本文選題：農(nóng)村 + 職業(yè)教育��； 參考：《陜西師范大學(xué)》2013年碩士論文

【摘要】：《國(guó)家中長(zhǎng)期教育改革和發(fā)展規(guī)劃綱要(2010-2020年)》明確指出,要“加快發(fā)展面向農(nóng)村的職業(yè)教育”。但多年來,農(nóng)村職業(yè)教育研究的熱點(diǎn)主要是如何培訓(xùn)農(nóng)村的轉(zhuǎn)移勞動(dòng)力,使“農(nóng)民工”群體更有效的適應(yīng)城市化進(jìn)程；各級(jí)農(nóng)村職業(yè)教育學(xué)校的招生對(duì)象主要是系統(tǒng)接受職業(yè)教育培訓(xùn)的全日制學(xué)生,把他們培養(yǎng)成為城市發(fā)展所需要的合格初中級(jí)技術(shù)人才,沒有將培養(yǎng)服務(wù)于社會(huì)主義新農(nóng)村建設(shè),扎根農(nóng)村的有文化、懂技術(shù)、會(huì)經(jīng)營(yíng)的新型農(nóng)民作為自己責(zé)無旁貸的使命。所以,研究農(nóng)村職業(yè)教育城市化發(fā)展傾向,分析其產(chǎn)生的主客觀原因,并重新定位農(nóng)村職業(yè)教育的發(fā)展方向,對(duì)于構(gòu)建適應(yīng)農(nóng)村實(shí)際,滿足農(nóng)村、農(nóng)民需要的新型農(nóng)村職業(yè)教育體系具有重要的理論與實(shí)踐意義。 首先,論文在研究國(guó)內(nèi)外相關(guān)文獻(xiàn),系統(tǒng)介紹我國(guó)農(nóng)村職業(yè)教育發(fā)展的歷史和現(xiàn)狀基礎(chǔ)上,借鑒發(fā)達(dá)國(guó)家農(nóng)村職業(yè)教育與培訓(xùn)的先進(jìn)經(jīng)驗(yàn),以文獻(xiàn)研究和比較研究為主要研究方法,對(duì)目前我國(guó)農(nóng)村職業(yè)教育發(fā)展過程城市化傾向進(jìn)行了全方位的描述,主要表現(xiàn)為：目標(biāo)定位不清,沒有將培養(yǎng)有文化、懂技術(shù)、會(huì)經(jīng)營(yíng)的新型農(nóng)民作為主要目標(biāo)；教育對(duì)象應(yīng)為生產(chǎn)勞動(dòng)第一線的農(nóng)民和農(nóng)村新成長(zhǎng)勞動(dòng)力,而不是初中、高中畢業(yè)生并準(zhǔn)備到城市務(wù)工的轉(zhuǎn)移勞動(dòng)力；存在形態(tài)以學(xué)校形態(tài)為主,按照嚴(yán)格的教學(xué)計(jì)劃和一定的年限展開教學(xué)；專業(yè)設(shè)置上與城市職業(yè)學(xué)校的專業(yè)類似,與農(nóng)村實(shí)際脫節(jié)；師資力量薄弱。分析了農(nóng)村職業(yè)教育培訓(xùn)體系中存在的諸多問題：由于歷史影響和現(xiàn)實(shí)原因,農(nóng)村職業(yè)教育“離農(nóng)”現(xiàn)象嚴(yán)重；農(nóng)村職業(yè)教育沒有得到由上而下的指導(dǎo),各自為政,優(yōu)勢(shì)不能互補(bǔ),農(nóng)村的三級(jí)職業(yè)教育體系無法貫通；教育模式落后,教師緊缺；課程設(shè)置偏離農(nóng)村實(shí)際情況,定位不明。 其次,探討了我國(guó)農(nóng)村職業(yè)教育城市化傾向的原因,包括以下四個(gè)方面：農(nóng)村職業(yè)教育缺乏良好的物質(zhì)和意識(shí)基礎(chǔ),荷重前行；農(nóng)村職業(yè)教育在發(fā)展規(guī)劃中缺乏明確的方向；受到經(jīng)濟(jì)一體化的波及,人力資源由農(nóng)村地區(qū)向城市流動(dòng)；政府對(duì)農(nóng)村職業(yè)教育的投入不足,缺乏強(qiáng)有力的師資支持。 最后,借鑒發(fā)達(dá)國(guó)家在農(nóng)村職業(yè)教育方面的經(jīng)驗(yàn),對(duì)我國(guó)農(nóng)村職業(yè)教育的發(fā)展提出一些建議。這些建議包含：政府明確職能和政策的引導(dǎo)；建立獨(dú)具縣域特色的三級(jí)職教體制；建立突出區(qū)域資源優(yōu)勢(shì)、強(qiáng)調(diào)實(shí)踐能力導(dǎo)向的現(xiàn)代農(nóng)村職業(yè)教育課程體系；建設(shè)固定的“雙師型”隊(duì)伍培養(yǎng)機(jī)制；建立新型農(nóng)民及其新成長(zhǎng)勞動(dòng)力免費(fèi)創(chuàng)業(yè)培訓(xùn)制度等方面。主要與我國(guó)農(nóng)村職業(yè)教育目前存在的問題相呼應(yīng),做到有針對(duì)性的解決問題。
[Abstract]:The outline of the national medium and long-term education reform and development plan (2010-2020 years) clearly points out that it is necessary to "speed up the development of vocational education for rural areas". However, for many years, the focus of the research on rural vocational education is how to train the transfer of labor in rural areas, so that the "migrant workers" group can be more effectively adapted to the process of urbanization; the vocational education at all levels in rural areas is more effective. The main target of the school enrollment is to systematically accept the full-time students of vocational education and training, to train them to be qualified primary and secondary technical personnel needed for urban development, not to serve the training of the new socialist rural construction, to take root in the countryside with culture, to understand the technology and to manage the new farmers as their duty of duty. Therefore, it is of great theoretical and practical significance to study the tendency of urbanization development in rural vocational education, to analyze the reasons for its subjective and objective reasons, and to relocate the development direction of rural vocational education, which is of great theoretical and practical significance to the construction of a new rural vocational education system which adapts to rural reality and meets the needs of rural and farmers.
First, on the basis of studying the relevant literature at home and abroad, systematically introducing the history and present situation of the development of rural vocational education in our country, drawing on the advanced experience of rural vocational education and training in developed countries, taking literature research and comparative research as the main research method, it has carried on the whole trend of urbanization in the development process of rural vocational education in our country. The description of the azimuth is mainly as follows: the target orientation is not clear, the new farmers who have the culture, the technology and the management will be the main goal; the object of education should be the peasants and the new growing labor force in the first line of production and labor, but not the middle school, the high school graduates and the transfer labor of the urban migrant workers; Based on school form, teaching in accordance with strict teaching plan and a certain number of years, the specialty is similar to the major of the urban vocational school, disjointed with the rural practice, and the teachers are weak. The problems existing in the training system of rural vocational education are analyzed: the rural vocational education because of historical and practical reasons. The phenomenon of rural education is serious; rural vocational education has not been guided by the upper and lower levels, and the advantages can not be complementation. The three level vocational education system in rural areas can not be connected; the educational model is backward and the teachers are short; the curriculum setting deviates from the actual situation in the countryside, and the positioning is unknown.
Secondly, the reasons for the urbanization tendency of rural vocational education in China are discussed, including the following four aspects: the rural vocational education lacks good material and consciousness basis, the load is ahead of the load; the rural vocational education lacks clear direction in the development planning; the wave of economic integration and the flow of human resources from the rural areas to the cities; The government lacks investment in rural vocational education and lacks strong teacher support.
Finally, drawing on the experience of the developed countries in rural vocational education, some suggestions are made for the development of rural vocational education in China. These proposals include the guidance of the clear functions and policies of the government, the establishment of a three level vocational education system with unique county characteristics, and the establishment of a modern rural job which emphasizes the advantages of regional resources and emphasizes the practical ability. The curriculum system of industry education, the establishment of a fixed "double teacher" team training mechanism, the establishment of new farmers and their new growing labor training system, etc., are mainly related to the existing problems in rural vocational education in China, so as to solve the problem.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G719.2

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本文編號(hào)：2091458