【摘要】：殘疾人職業(yè)教育是提高殘疾人綜合素質(zhì)和職業(yè)技能的重要途徑。同時，它對促進殘疾人自強、自立，平等地參與社會生活，成為社會主義事業(yè)的建設者具有至關重要的作用。實踐證明，唯有接受教育并通過勞動就業(yè)個人的價值才能得以充公分實現(xiàn)。而解決殘疾人謀生問題，職業(yè)教育無疑尤為關鍵，因為職業(yè)教育旨在讓殘疾學生學會技能以及掌握本領，從而能夠就業(yè)，能夠生存，能夠為社會服務。 本研究主要采用文獻資料法、歷史分析法、比較研究法、調(diào)查訪談法和邏輯分析等方法，試圖對殘疾人高等職業(yè)教育這一議題作一全面、系統(tǒng)和深入的分析。具體而言，本研究共分為三個部分： 第一部分為第一章，主要分析了課題的研究背景，梳理了殘疾人高等職業(yè)教育的研究現(xiàn)狀，擬定了本研究的基本研究思路與研究方法，勾勒了本研究的基本框架，并就本研究的創(chuàng)新性與存在的挑戰(zhàn)進行了分析。 第二部分為第二章。該部分首先對殘疾人高等職業(yè)教育概念進行了厘定，并對殘疾人高等職業(yè)教育對象的特性進行了分析。而后對殘疾人高等職業(yè)教育的歷史淵源，殘疾人高等職業(yè)教育理論依據(jù)進行了探討。最后，對發(fā)展殘疾人高等職業(yè)教育的必要性進行了分析。研究認為：殘疾人高等職業(yè)教育對象是18歲以上，具有高中或同等學歷，畢業(yè)于中等職業(yè)學校、普通高中或職業(yè)高中的殘疾青少年。這些群體具有個體差異性、心理滿后性和群體弱勢性等特征。指出殘疾人高等職業(yè)教育是發(fā)展我國教育強國、構建和諧社會和倡導教育公平的內(nèi)在需求。 第三部分共包括第三、四和五章，分別從殘疾人高等職業(yè)教育現(xiàn)狀、存在問題和發(fā)展對策三個部分進行了探討。首先，本研究對殘疾人高等職業(yè)院校數(shù)量、體制結構、區(qū)域結構、形式結構、招生規(guī)模和科類結構等方面進行了分析。指出傳統(tǒng)觀念頑固，宣傳力度不夠；單招工作混亂，招生類別有限；師資力量薄弱，專業(yè)化程度較低；資金投入不足，特教津貼不明；專業(yè)設置傳統(tǒng)，課程內(nèi)容單一；缺乏相互銜接，支持體系薄弱；權利保障不力，法律不夠健全等問題。建議：加大招生宣傳力度，完善單考單招制度；健全師資培養(yǎng)機制，加強師資隊伍建設；平衡區(qū)域結構分布，探索多元化辦學；調(diào)整專業(yè)結構，優(yōu)化課程設置；擴大辦學規(guī)模，完善管理模式；注重實用結合，靈活教學形式；完善法律保障體系，，建立長效發(fā)展機制。
[Abstract]:Vocational education for the disabled is an important way to improve the comprehensive quality and vocational skills of the disabled. At the same time, it plays an important role in promoting disabled people's self-improvement, self-reliance, equal participation in social life and becoming a builder of socialist cause. Practice has proved that only education and employment of the individual value can be realized. Vocational education is of particular importance in solving the problem of livelihood of the disabled, because vocational education aims to enable students with disabilities to learn skills and skills, so as to be able to find jobs, survive and serve the society. This study mainly uses the methods of literature, historical analysis, comparative research, investigation and interview and logical analysis to make a comprehensive, systematic and in-depth analysis of the topic of higher vocational education for the disabled. Specifically, this study is divided into three parts: the first part is the first chapter, mainly analyzes the research background of the subject, and combs the research status of higher vocational education for the disabled. The basic research ideas and methods of this study are drawn up, the basic framework of this study is outlined, and the innovation and existing challenges of this study are analyzed. The second part is the second chapter. This part first defines the concept of higher vocational education for the disabled, and analyzes the characteristics of the object of higher vocational education for the disabled. Then the historical origin of higher vocational education for the disabled and the theoretical basis of higher vocational education for the disabled are discussed. Finally, the necessity of developing higher vocational education for the disabled is analyzed. The research shows that the subjects of higher vocational education for the disabled are those over 18 years old with high school or equivalent degree and graduated from secondary vocational school, ordinary high school or vocational high school. These groups have the characteristics of individual difference, psychological fullness and group weakness. It is pointed out that higher vocational education for the disabled is the internal demand for developing our country's education power, building a harmonious society and advocating education equity. The third part includes the third, the fourth and the fifth chapters, respectively, from the disability higher vocational education present situation, the existing problems and the development countermeasure three parts to carry on the discussion. First of all, this study analyzes the number, institutional structure, regional structure, form structure, enrollment scale and subject structure of higher vocational colleges for the disabled. It is pointed out that the traditional ideas are stubborn and the propaganda is not strong enough; the single recruitment work is chaotic and the enrollment categories are limited; the teachers' strength is weak and the degree of specialization is low; the fund input is insufficient and the special education allowance is unknown; the specialty is set up tradition and the curriculum content is single; Lack of connectivity, weak support system; weak protection of rights, the law is not sound enough and so on. It is suggested that we should strengthen the publicity of enrollment, perfect the system of single examination and recruitment, perfect the training mechanism of teachers, strengthen the construction of teaching staff, balance the distribution of regional structure, explore the diversification of school-running, adjust the professional structure and optimize the curriculum. We should enlarge the scale of running a school, perfect the management mode, pay attention to the combination of practice, flexible teaching form, perfect the legal guarantee system, and establish the long-term development mechanism.
【學位授予單位】：江西農(nóng)業(yè)大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G719.2

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