本文選題：英國(guó)現(xiàn)代學(xué)徒制 + 德國(guó)現(xiàn)代學(xué)徒制��； 參考：《華東師范大學(xué)學(xué)報(bào)(教育科學(xué)版)》2017年01期

【摘要】：西方國(guó)家現(xiàn)代學(xué)徒制的發(fā)展不是制度趨同的過(guò)程,而是制度多樣化的過(guò)程。制度互補(bǔ)性理論為現(xiàn)代學(xué)徒制度的多樣性發(fā)展提供了解釋。制度互補(bǔ)性分析框架由規(guī)制性要素、規(guī)范性要素和文化—認(rèn)知性要素三個(gè)互補(bǔ)性維度組成。對(duì)英國(guó)和德國(guó)現(xiàn)代學(xué)徒制的比較亦在此框架下圍繞學(xué)徒激勵(lì)、企業(yè)激勵(lì)和質(zhì)量保障三大制度基本功能分別展開(kāi)。比較結(jié)果表明:相互加強(qiáng)或相互彌補(bǔ)是現(xiàn)代學(xué)徒制制度互補(bǔ)的兩大形式,均衡性系統(tǒng)傾向于相互加強(qiáng),發(fā)展性系統(tǒng)傾向于相互彌補(bǔ);制度彌補(bǔ)的著力點(diǎn)在于規(guī)制性的制度要素;學(xué)徒激勵(lì)的制度互補(bǔ)性核心在于提供良好的學(xué)徒職業(yè)前景預(yù)期;企業(yè)激勵(lì)的制度互補(bǔ)性核心在于降低學(xué)徒培訓(xùn)外部性偷獵風(fēng)險(xiǎn);質(zhì)量保障的制度互補(bǔ)性依賴學(xué)徒培養(yǎng)資質(zhì)、標(biāo)準(zhǔn)、過(guò)程、評(píng)價(jià)多環(huán)節(jié)制度保障的相互加強(qiáng);數(shù)量功能和質(zhì)量功能的制度亦存在互補(bǔ)性。
[Abstract]:The development of modern apprenticeship in western countries is not a process of institutional convergence, but a process of institutional diversification. The theory of institutional complementarity provides an explanation for the diversity of modern apprenticeship systems. The framework of institutional complementarity analysis consists of three complementary dimensions: regulatory elements, normative elements and culture-cognitive elements. The comparison of modern apprenticeship system in England and Germany also revolves around the basic functions of apprenticeship incentive, enterprise incentive and quality assurance. The results show that: mutual reinforcement or mutual compensation is the two major forms of modern apprenticeship system complementation, the balanced system tends to strengthen each other, the developmental system tends to make up for each other, the emphasis of institutional compensation lies in the institutional elements of regulation. The core of institutional complementarity of apprenticeship incentive is to provide good expectation of apprenticeship career prospect, the institutional complementarity of enterprise incentive lies in reducing the external poaching risk of apprenticeship training, and the institutional complementarity of quality assurance depends on apprenticeship training qualification. Standards, processes, and evaluation systems reinforce each other, while quantitative and qualitative systems complement each other.
【作者單位】： 上海師范大學(xué)教育學(xué)院;
【基金】：2015年度教育部哲學(xué)社會(huì)科學(xué)研究重大課題攻關(guān)項(xiàng)目“職業(yè)教育現(xiàn)代學(xué)徒制理論研究與實(shí)踐探索”(15JZD046)
【分類號(hào)】：G719.1

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 王婷婷;;高職院�，F(xiàn)代學(xué)徒制試點(diǎn)的困境及對(duì)策探析[J];清遠(yuǎn)職業(yè)技術(shù)學(xué)院學(xué)報(bào);2013年02期

2 李夢(mèng)卿;楊妍e，

本文編號(hào)：2086971