【摘要】：大力發(fā)展高等職業(yè)教育是國家提升競爭力的重要舉措,師資隊伍建設(shè)是高等職業(yè)教育發(fā)展的關(guān)鍵環(huán)節(jié)。新世紀(jì)以來,我國高等職業(yè)教育已經(jīng)步入內(nèi)涵式發(fā)展階段,高職院校"雙師型"教師專業(yè)素質(zhì)是關(guān)涉高等職業(yè)教育質(zhì)量提升的關(guān)鍵因素,關(guān)系到高技能型人才培養(yǎng)的質(zhì)量。目前我國高職院校"雙師型"教師專業(yè)素質(zhì)"名不副實(shí)",制約高職院校發(fā)展、影響高職教育內(nèi)涵提升,嚴(yán)重制約了教學(xué)質(zhì)量的提高,影響教育改革的深入發(fā)展,影響我國人才競爭力的提升。本研究以高職院校"雙師型"教師專業(yè)素質(zhì)為對象,以高職院校"雙師型"教師專業(yè)素質(zhì)理論為指導(dǎo),選取廣東、山東、江蘇、遼寧、天津等省市高職院校"雙師型"教師為對象,運(yùn)用問卷調(diào)查法和訪談法,開展調(diào)查和訪談。研究采用的問卷包括兩部分:第一部分是被調(diào)查的"雙師型"教師個人基本情況,第二部分是主體,是被調(diào)查對象對高職院校"雙師型"教師專業(yè)素質(zhì)的認(rèn)識與建議,共40個問題。訪談對象是來自高職院校商務(wù)英語、計算機(jī)網(wǎng)絡(luò)技術(shù)、應(yīng)用電子、藝術(shù)設(shè)計等專業(yè)的"雙師型"教師。訪談提綱包括17個問題。本文共分五章。導(dǎo)論。本章首先著重闡述了選題的依據(jù):國家將大力發(fā)展高職教育作為提升競爭力的重要舉措;師資隊伍建設(shè)是發(fā)展高等職業(yè)教育的關(guān)鍵環(huán)節(jié);提升高職院校"雙師型"教師專業(yè)素質(zhì)是師資隊伍建設(shè)的核心因素;高職院校"雙師型"教師專業(yè)素質(zhì)"名不副實(shí)"。進(jìn)而作者闡明了研究的目的和意義。即通過本研究解決高等職業(yè)教育教師隊伍建設(shè)面臨的實(shí)際問題,通過系統(tǒng)研究來闡釋和拓展職業(yè)教育教師專業(yè)發(fā)展的理論。然后作者對國內(nèi)外高職院校"雙師型"教師專業(yè)素質(zhì)的相關(guān)文獻(xiàn)進(jìn)行了梳理,將我國研究高職"雙師型"教師專業(yè)素質(zhì)的研究歷程分為三個階段:孕育階段、起步階段、發(fā)展階段,并總結(jié)了我國高職院校"雙師型"教師專業(yè)素質(zhì)研究特點(diǎn);進(jìn)而提出了關(guān)于我國高職"雙師型"教師專業(yè)素質(zhì)的研究所存在的問題。接著闡述了本研究的內(nèi)容、重點(diǎn)、難點(diǎn)與創(chuàng)新之處以及方法、思路與進(jìn)度。第一章從高職培養(yǎng)目標(biāo)、教育教學(xué)特點(diǎn)、培養(yǎng)對象的特點(diǎn)、課程特點(diǎn)等方面界定其不同于普通高等教育、中等職業(yè)教育的特殊性,確定高職院校"雙師型"教師職業(yè)是一種專業(yè),并且在闡釋高職院校"雙師型"教師專業(yè)特征基礎(chǔ)上,依據(jù)各類教育法律法規(guī)、政府的政策文件,構(gòu)建了高職院校"雙師型"教師專業(yè)素質(zhì)的理論模型,理論模型主要包括高職院校"雙師型"教師專業(yè)素質(zhì)結(jié)構(gòu)及其內(nèi)涵,主要有高尚的"專業(yè)道德"、先進(jìn)的"教育理念",豐富的"專業(yè)知識",嫻熟的"專業(yè)能力",高質(zhì)量的"專業(yè)服務(wù)"。第二章,本研究運(yùn)用實(shí)證研究法,即以高職院校"雙師型"教師專業(yè)素質(zhì)理論模型為指導(dǎo),編制調(diào)查問卷和訪談提綱,運(yùn)用問卷調(diào)查法和訪談法研究高職院校"雙師型"教師專業(yè)素質(zhì)現(xiàn)狀,通過對一些高職院校"雙師型"教師專業(yè)素質(zhì)的實(shí)證研究,真實(shí)地顯現(xiàn)目前高職院校"雙師型"教師的現(xiàn)狀及存在的問題。包括:高職院校"雙師型"教師專業(yè)道德弱化;高職院校"雙師型"教師教育理念不夠先進(jìn);高職院校"雙師型"教師專業(yè)知識結(jié)構(gòu)不夠合理;高職院校"雙師型"教師專業(yè)能力不強(qiáng);高職院校"雙師型"教師專業(yè)服務(wù)質(zhì)量不高。第三章主要探究了高職院校"雙師型"教師專業(yè)素質(zhì)低下的原因。根據(jù)第二章的實(shí)證研究結(jié)果,筆者討論了國家政策、制度、高職院校、"雙師型"教師自身等方面的問題,并對其原因進(jìn)行了深度闡釋。包括:高職院校"雙師型"教師專業(yè)標(biāo)準(zhǔn)缺失;高職院校"雙師型"教師專業(yè)發(fā)展制度不完善;高職院校"雙師型"教師職前培養(yǎng)存在明顯不足;高職院校自身原因;高職院校"雙師型"教師個人原因,等等。第四章,在第三章原因分析基礎(chǔ)上,主要論述了提升高職院校"雙師型"教師專業(yè)素質(zhì)的策略。本研究提出了如下策略:構(gòu)建符合高等職業(yè)教育特點(diǎn)的"雙師型"教師專業(yè)標(biāo)準(zhǔn);建立高等職業(yè)教育"雙師型"教師專業(yè)發(fā)展制度;完善高職院校"雙師型"教師職前培養(yǎng)制度;校企合作培養(yǎng)高職院校"雙師型"教師;高職院校"雙師型"教師不斷謀求自我更新與提升。
[Abstract]:The development of higher vocational education is an important measure to enhance the competitiveness of our country, and the construction of teachers is a key link in the development of Higher Vocational education. At present, the professional quality of "double-qualified" teachers in Higher Vocational Colleges in China is not in the name of reality, which restricts the development of Higher Vocational colleges, affects the connotation of Higher Vocational education, seriously restricts the improvement of teaching quality, affects the in-depth development of educational reform, and affects the promotion of talent competitiveness in China. Based on the professional quality theory of "double-qualified" teachers in Higher Vocational colleges, this paper selects "double-qualified" teachers in Guangdong, Shandong, Jiangsu, Liaoning, Tianjin and other provinces and municipalities as the research objects, and carries out the investigation and interview by using the methods of questionnaire and interview. The second part is the main part of the survey. The interviewees are "double-qualified" teachers majoring in business English, computer network technology, applied electronics, art design and so on. The outline includes 17 questions. This paper is divided into five chapters. Introduction. This chapter first focuses on the basis of the topic: the state will vigorously develop higher vocational education as an important measure to enhance competitiveness; the construction of teachers is a key link in the development of Higher Vocational education; to enhance the professional quality of "double-qualified" teachers in Higher Vocational colleges is the core of the construction of teachers. The author expounds the purpose and significance of the study, that is, to solve the practical problems faced by the construction of higher vocational education teachers, and to explain and expand the theory of professional development of vocational education teachers through systematic research. This paper sorts out the relevant literature on the professional quality of "double-qualified" teachers in Vocational colleges, divides the research process of "double-qualified" teachers in Vocational Colleges into three stages: gestation stage, initial stage and development stage, and summarizes the characteristics of the research on the professional quality of "double-qualified" teachers in Vocational Colleges in China. The first chapter defines the differences between higher vocational education and secondary vocational education in terms of training objectives, teaching characteristics, training objects and curriculum characteristics. Specialty, confirm that "double-qualified" teachers'profession in higher vocational colleges is a profession, and on the basis of explaining the professional characteristics of "double-qualified" teachers in Higher Vocational colleges, according to various educational laws and regulations, government policy documents, construct the theoretical model of "double-qualified" teachers' professional quality in Higher Vocational colleges, the theoretical model mainly includes "double-qualified" teachers in Higher Vocational colleges. The structure and connotation of teachers'professional quality mainly include lofty professional ethics, advanced educational concept, rich professional knowledge, skilled professional ability and high-quality professional service. In the second chapter, this study uses empirical research method, that is, guided by the theoretical model of "double-qualified" teachers' professional quality in Higher Vocational colleges, to compile questionnaires. And interview outline, using questionnaire survey method and interview method to study the status quo of professional quality of "double-qualified" teachers in Higher Vocational colleges, through the empirical study of the professional quality of "double-qualified" teachers in some higher vocational colleges, truly reveals the current situation and problems of "double-qualified" teachers in Higher Vocational colleges. The third chapter mainly explores the low professional quality of "double-qualified" teachers in Higher Vocational colleges. According to the results of the empirical study in the second chapter, the author discusses the national policy, system, vocational colleges, "double-qualified" teachers and other aspects of their own problems, and its reasons are explained in depth. The fourth chapter, on the basis of the analysis of the reasons in the third chapter, mainly discusses the strategies to improve the professional quality of teachers in Higher Vocational colleges. The characteristics of the "double-qualified" teacher professional standards; the establishment of higher vocational education "double-qualified" teacher professional development system; improve vocational colleges "double-qualified" teacher pre-service training system; school-enterprise cooperation in training vocational colleges "double-qualified" teachers; Vocational Colleges "double-qualified" teachers continue to seek self-renewal and promotion.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2016
【分類號】：G715.1

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