本文關(guān)鍵詞：美國(guó)空軍軍官職業(yè)教育體系研究　出處：《東北師范大學(xué)》2017年博士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 美國(guó)空軍 軍官 職業(yè)教育體系

【摘要】：隨著全球信息化軍事變革的不斷演進(jìn),現(xiàn)代戰(zhàn)爭(zhēng)理念和其具體表現(xiàn)形式也隨之發(fā)生著巨大變化。在現(xiàn)代戰(zhàn)爭(zhēng)中,空天力量逐漸成為影響戰(zhàn)爭(zhēng)走向的主要因素。目前,世界許多國(guó)家都把發(fā)展本國(guó)空天力量擺在突出的軍事戰(zhàn)略位置,以發(fā)展經(jīng)濟(jì)和科技促進(jìn)本國(guó)空天力量的發(fā)展。在當(dāng)今世界新軍事革命大環(huán)境下,兵力的多寡已經(jīng)不再是奪取戰(zhàn)爭(zhēng)勝利的決定因素。現(xiàn)代化戰(zhàn)爭(zhēng)更多拼的是知識(shí)、拼的是信息技術(shù)。一個(gè)國(guó)家是否擁有大批掌握先進(jìn)信息知識(shí)和具備較強(qiáng)信息能力的高素質(zhì)空軍軍事人才是當(dāng)今信息化空天戰(zhàn)爭(zhēng)的取勝關(guān)鍵。在這個(gè)世界上存在著各種各樣資源,如石油資源,礦藏資源等。然而,在這些資源中,人才資源是最為寶貴的資源。在21世紀(jì)的現(xiàn)代化戰(zhàn)爭(zhēng)中,空天戰(zhàn)場(chǎng)將成為一個(gè)主要戰(zhàn)場(chǎng)�？哲娨呀�(jīng)成為奪得戰(zhàn)爭(zhēng)主動(dòng)權(quán)的中堅(jiān)力量。一個(gè)國(guó)家強(qiáng)大的空軍力量主要是源于高素質(zhì)的軍事人才,源于對(duì)本國(guó)空軍軍事人才所進(jìn)行的職業(yè)化教育。“人的因素”才是在現(xiàn)代戰(zhàn)爭(zhēng)中獲得主動(dòng)權(quán)的關(guān)鍵性因素,是我軍打贏未來信息化戰(zhàn)爭(zhēng)的重要保證。目前,美國(guó)空軍擁有當(dāng)今世界上現(xiàn)代化程度最高的空軍力量。其中一個(gè)重要原因是美國(guó)空軍擁有一套較為完善和先進(jìn)的軍官職業(yè)教育體系,源源不斷地為美國(guó)空軍培養(yǎng)和輸送著大量高素質(zhì)軍事人才。相比于美國(guó)空軍軍官職業(yè)教育體系,我國(guó)空軍軍官職業(yè)教育還存在著諸多有待于完善之處�！八街�,可以攻玉”,我國(guó)空軍有必要對(duì)美國(guó)空軍軍官職業(yè)教育進(jìn)行深入、細(xì)致研究,借鑒其成功經(jīng)驗(yàn),此舉具有深遠(yuǎn)意義。本文通過對(duì)美國(guó)空軍軍官職業(yè)教育相關(guān)內(nèi)容的陳述、分析和研究,對(duì)美國(guó)空軍軍官職業(yè)教育不同發(fā)展階段進(jìn)行總結(jié)和分析,以促進(jìn)我國(guó)空軍軍官職業(yè)教育的不斷進(jìn)步和發(fā)展。論文共分為八部分:緒論部分。包括以下幾方面內(nèi)容:第一,對(duì)選題緣由、本課題研究的意義進(jìn)行陳述;第二,對(duì)本課題的研究現(xiàn)狀進(jìn)行分析;第三,對(duì)本課題的研究目標(biāo)和研究方法進(jìn)行陳述和分析;第四,對(duì)本文的研究重點(diǎn)、難點(diǎn)和創(chuàng)新點(diǎn)進(jìn)行陳述;第五,對(duì)本研究所涉及到幾個(gè)核心概念進(jìn)行界定。第一章指導(dǎo)思想、理論基礎(chǔ)及培養(yǎng)理念。這一章主要對(duì)美國(guó)空軍軍官職業(yè)教育所涉及到的一些指導(dǎo)思想、理論基礎(chǔ)及培養(yǎng)理念進(jìn)行陳述和研究。第二章歷史流變。本章包括以下幾方面內(nèi)容:第一,對(duì)美國(guó)空軍及其發(fā)展歷程進(jìn)行簡(jiǎn)要介紹;第二,將美國(guó)空軍軍官職業(yè)教育歷史劃分成3個(gè)階段,分別對(duì)每個(gè)階段的空軍軍官職業(yè)教育發(fā)展史進(jìn)行陳述和研究。第三章美國(guó)空軍軍官任命前職業(yè)教育。本章包括以下幾方面內(nèi)容:第一,對(duì)美國(guó)軍官職業(yè)教育體系進(jìn)行宏觀陳述,為接下來研究美國(guó)空軍軍官職業(yè)教育打下基礎(chǔ);第二,美國(guó)空軍軍官任命前職業(yè)教育的人才培養(yǎng)體系中所涉及到的3所人才培養(yǎng)機(jī)構(gòu),即,美國(guó)空軍軍官學(xué)校、美國(guó)空軍后備軍官訓(xùn)練團(tuán)和美國(guó)空軍軍官訓(xùn)練學(xué)校進(jìn)行了詳細(xì)分析、研究和陳述。對(duì)這3所美國(guó)空軍軍官任命前職業(yè)教育院校的人才培養(yǎng)目標(biāo)、教育體制等內(nèi)容進(jìn)行陳述、分析和研究;第三,把美國(guó)空軍軍官學(xué)校作為個(gè)案進(jìn)行研究,從而探尋出一條促進(jìn)我國(guó)空軍軍官任命前教育院校不斷進(jìn)步和發(fā)展之路;第四,結(jié)合在本章中對(duì)美國(guó)空軍軍官任命前職業(yè)教育人才培養(yǎng)體系和把美國(guó)空軍軍官學(xué)校作為個(gè)案進(jìn)行的研究,對(duì)美國(guó)空軍軍官任命前職業(yè)教育的特點(diǎn)進(jìn)行歸納和總結(jié)。第四章美國(guó)空軍軍官任命后職業(yè)軍事教育。本章包括以下內(nèi)容:第一,對(duì)美國(guó)空軍軍官任命后職業(yè)軍事教育的人才培養(yǎng)體系進(jìn)行陳述和研究;第二,對(duì)美國(guó)空軍軍官任命后職業(yè)軍事教育的人才培養(yǎng)體系中的3所空軍軍官任命后職業(yè)軍事教育院校進(jìn)行個(gè)案研究;第三,結(jié)合本章對(duì)美國(guó)空軍軍官任命后職業(yè)軍事教育體系的陳述和研究以及對(duì)3所空軍軍官任命后職業(yè)軍事教育院校進(jìn)行的個(gè)案研究,對(duì)美國(guó)空軍軍官任命后職業(yè)軍事教育特點(diǎn)進(jìn)行歸納和總結(jié)。第五章美國(guó)空軍軍官聯(lián)合職業(yè)軍事教育。本章包括以下內(nèi)容:第一,把美軍聯(lián)合職業(yè)軍事教育分成6個(gè)發(fā)展階段,并對(duì)每個(gè)發(fā)展階段的美軍聯(lián)合職業(yè)軍事教育進(jìn)行陳述和研究;第二,對(duì)美國(guó)空軍軍官聯(lián)合職業(yè)軍事教育的人才培養(yǎng)體系進(jìn)行陳述和研究;第三,把某一個(gè)具有代表性的美國(guó)空軍軍官聯(lián)合職業(yè)軍事教育機(jī)構(gòu)作為個(gè)案進(jìn)行研究;第四,結(jié)合本章對(duì)美國(guó)空軍聯(lián)合職業(yè)軍事教育體系的陳述和研究以及對(duì)美國(guó)空軍軍官聯(lián)合職業(yè)軍事教育院校進(jìn)行的個(gè)案分析,對(duì)美國(guó)空軍軍官聯(lián)合職業(yè)軍事教育的特點(diǎn)進(jìn)行歸納和總結(jié)。第六章,啟示與借鑒。本章包括以下內(nèi)容:結(jié)合本章中對(duì)幾個(gè)不同教育階段的美國(guó)空軍軍官職業(yè)教育體系的陳述和研究,筆者從以下3方面對(duì)美國(guó)空軍軍官職業(yè)教育的啟示進(jìn)行陳述和研究:第一,對(duì)美國(guó)空軍軍官任命前職業(yè)教育的啟示進(jìn)行陳述和分析;第二,對(duì)美國(guó)空軍軍官任命后職業(yè)軍事教育的啟示進(jìn)行陳述和分析;第三,對(duì)美國(guó)空軍軍官聯(lián)合職業(yè)軍事教育的啟示進(jìn)行陳述和分析。結(jié)論部分。主要是對(duì)本文進(jìn)行了總結(jié)和概述。
[Abstract]:With the continuous evolution of the global information military revolution, the concept of modern war and its specific forms of expression have also changed greatly. In the modern war, the air force has gradually become the main factor affecting the trend of the war. At present, many countries in the world have put the development of their own air force in a prominent military strategic position, in order to develop economy and science and technology to promote the development of national air power. In the environment of the new military revolution in the world today, the strength of the army is no longer the decisive factor in winning the war. More modern wars are knowledge and information technology. Whether a country possesses a large number of high-quality air force military talents who possess advanced information knowledge and strong information ability is the key to win the information space and war nowadays. There are various resources in this world, such as oil resources, mineral resources and so on. However, among these resources, talent resources are the most valuable resources. In the modern war of twenty-first Century, the air space battlefield will become a major battlefield. The air force has become the backbone of the war initiative. A country's powerful air force is mainly derived from high-quality military personnel, derived from the professional education of military personnel in their own air force. The "human factor" is the key factor of gaining the initiative in the modern war, and is the important guarantee for our army to win the information war in the future. At present, the United States Air Force has the most modern air force in the world. One important reason is that the US Air Force has a relatively advanced and advanced military vocational education system, which continuously trains and delivers a large number of high-quality military talents for the US air force. Compared with the vocational education system of the United States Air Force officers, the vocational education of air force officers in our country still has many aspects to be perfected. "Outside the box, so, the Chinese air force is necessary to the American Air Force officer occupation education, careful research, draw lessons from their successful experience, it has far-reaching significance. Based on the statement, analysis and research of the relevant contents of the US Air Force officers' vocational education, this paper summarizes and analyzes the different development stages of the US Air Force officers' vocational education, so as to promote the continuous progress and development of our air force officers' vocational education. The paper is divided into eight parts: the introduction part. Include the following aspects: first, the research background, the significance of statement; second, the research status of this project were analyzed; third, statements and Analysis on the research objectives and research methods of this topic; fourth, the research emphasis, difficulties and innovations are stated; fifth. The definition of this study involves several core concepts. The first chapter guides the thought, the theoretical foundation and the cultivation idea. This chapter mainly describes and studies the guiding ideology, theoretical basis and training ideas involved in the vocational education of the United States Air Force officers. The second chapter is the history of history. This chapter includes the following aspects: first, a brief introduction to the US Air Force and its development; second, we divide the history of the US Air Force officers' vocational education into 3 stages, and present the history of the development of the air force officers' vocational education at each stage, respectively. The third chapter of the United States Air Force officer's pre appointment vocational education. This chapter includes the following aspects: first, the macro statement of American military occupation education system, for the next research in the United States Air Force officer occupation education foundation; second, the United States Air Force officers appointed training institutions, 3 personnel involved in the system before the occupation education personnel, the United States Air Force Academy, the United States the Air Force ROTC and U.S. Air Force officers training school carried out a detailed analysis, research and presentation. The training goal, on the 3 U.S. Air Force officers appointed before the occupation colleges education personnel education system content presentation, analysis and research; third, of the United States Air Force Academy as a case, to explore a way to promote China's Air Force officer appointed former education colleges continue to progress and development; fourth. In this chapter of the United States Air Force officer before the appointment of personnel occupation education training system and the study of the United States Air Force Academy as a case, to sum up the characteristics of the United States Air Force officer appointed former occupation education. The fourth chapter of the professional military education after the appointment of the United States Air Force officers. This chapter includes the following contents: first, the system of statements and cultivation of military occupation education U.S. Air Force officers after the appointment of personnel; second, 3 air force officers in the system of occupation education institutions named after military training for case study of military occupation education of American Air Force officer after the appointment of personnel; third, according to this chapter the United States Air Force officer named after the military occupation education system and research and case statement of 3 air force officers appointed after the military occupation education of colleges and universities, for the United States Air Force officer named after the military occupation education characteristics and summarized. The fifth chapter of the United States Air Force officers combined professional and military education. This chapter includes the following contents: first, the U.S. joint military occupation education is divided into 6 stages of development, and joint military occupation education of each stage of the development of statements and research; second, system for the presentation and Study on the cultivation of the United States Air Force officer joint military occupation education personnel; third of the U.S. Air Force officer joint military occupation education institutions a representative as a case; fourth, combined with the analysis of this chapter of the United States Air Force military occupation education system joint statement and research and education institutions to the United States Military Air Force officer joint occupation case, the feature of the U.S. Air Force officer joint military occupation education
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：E712
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本文編號(hào)：1339719