【摘要】：本文以大職教觀為指導(dǎo)思想,以職業(yè)教育理論、終身教育理論、現(xiàn)代人力資本理論及區(qū)域經(jīng)濟(jì)發(fā)展理論為基礎(chǔ),研究了我國職業(yè)教育管理制度的發(fā)展沿革,剖析了我國職業(yè)教育管理體制的現(xiàn)狀,發(fā)現(xiàn)我國現(xiàn)行的職業(yè)教育體制存在行政大統(tǒng)一管理,缺乏地區(qū)差異、地方分級管理,相關(guān)部門各自為政、職業(yè)院校閉門辦學(xué),社會參與度不高、制度安排不合理,社會認(rèn)可度低等問題,由此,本文在將大職教觀下區(qū)域職教制度變革的社會動因歸結(jié)為知識經(jīng)濟(jì)推動、嚴(yán)峻的就業(yè)形勢及區(qū)域經(jīng)濟(jì)的發(fā)展等原因之后,以長株潭區(qū)域職業(yè)教育體制變革為典型案例,提出大職教觀下區(qū)域職教管理體制變革的構(gòu)想與設(shè)計(jì)：宏觀層面由中央及教育部主導(dǎo),中觀層面由教育部門實(shí)踐操作,微觀層面由職業(yè)學(xué)校、企業(yè)及行業(yè)協(xié)會聯(lián)動合作,并對政府、職業(yè)學(xué)校、教育者與受教育者、企業(yè)及行業(yè)協(xié)會的角色進(jìn)行定位,在制度層面,提出制定地方性職教教育法規(guī)和區(qū)域職業(yè)教育發(fā)展規(guī)劃：重構(gòu)職業(yè)學(xué)校、教師及學(xué)生評價(jià)體系；完善多元投入制度及產(chǎn)學(xué)結(jié)合制度。
[Abstract]:Based on the theory of vocational education, the theory of lifelong education, the theory of modern human capital and the theory of regional economic development, this paper studies the development and evolution of the management system of vocational education in China. This paper analyzes the present situation of the management system of vocational education in our country, and finds out that the present system of vocational education in our country has great unified administrative management, lacking of regional differences, local hierarchical management, the relevant departments run their own affairs, and vocational colleges run schools behind closed doors. The social participation degree is not high, the system arrangement is unreasonable, the social recognition is low and so on. Therefore, the social motivation of the regional vocational education system reform under the big vocational education view is attributed to the promotion of knowledge economy. After the severe employment situation and the development of regional economy, taking Changsha-Zhuzhou-Xiangtan regional vocational education system reform as a typical case, The conception and design of the reform of regional vocational education management system under the view of big vocational education are put forward: the macro level is dominated by the central and ministry of education, the middle level is operated by the education department, and the micro level is coordinated by vocational schools, enterprises and trade associations. The role of the government, vocational schools, educators and educatees, enterprises and trade associations is positioned. At the system level, the author puts forward the formulation of local vocational education laws and regulations and the regional vocational education development plan: reconstructing vocational schools. Teacher and student evaluation system; Improve the system of multi-input and the combination of production and learning system.
【學(xué)位授予單位】：湖南農(nóng)業(yè)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G719.2

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