本文選題：中職 + 會(huì)計(jì)專業(yè)　； 參考：《湖南師范大學(xué)》2013年碩士論文

【摘要】：教師質(zhì)量影響著教育質(zhì)量,對(duì)專業(yè)教師進(jìn)行在職培訓(xùn),在課程改革的時(shí)代背景下,有著現(xiàn)實(shí)的價(jià)值和意義。教師在職培訓(xùn)是教師教育的重要組成部分,會(huì)計(jì)專業(yè)教師專業(yè)化的發(fā)展離不開(kāi)高質(zhì)量的教師在職培訓(xùn)。課程設(shè)置是學(xué)校教育的核心問(wèn)題,一般來(lái)說(shuō),會(huì)計(jì)專業(yè)教師已經(jīng)掌握了相關(guān)的專業(yè)知識(shí)和專業(yè)技能,并且在教學(xué)實(shí)踐中具有相對(duì)豐富的實(shí)踐經(jīng)驗(yàn),對(duì)課程的開(kāi)發(fā)有助于他們進(jìn)一步豐富自己的專業(yè)理論,專業(yè)素質(zhì)和專業(yè)能力,也更好的作用于實(shí)踐之中。同時(shí),中職會(huì)計(jì)專業(yè)教師素質(zhì)的提升也有助于整個(gè)會(huì)計(jì)專業(yè)職業(yè)教育質(zhì)量的提高。 目前,我國(guó)中職會(huì)計(jì)專業(yè)教師隊(duì)伍建設(shè)專業(yè)化欠缺,究其原因主要是因?yàn)橹新殨?huì)計(jì)專業(yè)教師的在職教育和培訓(xùn)沒(méi)有達(dá)到質(zhì)的要求,在培訓(xùn)的政策、培訓(xùn)方式、培訓(xùn)內(nèi)容、培訓(xùn)管理等方面還有很多有待改善的地方,中職教師在職教育和培訓(xùn)還沒(méi)有建立完全獨(dú)立的培訓(xùn)體系。針對(duì)這些問(wèn)題的存在,建立健全的中職教師在職教育和培訓(xùn)的體制,采取適用于中職會(huì)計(jì)專業(yè)教師在職培訓(xùn)和課程開(kāi)發(fā)的策略是非常有必要的。 本文對(duì)中職會(huì)計(jì)專業(yè)教師在職教育和課程開(kāi)發(fā)問(wèn)題及對(duì)策的考慮,主要基于培訓(xùn)課程開(kāi)發(fā)要符合會(huì)計(jì)專業(yè)的特點(diǎn)和需求,在調(diào)查研究和文獻(xiàn)研究的基礎(chǔ)上,針對(duì)中職會(huì)計(jì)教師在教學(xué)過(guò)程中對(duì)于課程設(shè)置、課程標(biāo)準(zhǔn)、課程內(nèi)容、課程評(píng)價(jià)等方面產(chǎn)生的問(wèn)題進(jìn)行剖析,并針對(duì)這些問(wèn)題進(jìn)行思考,要求轉(zhuǎn)變課程培訓(xùn)意識(shí),針對(duì)培訓(xùn)需求來(lái)設(shè)定課程目標(biāo),在課程實(shí)施上采用多種方法,要求課程評(píng)價(jià)多元化,目的是為了體現(xiàn)會(huì)計(jì)職業(yè)教育的特點(diǎn)和需要,明晰會(huì)計(jì)專業(yè)在職培訓(xùn)中存在的問(wèn)題,為構(gòu)建動(dòng)態(tài)、科學(xué)的課程開(kāi)發(fā)體系奠定良好的基礎(chǔ)。
[Abstract]:The quality of teachers affects the quality of education. The on-the-job training of professional teachers is of practical value and significance under the background of curriculum reform. Teacher in-service training is an important part of teacher education. The professional development of accounting teachers can not be separated from high-quality in-service training of teachers. Curriculum design is the core problem of school education. Generally speaking, accounting teachers have mastered relevant professional knowledge and skills, and have relatively rich practical experience in teaching practice. The development of curriculum will help them to enrich their professional theory, professional quality and professional ability, and play a better role in practice. At the same time, the improvement of accounting teachers' quality is helpful to improve the quality of accounting professional education. At present, the lack of specialization in the construction of accounting teachers in secondary vocational schools is mainly due to the fact that the in-service education and training of accounting teachers in secondary vocational schools do not meet the qualitative requirements. In terms of training policies, training methods, and training contents, There are still many areas to be improved in training management, such as in-service education and training of secondary vocational teachers, which have not yet established a completely independent training system. In view of these problems, it is necessary to establish a sound system of in-service education and training for secondary vocational school teachers and to adopt strategies suitable for in-service training and curriculum development of accounting teachers in secondary vocational schools. This paper considers the problems and countermeasures of in-service education and curriculum development of secondary vocational accounting teachers, mainly based on the training curriculum development to meet the characteristics and needs of the accounting profession, on the basis of investigation and research and literature research. In view of the problems arising from the curriculum design, curriculum standard, curriculum content, curriculum evaluation and so on, the accounting teachers of secondary vocational school should analyze the problems in the teaching process, and consider these problems in order to change the consciousness of curriculum training. In order to reflect the characteristics and needs of accounting vocational education and clarify the problems existing in the in-service training of accounting major, the aim of setting curriculum objectives for training needs, adopting various methods in course implementation and demanding diversified curriculum evaluation is to reflect the characteristics and needs of accounting vocational education, and to clarify the problems existing in in-service training of accounting majors. For the construction of dynamic, scientific curriculum development system to lay a good foundation.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：F230-4;G712

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 趙德成;梁永正;;培訓(xùn)需求分析:內(nèi)涵、模式與推進(jìn)[J];教師教育研究;2010年06期

2 張恰;;論基于實(shí)踐-反思取向的教師培訓(xùn)教材設(shè)計(jì)模式[J];教師教育研究;2010年06期

3 張興祥;林希;;近30年來(lái)職業(yè)教育與培訓(xùn)的國(guó)際比較研究進(jìn)展[J];國(guó)外社會(huì)科學(xué);2010年03期

4 劉慧英,周思旭,宋荷英;職教師資繼續(xù)教育的問(wèn)題及對(duì)策研究[J];繼續(xù)教育研究;2003年05期

5 盧雙盈;德國(guó)職業(yè)學(xué)校師資培養(yǎng)培訓(xùn)的體系、特點(diǎn)與借鑒[J];現(xiàn)代技能開(kāi)發(fā);2003年01期

6 王海瀾;職教課程開(kāi)發(fā)中的任務(wù)分析法[J];現(xiàn)代技能開(kāi)發(fā);1999年01期

7 郭英林;;國(guó)外職業(yè)教育課程開(kāi)發(fā)比較研究[J];教育與職業(yè);2005年13期

8 戴波;會(huì)計(jì)教育的培養(yǎng)目標(biāo)與課程設(shè)置研究[J];商場(chǎng)現(xiàn)代化;2005年05期

9 汪霞;課程開(kāi)發(fā):含義、性質(zhì)和層次[J];教育探索;2003年05期

10 王延華;;任務(wù)分析方法在職業(yè)教育課程開(kāi)發(fā)中的應(yīng)用[J];軟件導(dǎo)刊(教育技術(shù));2013年07期

，

本文編號(hào)：1846097