本文選題：“雙師型”教師隊伍 + 勝任力模型　； 參考：《昆明理工大學》2017年碩士論文

【摘要】：加強“雙師型”教師隊伍建設是職業(yè)學校提高整體師資水平的關鍵之舉。本研究通過調查云南省中等職業(yè)學�！半p師型”教師隊伍建設的現(xiàn)狀,發(fā)現(xiàn)當前云南省中等職業(yè)學校“雙師型”教師隊伍建設過程中存在的問題。針對云南中職學校“雙師型”建設隊伍建設中存在的問題,本文以構建云南省中等職業(yè)學校“雙師型”教師勝任力模型為突破口,運用行為事件訪談、問卷調查等方法篩選云南省中等職業(yè)學校“雙師型”教師勝任力要素,并使用相關軟件進行分析,最終建成模型。最后本研究將上文所構建的勝任力模型運用到云南省中職學校“雙師型”教師隊伍的構建上,得到以下結論:第一,云南省中等職業(yè)學�！半p師型”教師缺乏統(tǒng)一的認定標準、“雙師型”教師的聘任和配置不合理、“雙師型”教師的培訓和繼續(xù)教育不到位,“雙師型”教師的評價和激勵制度不健全,上述問題嚴重制約了云南省中等職業(yè)教育的發(fā)展。第二,云南省中等職業(yè)學校“雙師型”教師勝任力模型由基礎理論知識、專業(yè)實踐能力、職業(yè)教學能力、學術科研能力、個人性格特質、職業(yè)道德修養(yǎng)6個維度構成,包括基礎文化知識、教育專業(yè)知識、專業(yè)實踐技能、實踐教學技能、企業(yè)工作經(jīng)歷、行業(yè)影響力、理論與實踐相結合、壓力承受能力、職業(yè)道德素養(yǎng)、愛崗敬業(yè)、行業(yè)職業(yè)素養(yǎng)、了解行業(yè)需求等33項勝任力特質。第三,將“雙師型”教師勝任力模型作為評價和認定“雙師型”教師標準的基礎,從“雙師型”教師評定的“入口”把關,制定云南省中職學校“雙師型”教師招聘標準;對于已經(jīng)在職的教師進行有針對性的教育與培訓,一方面可以保證“雙師型”教師的發(fā)展與成長,另一方面則促使非“雙師型”教師向“雙師型”教師發(fā)展;最后基于“雙師型”教師勝任力模型,建立本省“雙師型”教師評價體系,并與相關激勵機制有機結合在一起,形成良好的“雙師型”教師成長機制。
[Abstract]:Strengthening the construction of "double-qualified" teachers is the key to improve the overall level of teachers in vocational schools. By investigating the current situation of the construction of "double qualified" teachers in secondary vocational schools in Yunnan Province, this study finds out the problems existing in the construction of "double qualified" teachers in secondary vocational schools in Yunnan Province. In view of the problems existing in the construction of "double-qualified" teachers in secondary vocational schools in Yunnan, this paper takes the construction of "double-qualified" teacher competency model of secondary vocational schools in Yunnan Province as a breakthrough, and applies behavioral event interviews to the construction of the "double-qualified" teachers' competency model in secondary vocational schools in Yunnan Province. The competency factors of "double qualified" teachers in secondary vocational schools in Yunnan province were screened by questionnaire, and the relevant software was used to analyze them. Finally, the model was built. Finally, this study applies the competency model constructed above to the construction of "double-qualified" teachers in secondary vocational schools in Yunnan Province, and draws the following conclusions: first, the "double-qualified" teachers in secondary vocational schools in Yunnan Province lack a unified identification standard. The appointment and allocation of "double-qualified" teachers are unreasonable, the training and continuing education of "double-qualified" teachers are not in place, and the evaluation and incentive system of "double-qualified" teachers is not perfect. These problems have seriously restricted the development of secondary vocational education in Yunnan Province. Second, the competency model of "double-qualified" teachers in secondary vocational schools in Yunnan Province consists of six dimensions: basic theoretical knowledge, professional practice ability, vocational teaching ability, academic and scientific research ability, personal personality trait, and professional ethics accomplishment. Including basic cultural knowledge, educational professional knowledge, professional practical skills, practical teaching skills, enterprise work experience, industry influence, the combination of theory and practice, ability to bear pressure, professional ethics literacy, love and dedication, Industry professional literacy, understanding of industry needs and other 33 competency characteristics. Thirdly, the "double-qualified" teacher competency model is taken as the basis of evaluating and determining the "double-qualified" teacher standard, and the recruitment standard of the "double-qualified" teacher in Yunnan secondary vocational school is formulated from the "entrance" of the "double-qualified" teacher evaluation. On the one hand, it can ensure the development and growth of the "double-qualified" teachers, on the other hand, it can promote the development of non-" double-qualified "teachers to" double-qualified "teachers. Finally, based on the competency model of "double-qualified" teachers, the evaluation system of "double-qualified" teachers in this province is established, and combined with the relevant incentive mechanism, a good "double-qualified" teacher growth mechanism is formed.
【學位授予單位】：昆明理工大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G715.1

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