本文選題：“雙師型”教師 + 激勵機制��； 參考：《天津大學(xué)》2013年碩士論文

【摘要】：高等職業(yè)教育擔(dān)負(fù)著培養(yǎng)生產(chǎn)、建設(shè)、管理、服務(wù)第一線的高素質(zhì)技能型專門人才的使命和責(zé)任,為行業(yè)企業(yè)和社會提供技術(shù)服務(wù)與高技能培訓(xùn)的任務(wù)。以高等職業(yè)院校的激勵機制改革創(chuàng)新為突破口,建立適應(yīng)區(qū)域經(jīng)濟和社會發(fā)展的“雙師型”教師隊伍,激發(fā)“雙師型”教師潛能,發(fā)揮“雙師型”教師在創(chuàng)新人才培養(yǎng)模式中的主力軍作用,是高等職業(yè)院校的必然選擇。目前,高等職業(yè)院校的“雙師型”教師在“雙師型”結(jié)構(gòu)上、標(biāo)準(zhǔn)上、來源上、激勵上、培養(yǎng)上,未能形成科學(xué)的以校企合作為主體的跨界培養(yǎng)激勵機制。體現(xiàn)在“雙師型”教師的職稱職務(wù)評定上依然沿襲普通高等教育的模式和辦法;在薪酬激勵上不能體現(xiàn)“多勞多得、優(yōu)勞優(yōu)酬”的分配機制;在“雙師型”教師的培養(yǎng)上缺乏企業(yè)積極性,“校企合作”流于形式,沒有建立合作共贏的長效機制;在“雙師型”教師的企業(yè)實踐上缺乏定性和定量考核相結(jié)合的激勵機制等。本文通過對F高職�！半p師型”教師激勵機制的研究,分析、研究影響“雙師型”教師潛能發(fā)揮的主要因素,如以工作特征模型為理論依據(jù)的“雙師型”教師個性化的工作設(shè)計路徑,領(lǐng)導(dǎo)對“雙師型”教師的激勵機制構(gòu)建的作用,薪酬對“雙師型”教師的激勵作用,職稱職務(wù)評審制度對“雙師型”教師的影響等方面,提出解決上述問題的具體辦法和措施。建立既適應(yīng)F高職校改革發(fā)展又能對其他院校起到借鑒意義的“雙師型”教師激勵機制與有效的培養(yǎng)模式,最大限度地調(diào)動“雙師型”教師的工作積極性和創(chuàng)業(yè)熱情。
[Abstract]:Higher vocational education is charged with the mission and responsibility of cultivating high quality skilled professionals in the front line of production, construction, management and service, and providing technical services and high skill training for the industry, enterprises and society. Taking the reform and innovation of the incentive mechanism in higher vocational colleges as the breakthrough point, to set up the "double-qualified" teachers to adapt to the regional economic and social development, and to stimulate the potential of the "double-qualified" teachers. It is an inevitable choice for higher vocational colleges to play the main role of "double-qualified" teachers in the training mode of innovative talents. At present, in the structure, standard, source, encouragement and cultivation of the "double qualified" teachers in higher vocational colleges and universities, they have failed to form a scientific cross-border training incentive mechanism with the cooperation between schools and enterprises as the main body. It still follows the mode and method of ordinary higher education in the evaluation of professional title of "double qualified" teachers, and fails to embody the distribution mechanism of "more work and more gain, better and better pay" in salary incentive. In the training of "double-qualified" teachers lack of enterprise enthusiasm, "school-enterprise cooperation" is a mere form, there is no long-term mechanism of win-win cooperation; In the enterprise practice of "double-qualified" teachers, there is a lack of incentive mechanism which combines qualitative and quantitative examination and so on. Through the research on the incentive mechanism of "double qualified" teachers in F higher vocational school, this paper analyzes the main factors that affect the potential of "double qualified" teachers. For example, based on the work characteristic model, the "double qualified" teachers' individualized work design path, the role of the leadership in the construction of the "double-qualified" teachers' incentive mechanism, and the incentive role of the compensation to the "double-qualified" teachers are discussed. This paper puts forward the concrete methods and measures to solve the above problems in terms of the influence of the professional title evaluation system on the teachers with double qualifications. To set up a "double qualified" teacher incentive mechanism and an effective training model which can adapt to the reform and development of F higher vocational school and which can be used for reference by other colleges and universities, and to mobilize the enthusiasm and enthusiasm of "double qualified" teachers to the maximum extent.
【學(xué)位授予單位】：天津大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G715.1

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