縣級職教中心 + 發(fā)展困境��； 參考：《中央民族大學(xué)》2013年碩士論文

【摘要】：西藏自治區(qū)地處我國西南邊陲,面積122.84萬平方公里,占國土面積的13%,居全國第二位,是世界上最高的高原,素有“世界屋脊”之稱。行政區(qū)劃分為1個地級市、6個地區(qū),74個縣,拉薩為自治區(qū)首府。全自治區(qū)常住人口300.22萬人,其中農(nóng)村人口占近80%。西藏是我國重要的民族地區(qū),經(jīng)濟(jì)社會發(fā)展相對落后,政治地位十分重要。 2001年和2010年中央召開第四次和第五次西藏工作座談會之后,西藏教育進(jìn)入又好又快發(fā)展的歷史最好時期,教育事業(yè)碩果累累,舉世矚目。改革開放以來,隨著西藏政治經(jīng)濟(jì)的長足發(fā)展,社會主義新農(nóng)村建設(shè)的深入推進(jìn),廣大農(nóng)牧民群眾對物質(zhì)生活水平和精神文明程度的需求不斷提高,西藏農(nóng)村職業(yè)教育凸顯出其重要的作用,成為西藏教育事業(yè)的重要組成部分,初步形成了以教育行政部門建設(shè)的縣級職業(yè)教育中心為主體,農(nóng)牧、勞動等行政部門和社會團(tuán)體共同發(fā)展的新格局,農(nóng)村職業(yè)教育呈現(xiàn)出良好的發(fā)展勢頭。 西藏農(nóng)村職業(yè)教育的發(fā)展與全國農(nóng)村職業(yè)教育的發(fā)展雖然有差距,但擁有相同的時代特征,受區(qū)域文化的影響和經(jīng)濟(jì)發(fā)展水平的制約,以縣級職教中心為主體的西藏農(nóng)村職業(yè)教育又有自己的特點(diǎn)。本文試圖從教育管理層面的視角出發(fā),在分析所收集的資料的基礎(chǔ)上,分析了西藏縣級職教中心發(fā)展面臨的困境和原因,提出西藏農(nóng)村職業(yè)教育發(fā)展的優(yōu)勢和劣勢所在,對機(jī)遇與挑戰(zhàn)進(jìn)行分析。主要在現(xiàn)狀分析的基礎(chǔ)上,結(jié)合宏觀和微觀環(huán)境及職業(yè)教育法律法規(guī),以農(nóng)村職業(yè)教育理論為基礎(chǔ),以教育發(fā)展理論和公共管理學(xué)為指導(dǎo),通過調(diào)查了解和對比分析,對以縣級職教中心為主體的西藏農(nóng)村職業(yè)教育的輿論環(huán)境、投資環(huán)境、政策環(huán)境和就環(huán)境等進(jìn)行研究,分析出西藏縣級職教中心當(dāng)前面臨著辦學(xué)模式單一、生源減少、轉(zhuǎn)型定位困難和投資渠道單一的發(fā)展困境,認(rèn)為西藏縣職教中心走出發(fā)展困境首先必須自上而下提高對農(nóng)村職業(yè)教育重要性的認(rèn)識,同時完善投入保障機(jī)制、加強(qiáng)管理體制、改變辦學(xué)模式、拓寬就業(yè)渠道。提出西藏農(nóng)村職業(yè)教育發(fā)展的重要意義及具體對策。 發(fā)展西藏農(nóng)村職業(yè)教育是促進(jìn)西藏社會和諧、穩(wěn)定的重要舉措,對落實(shí)中央第五次西藏工作座談會精神,促進(jìn)勞動力轉(zhuǎn)移和農(nóng)牧區(qū)的經(jīng)濟(jì)發(fā)展,具有重要的現(xiàn)實(shí)意義和深遠(yuǎn)的歷史意義。只要各級政府真正重視支持西藏農(nóng)村職業(yè)教育的發(fā)展,不斷改善縣級職教中心的生存環(huán)境,為縣級職教中心提供應(yīng)有的幫助,縣級職教中心不斷加強(qiáng)自身建設(shè)從而提高教育教學(xué)質(zhì)量,西藏農(nóng)村職業(yè)教育就會健康穩(wěn)定的快速發(fā)展,真正成為西藏教育的重要組成部分。 文章預(yù)在分析研究的基礎(chǔ)上探索解決問題的對策,以期對西藏民族地區(qū)農(nóng)村職業(yè)教育在新世紀(jì)的健康發(fā)展提供一些理論指導(dǎo)和政策建議。
[Abstract]:Tibet Autonomous region is located in the southwestern border of China, covering an area of 1.2284 million square kilometers, occupying the second place in the country and occupying the second place in the country. It is the highest plateau in the world and is known as the "roof of the world". The administrative region is divided into 1 prefectural city, 6 regions, 74 counties. Lhasa is the capital of the autonomous region. The total resident population of the whole autonomous region is 3.0022 million, of which the rural population accounts for nearly 80%. Tibet is an important ethnic area in China, with relatively backward economic and social development and a very important political position. After the fourth and fifth Tibet work forums were held in 2001 and 2010, Tibet's education entered the best period of good and rapid development, and the education cause was fruitful and attracted worldwide attention. Since the reform and opening up, with the rapid development of Tibet's political economy and the further development of the construction of a new socialist countryside, the masses of farmers and herdsmen have continuously increased their demand for material living standards and the level of spiritual civilization. The rural vocational education in Tibet has highlighted its important role and become an important part of Tibet's educational undertakings. It has initially formed a county level vocational education center built by the educational administration department as the main body, agricultural and animal husbandry. With the development of labor and other administrative departments and social organizations, rural vocational education presents a good momentum of development. Although there is a gap between the development of rural vocational education in Tibet and that of rural vocational education in the whole country, it has the same characteristics of the times and is restricted by the influence of regional culture and the level of economic development. The rural vocational education in Tibet, with the county vocational education center as the main body, has its own characteristics. Based on the analysis of the data collected, this paper attempts to analyze the difficulties and causes of the development of the vocational education center at the county level in Tibet from the perspective of education management, and to put forward the advantages and disadvantages of the development of vocational education in rural areas in Tibet. Analyze opportunities and challenges. Mainly on the basis of current situation analysis, combining macro and micro environment and vocational education laws and regulations, taking rural vocational education theory as the foundation, taking education development theory and public management science as the guidance, through investigation understanding and comparative analysis, By studying the public opinion environment, investment environment, policy environment and environment of rural vocational education in Tibet, which is dominated by vocational education centers at the county level, it is analyzed that the vocational education centers at the county level in Tibet are facing a single mode of running a school and fewer students. It is believed that the Tibet County Vocational Education Center must first raise its awareness of the importance of rural vocational education from the top down, at the same time, improve the investment security mechanism and strengthen the management system. To change the mode of running a school and widen the channels of employment. The important significance of the development of rural vocational education in Tibet and the concrete countermeasures are put forward. The development of rural vocational education in Tibet is an important measure to promote social harmony and stability in Tibet. It is of great importance to the implementation of the spirit of the Fifth Central Forum on Tibetan work and the promotion of labor transfer and economic development in agricultural and pastoral areas. Has the important realistic significance and the profound historical significance. As long as governments at all levels really attach importance to supporting the development of vocational education in rural areas in Tibet, continuously improve the living environment of vocational education centers at the county level, and provide due assistance to vocational education centers at the county level, County-level vocational education centers constantly strengthen their own construction so as to improve the quality of education and teaching, Tibet rural vocational education will be healthy and stable rapid development, really become an important part of Tibetan education. On the basis of analysis and research, this paper explores the countermeasures to solve the problem, in order to provide some theoretical guidance and policy suggestions for the healthy development of rural vocational education in the minority areas of Tibet in the new century.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G719.2

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