本文選題：旅游管理專業(yè)　切入點：本科　出處：《沈陽師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：近年來，隨著旅游業(yè)的不斷發(fā)展，越來越多的旅游管理專業(yè)本科院系將應(yīng)用型人才培養(yǎng)作為培養(yǎng)目標(biāo)，注重學(xué)生實踐技能與理論素養(yǎng)的共同培養(yǎng)。高等旅游教育的發(fā)展，離不開旅游管理專業(yè)教師這一核心主體。而要培養(yǎng)應(yīng)用型旅游人才，提升旅游管理專業(yè)“雙師型”教師能力是一個必要條件。 提升旅游管理專業(yè)本科“雙師型”教師能力，既是培養(yǎng)應(yīng)用型旅游專業(yè)人才的需要，也是改善旅游管理專業(yè)教師隊伍結(jié)構(gòu)的需要，同時還是滿足高等旅游院校生存和發(fā)展的需要。然而，我國旅游管理專業(yè)本科教師存在著專業(yè)實踐能力不足，專業(yè)教師來源渠道單一，“雙師”培訓(xùn)質(zhì)量不高，，教師掛崗實習(xí)可行度差，實踐課程評價不規(guī)范等方面的問題，這些問題如果不解決必將阻礙高等旅游教育的發(fā)展。因此，有必要借鑒國際經(jīng)驗，針對我國旅游管理專業(yè)教師培養(yǎng)過程中存在的問題以及旅游管理專業(yè)的特點，構(gòu)建旅游管理專業(yè)“雙師型”教師培養(yǎng)模式。英國在專業(yè)教師培養(yǎng)中形成了“三段結(jié)合”的穩(wěn)固的教育鏈條；并整合了學(xué)校、企業(yè)、個人等各種社會資源形成“社會化”的教師培養(yǎng)，這套模式層次清晰、適用范圍廣泛、實效性極強。將英國專業(yè)教師培養(yǎng)模式合理引入到我國旅游管理專業(yè)本科“雙師型”教師培養(yǎng)中，即將“三段結(jié)合”（職前、入職、在職三階段結(jié)合）與“三方參與”（旅游管理專業(yè)院系、旅游企業(yè)、旅游管理專業(yè)教師三方參與）有機融合，構(gòu)建出中國旅游管理專業(yè)本科“雙師型”教師的“三三”培養(yǎng)模式。為了保證這一模式的實施，首先應(yīng)當(dāng)整合現(xiàn)有教育資源，注重教師職前培養(yǎng)，包括重視“社會化”教師培養(yǎng)、實行階段性教師培養(yǎng)；其次，重視旅游管理專業(yè)教師入職培養(yǎng)，積極組織教師參加實踐性教學(xué)、保障實踐性教學(xué)質(zhì)量、有效開展“產(chǎn)學(xué)研”合作；再次，加強旅游管理專業(yè)教師在職培訓(xùn)，包括分層次培訓(xùn)“雙師型”教師能力、加快“雙師型”培訓(xùn)基地建設(shè)；最后，推進校企互動與合作，包括深化旅游業(yè)校企合作辦學(xué)，構(gòu)建校企合作長效機制�？傊ㄟ^構(gòu)建科學(xué)合理的旅游管理專業(yè)本科“雙師型”教師培養(yǎng)模式，并探索提升“雙師型”教師能力的有效策略，以促進旅游管理專業(yè)教師隊伍建設(shè)以及高等旅游教育發(fā)展，從而為旅游業(yè)培養(yǎng)出更多優(yōu)秀的專業(yè)人才。
[Abstract]:In recent years, with the continuous development of tourism, more and more colleges and departments of tourism management take the cultivation of applied talents as the goal, pay attention to the cultivation of students' practical skills and theoretical literacy, and the development of higher tourism education. It is necessary to cultivate applied tourism talents and to improve the ability of "double qualified" teachers in tourism management major, which is the core subject of tourism management major. To improve the ability of "double qualified" teachers of tourism management majors is not only the need to train applied tourism professionals, but also the need to improve the structure of tourism management teachers. At the same time, it still meets the needs of the survival and development of tourism colleges and universities. However, the undergraduate teachers of tourism management major in our country have insufficient professional practical ability, a single source of professional teachers, and the quality of "double teachers" training is not high. The problems of poor practicability of teachers' practical practice and non-standard evaluation of practical courses will hinder the development of higher tourism education if these problems are not solved. Therefore, it is necessary to draw lessons from international experience. In view of the problems existing in the training process of tourism management teachers in China and the characteristics of tourism management major, The "double type" teacher training mode of tourism management major has been constructed. The United Kingdom has formed a stable educational chain of "three stages of integration" in the training of professional teachers, and has integrated schools and enterprises. Various social resources, such as individuals, form "socialized" teacher training. This set of models has a clear hierarchy and a wide range of applications. It is very effective to introduce the British professional teacher training mode into the training of "double qualified" teachers of tourism management majors in China, that is to say, "three stages" (pre-service, entry, etc.). The combination of three stages of in-service and "tripartite participation" (tourism management professional departments, tourism enterprises, tourism management teachers participate in the tripartite) organic integration, In order to ensure the implementation of this model, we should first integrate the existing educational resources and pay attention to the pre-service training of teachers. It includes paying attention to "socialized" teacher training and implementing phased teacher training. Secondly, we should pay attention to the entry training of tourism management teachers, actively organize teachers to participate in practical teaching, and ensure the quality of practical teaching. Third, strengthen in-service training for teachers majoring in tourism management, including the ability to train "double-qualified" teachers at different levels, and speed up the construction of "double-qualified" training bases. Finally, promote the interaction and cooperation between schools and enterprises. It includes deepening the cooperation between schools and enterprises in tourism industry and constructing a long-term mechanism of cooperation between schools and enterprises. In a word, by constructing a scientific and reasonable training model for undergraduate "double qualified" teachers in tourism management major, and exploring effective strategies to enhance the ability of "double qualified" teachers, In order to promote the construction of tourism management teachers and the development of higher tourism education, so as to train more excellent professionals for the tourism industry.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：F590-4

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