本文選題：“雙師型”教師 + 培養(yǎng)制度��； 參考：《湖北工業(yè)大學(xué)》2012年碩士論文

【摘要】：職業(yè)教育的發(fā)展壯大，離不開政策的引導(dǎo)和支持。1949年新中國成立之際，我國相繼制定出臺(tái)了一系列有關(guān)職業(yè)教育師資隊(duì)伍建設(shè)的政策。尤其是1995年“雙師型”教師這一概念首次出現(xiàn)在國家政策文件中以來，對(duì)于如何建設(shè)一支高素質(zhì)、高水平的“雙師型”教師隊(duì)伍的討論從未停歇，專家學(xué)者各抒己見。2005年國家做出《大力發(fā)展職業(yè)教育的決定》，職業(yè)教育師資隊(duì)伍在數(shù)量上不斷擴(kuò)大；結(jié)構(gòu)上，職教教師學(xué)歷、專業(yè)、年齡等方面均有顯著提高，逐步建立了一支結(jié)構(gòu)合理，兼專結(jié)合，素質(zhì)優(yōu)良的職教師資隊(duì)伍。然而，職業(yè)教育教師隊(duì)伍建設(shè)中存在的問題也不容忽視，如政府層面的政策制度缺失、社會(huì)層面對(duì)職業(yè)教育的鄙夷、學(xué)校層面的培養(yǎng)培訓(xùn)體系欠缺、企業(yè)層面的合作態(tài)度冷淡等�？v觀國（境）外職業(yè)教育師資培養(yǎng)制度，不難看出，，完善的、系統(tǒng)的、操作性強(qiáng)的政策、法律法規(guī)支持是各國職教師資發(fā)展壯大的關(guān)鍵。本文從“雙師型”教師培養(yǎng)培訓(xùn)制度沿革歷程出發(fā)，旨在分析“雙師型”教師培養(yǎng)培訓(xùn)制度的內(nèi)涵發(fā)展和實(shí)踐狀況，討論其發(fā)展趨勢(shì)并試圖構(gòu)建符合我國國情的職業(yè)教育“雙師型”教師培養(yǎng)培訓(xùn)制度。 本文主要解決的問題是什么是“雙師型”教師以及如何構(gòu)建“雙師型”教師培養(yǎng)培訓(xùn)制度。在梳理建國以來“雙師型”教師培養(yǎng)培訓(xùn)制度的基礎(chǔ)上，分析了“雙師型”教師發(fā)展特點(diǎn)及內(nèi)涵變化，并列舉國（境）內(nèi)外關(guān)于“雙師型”職教師資培養(yǎng)制度建設(shè)的經(jīng)驗(yàn)做法，通過系統(tǒng)分析，對(duì)我國“雙師型”職教教師培養(yǎng)制度框架進(jìn)行設(shè)計(jì)。 本文的立論基礎(chǔ)是：第一，在當(dāng)前職業(yè)教育發(fā)展背景和條件下，研究“雙師型”教師培養(yǎng)制度具有重要的理論意義和實(shí)踐價(jià)值�！半p師型”教師作為職教教師發(fā)展過程中的一個(gè)階段，但不是必經(jīng)階段，即不是每位職教教師都能成為“雙師型”教師的。第二，“雙師型”職教師資培養(yǎng)培訓(xùn)制度有賴于我國完善的職業(yè)教育政策制度作保障。 本文采用的研究方法主要有文獻(xiàn)法，案例研究法和比較研究法。收集了近年來國內(nèi)外有關(guān)職業(yè)教育方面的書籍，各級(jí)刊物上發(fā)表的關(guān)于“雙師型”教師培養(yǎng)制度建設(shè)的論文、資料，并查閱了國家頒布下發(fā)的“雙師型”教師培養(yǎng)制度的各類政策文件，力圖通過查詢、整理、分析、總結(jié)和運(yùn)用有關(guān)文獻(xiàn)資料，為本文立論提供理論依據(jù)和真實(shí)可靠的資料，以使本文更加豐富、具體。
[Abstract]:The development and expansion of vocational education can not be separated from the guidance and support of policies. At the time of the founding of New China in 1949, China has formulated a series of policies concerning the construction of teachers' ranks in vocational education one after another. Especially since the concept of "double-qualified" teacher first appeared in the national policy document in 1995, the discussion on how to build a high-quality, high-level "double-qualified" teacher team has never stopped. Experts and scholars expressed their views. In 2005, the government made the decision to develop vocational education vigorously. The number of teachers in vocational education has been continuously expanded, and the structure of vocational education teachers has increased significantly in terms of qualifications, major, age, and so on. Gradually set up a reasonable structure, and special combination, excellent quality of vocational education teachers. However, the problems in the construction of vocational education teachers should not be ignored, such as the lack of policy system at the government level, the disdain of vocational education at the social level, the lack of training and training system at the school level. The cooperation attitude of the enterprise level is cold and so on. Looking at the training system of teachers in vocational education outside China, it is not difficult to see that perfect, systematic and operational policies and laws are the key to the development and development of vocational education teachers in various countries. Starting from the history of the training and training system of "double qualified" teachers, this paper aims to analyze the connotation, development and practice of the "double type" teacher training and training system. This paper discusses its development trend and tries to construct the training system of "double qualified" teachers in vocational education in accordance with the national conditions of our country. The main problem of this paper is what is the "double-qualified" teacher and how to construct the "double-qualified" teacher training system. On the basis of combing the training and training system of "double qualified" teachers since the founding of the people's Republic of China, this paper analyzes on the characteristics and changes of the development of "double qualified" teachers, and puts forward the experiences and practices of the construction of "double qualified" teachers' training system both in and outside the country. Through systematic analysis, this paper designs the training system framework of "double-qualified" vocational teachers in our country. The basis of this thesis is as follows: first, under the background and conditions of the current vocational education development, it is of great theoretical significance and practical value to study the training system of "double qualified" teachers. As a stage in the development of vocational teachers, "double-qualified" teachers are not a necessary stage, that is, not every vocational teacher can become a "double-qualified" teacher. Secondly, the system of training teachers depends on the perfect policy system of vocational education. The research methods used in this paper are literature method, case study method and comparative research method. Collecting the books on vocational education at home and abroad in recent years, and the papers published in publications at all levels on the construction of the "double-qualified" teacher training system, And has consulted the various kinds of policy documents of the "double-qualified" teacher training system promulgated and issued by the state, and tried to provide theoretical basis and truthful and reliable data for this thesis through inquiry, collation, analysis, summary and application of relevant literature materials. In order to make this article more rich, specific.
【學(xué)位授予單位】：湖北工業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G715.1

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 潘文麗;;中職學(xué)校會(huì)計(jì)專業(yè)“雙師型”教師的培養(yǎng)策略[J];考試周刊;2012年95期

本文編號(hào)：1937750