【摘要】：中等職業(yè)教育是職業(yè)教育系統(tǒng)的重要組成部分，在職業(yè)教育系統(tǒng)中占有重要位置，在我國轉(zhuǎn)變經(jīng)濟(jì)發(fā)展方式和產(chǎn)業(yè)結(jié)構(gòu)調(diào)整升級(jí)過程具有重要的作用。課程是任何教育得以開展的基本載體和主要途徑，也是教育目標(biāo)得以實(shí)現(xiàn)的基礎(chǔ)和前提。課程模式是課程方案、計(jì)劃以及實(shí)施等各個(gè)要素與環(huán)節(jié)的概括形式，決定著教育實(shí)施的效果和質(zhì)量。因而，中等職業(yè)教育課程模式在改善和提高中等職業(yè)教育的教育和教學(xué)質(zhì)量發(fā)揮著重要的作用。德國在中等職業(yè)教育方面可謂是世界上最發(fā)達(dá)的國家之一，，在長期的辦學(xué)實(shí)踐中形成了多種課程模式，這些課程模式為其中等職業(yè)教育的成功發(fā)揮了重要的作用。本研究采用文獻(xiàn)分析法、比較研究法以及歷史研究法等多種研究方法，通過對(duì)中德中等職業(yè)教育典型課程模式進(jìn)行全面深入的分析和研究，并對(duì)中德中等職業(yè)教育課程模式的差異做了簡(jiǎn)要分析和總結(jié)，在此基礎(chǔ)上提出改進(jìn)與完善我國中等職業(yè)教育課程模式的若干建議。具體來說，本研究主要分為以下幾個(gè)部分： 第一，緒論。主要對(duì)為什么進(jìn)行本研究、怎樣進(jìn)行本研究、本研究的意義、研究綜述以及本研究的核心概念界定等進(jìn)行分析和論述； 第二，中國兩種典型的中等職業(yè)教育課程模式分析。主要對(duì)我國單科分段式課程模式和“寬基礎(chǔ)、活模塊”課程模式的基本概況、基本特點(diǎn)、優(yōu)缺點(diǎn)等進(jìn)行分析和研究； 第三，德國兩種典型的中等職業(yè)教育課程模式分析。主要對(duì)德國“核心階梯”課程模式和學(xué)習(xí)領(lǐng)域課程模式的基本概況、基本特點(diǎn)、優(yōu)缺點(diǎn)等進(jìn)行分析和研究； 第四，中德中等職業(yè)教育課程模式的差異比較。主要對(duì)中德中等職業(yè)教育的課程觀、課程內(nèi)容、課程實(shí)施以及考核制度等方面存在的差異進(jìn)行比較分析，為提出改進(jìn)與完善我國中等職業(yè)教育課程模式的建議提供參考； 第五，對(duì)完善與改進(jìn)我國中等職業(yè)教育課程模式的若干啟示。有以下幾點(diǎn)啟示：堅(jiān)持“以人為本”的可持續(xù)發(fā)展課程觀；以市場(chǎng)為導(dǎo)向及時(shí)做出課程內(nèi)容調(diào)整；加大企業(yè)、行業(yè)課程實(shí)施參與比重；增添第三方中介機(jī)構(gòu)參與課程評(píng)價(jià)等。
[Abstract]:Secondary vocational education is an important part of vocational education system, which occupies an important position in the vocational education system and plays an important role in changing the mode of economic development and the process of industrial structure adjustment and upgrading in our country. Curriculum is the basic carrier and main way for any education to be carried out, and it is also the basis and premise for the realization of educational goals. Curriculum mode is the summary form of curriculum scheme, plan and implementation, which determines the effect and quality of education implementation. Therefore, the curriculum model of secondary vocational education plays an important role in improving and improving the education and teaching quality of secondary vocational education. Germany is one of the most developed countries in the world in secondary vocational education. It has formed a variety of curriculum models in the long-term practice of running schools, and these curriculum models have played an important role in the success of vocational education. This study adopts many research methods, such as literature analysis, comparative research and historical research, through a comprehensive and in-depth analysis and research on the typical curriculum model of secondary vocational education between China and Germany, and makes a brief analysis and summary of the differences between the curriculum models of secondary vocational education between China and Germany, on the basis of which some suggestions for improving and perfecting the curriculum model of secondary vocational education in China are put forward. Specifically, this study is mainly divided into the following parts: first, introduction. This paper mainly analyzes and discusses why this study is carried out, how to carry out this study, the significance of this study, the summary of the study and the definition of the core concepts of this study. Second, two typical secondary vocational education curriculum models in China are analyzed. This paper mainly analyzes and studies the basic situation, basic characteristics, advantages and disadvantages of the single subject segmented curriculum model and the "wide foundation, living module" curriculum model in China. Thirdly, two typical secondary vocational education curriculum models in Germany are analyzed. This paper mainly analyzes and studies the basic situation, basic characteristics, advantages and disadvantages of the "core ladder" curriculum model and the learning field curriculum model in Germany. Fourth, the differences between the curriculum models of secondary vocational education between China and Germany are compared. This paper mainly compares and analyzes the differences in curriculum view, curriculum content, curriculum implementation and assessment system between China and Germany, so as to provide reference for suggestions for improving and perfecting the curriculum model of secondary vocational education in China. Fifth, some enlightenments for perfecting and improving the curriculum model of secondary vocational education in China. There are the following enlightenments: adhere to the "people-oriented" curriculum concept of sustainable development; market-oriented timely adjustment of curriculum content; increase the proportion of enterprise and industry curriculum implementation participation; increase the participation of third-party intermediary organizations in curriculum evaluation, and so on.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G718.3;G719.1

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