發(fā)布時間：2018-05-17 01:38

  本文選題：三元模式 + 內(nèi)蒙古美術(shù)職業(yè)學(xué)院��； 參考：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：職業(yè)教育是現(xiàn)代教育體系的重要組成部分,主要培養(yǎng)具有實踐技能的專業(yè)人才。職業(yè)教育的模式隨著時代的發(fā)展而發(fā)生變化,對其進行創(chuàng)新改革具有一定的理論意義和實踐價值。我國的職業(yè)教育結(jié)合發(fā)達國家職業(yè)教育的先進經(jīng)驗,學(xué)習(xí)和借鑒德國的“雙元制”模式,提出了“雙師型”職業(yè)教育模式。但隨著社會的發(fā)展,“雙師型”模式已難以解決當前的招工難、就業(yè)難、辦學(xué)難的“三難”問題,“三元模式”應(yīng)運而生。本研究針對“三元模式”在內(nèi)蒙古美術(shù)職業(yè)學(xué)院應(yīng)用這一課題,從研究意義和概念界定、實施概況、存在問題及成因分析、完善建議等四個方面展開研究。第一,“三元模式”是職業(yè)教育育人模式的新探索,對其在內(nèi)蒙古美術(shù)職業(yè)學(xué)院的應(yīng)用進行研究具有重要的理論和實踐意義�！叭Ｊ健笔窃凇半p師型”模式的基礎(chǔ)上提出來的,其含義中教師和學(xué)生的身份是關(guān)鍵,即教師身份的“三元”和學(xué)生身份的“三元”。教師在課堂中是老師,在實踐環(huán)節(jié)中是師傅,在就業(yè)與創(chuàng)業(yè)中是老板;學(xué)生在課堂中是學(xué)生,在實踐環(huán)節(jié)中是學(xué)徒,在就業(yè)與創(chuàng)業(yè)中是員工或者創(chuàng)業(yè)者。第二,“三元模式”是我國職業(yè)教育向前發(fā)展的有益嘗試,它打破了傳統(tǒng)職業(yè)教育模式的局限,是教育教學(xué)與用人市場實現(xiàn)對接的有效途徑。同時,“三元模式”提升了職教師資的身份和能力,緩解了“三難”困境。內(nèi)蒙古美術(shù)職業(yè)學(xué)院從自身實際情況出發(fā),首創(chuàng)并應(yīng)用了“三元模式”。本研究從教學(xué)目標、教學(xué)內(nèi)容、教學(xué)方法、教學(xué)效果和考核評價機制等方面論述了“三元模式”在美術(shù)職業(yè)學(xué)院的應(yīng)用情況并取得了一定成效,如培養(yǎng)了優(yōu)秀師資、塑造了優(yōu)秀學(xué)生、成就了美術(shù)職業(yè)學(xué)院、推動了職業(yè)教育發(fā)展等。第三,“三元模式”在內(nèi)蒙古美術(shù)職業(yè)學(xué)院應(yīng)用中取得成績的同時也存在一些問題。首先是辦學(xué)條件不足,其主要原因是民辦院校資金的局限性;其次是特色專業(yè)缺少發(fā)展空間,主要是由于就業(yè)市場對專業(yè)的限制;再次是優(yōu)秀師資的匱乏,其主要原因是吸引優(yōu)秀師資的條件不足;最后是學(xué)生培養(yǎng)和管理難度較大,其主要原因是學(xué)生基礎(chǔ)較差。第四,研究從學(xué)院發(fā)展、特色專業(yè)建設(shè)、師資隊伍建設(shè)以及學(xué)生培養(yǎng)與管理水平等方面對“三元模式”的進一步發(fā)展提出了建議。首先是加快學(xué)院發(fā)展;其次是重視特色專業(yè)建設(shè);再次是加強師資隊伍建設(shè);最后是提高學(xué)生培養(yǎng)與管理水平。最后,結(jié)語部分對研究內(nèi)容進行了簡要總結(jié),同時對下一步的繼續(xù)研究提出了新的展望。
[Abstract]:Vocational education is an important part of modern education system. The mode of vocational education changes with the development of the times. Combining with the advanced experience of vocational education in developed countries, the vocational education of our country, learning from the "dual system" model of Germany, puts forward the mode of "double qualification" vocational education. However, with the development of society, it is difficult to solve the problems of "three difficulties" in employment, employment and running a school. This study aims at the application of the "Three-Yuan pattern" in Inner Mongolia Fine Arts Vocational College, and studies from four aspects: the significance and definition of the research, the general situation of the implementation, the analysis of the existing problems and causes, and the suggestions for perfection. First, the "ternary mode" is a new exploration of the mode of vocational education, and it has important theoretical and practical significance to study its application in Inner Mongolia Fine Arts Vocational College. The "ternary mode" is put forward on the basis of the "double-qualified" model, and the identity of the teacher and the student is the key in its meaning, that is, the "ternary" of the teacher's identity and the "ternary" of the student's identity. A teacher is a teacher in class, a master in practice, a boss in employment and entrepreneurship, a student in class, an apprentice in practice, an employee or an entrepreneur in employment and entrepreneurship. Second, the "ternary mode" is a beneficial attempt for the development of vocational education in China. It breaks the limitation of the traditional vocational education model and is an effective way to realize the docking of education and teaching with the employment market. At the same time, the "three-way mode" has improved the status and ability of the teachers of vocational education and alleviated the predicament of the "three difficulties". Nei Mongol Academy of Fine Arts, from its own actual situation, the first and the application of the "three-way model." This study discusses the application of the "ternary mode" in the fine arts vocational college from the aspects of teaching goal, teaching content, teaching method, teaching effect and evaluation mechanism, and has achieved certain results, such as cultivating excellent teachers. Has molded the outstanding student, has achieved the fine arts vocational college, promoted the vocational education development and so on. Third, there are some problems in the application of the three-way pattern in Inner Mongolia Fine Arts Vocational College. First of all, there are insufficient conditions for running a school, the main reason is the limitation of private colleges' funds; the second is the lack of space for the development of characteristic majors, mainly due to the restrictions of the job market on their specialties; and again, the lack of excellent teachers. The main reason is that the condition of attracting excellent teachers is not enough; finally, it is difficult for students to cultivate and manage, and the main reason is that the students have a poor foundation. Fourthly, the author puts forward some suggestions on the further development of the "ternary mode" from the aspects of the development of the college, the construction of the specialty with characteristics, the construction of the teaching staff and the level of the students' training and management. Firstly, it should speed up the development of the college; secondly, it should attach importance to the construction of characteristic specialty; thirdly, it should strengthen the construction of teaching staff; finally, it should improve the level of students' training and management. Finally, the conclusion gives a brief summary of the research content and puts forward a new prospect for the further research.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G712

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