本文選題：軍校 + 文職教員��； 參考：《第三軍醫(yī)大學(xué)》2017年碩士論文

【摘要】：實(shí)行文職人員制度是我軍調(diào)整改革軍隊(duì)力量構(gòu)成和人力資源制度的一項(xiàng)重大舉措。自2005年6月我軍實(shí)施文職人員制度以來,部隊(duì)現(xiàn)已聘用了數(shù)萬余名文職人員。文職人員成為我軍人才隊(duì)伍的“生力軍”,在我軍建設(shè)和發(fā)展中發(fā)揮著重要作用。與此同時,大批文職教員走上了軍校教學(xué)崗位,承擔(dān)了大部分專業(yè)基礎(chǔ)性課程和部分專業(yè)課程教學(xué)任務(wù),已成為我軍教員隊(duì)伍的重要組成部分,為軍校注入了新鮮血液,激發(fā)了人才隊(duì)伍活力,得到了軍內(nèi)外的廣泛認(rèn)可。2015年9月3日,習(xí)近平主席在紀(jì)念中國人民抗日戰(zhàn)爭暨世界反法西斯戰(zhàn)爭勝利70周年大會上向全世界莊嚴(yán)宣布,中國將裁減軍隊(duì)員額30萬,近20年以來中國軍隊(duì)最徹底的一次改革就此拉開帷幕。隨著本次軍隊(duì)規(guī)模結(jié)構(gòu)和力量編成改革的深入推進(jìn),軍隊(duì)領(lǐng)導(dǎo)指揮體制改革已悉數(shù)落實(shí)到位,院校調(diào)整改革進(jìn)入具體實(shí)施階段,現(xiàn)役干部轉(zhuǎn)改文職人員工作即將全面展開,文職人員編配比例將進(jìn)一步擴(kuò)大,必然迎來前所未有的發(fā)展機(jī)遇,必將成為我軍整體軍力的重要組成。在這種背景下,加強(qiáng)和改進(jìn)文職人員隊(duì)伍建設(shè),將是當(dāng)前和今后一個時期部隊(duì)建設(shè)的重要課題,搞好文職教員崗位任職能力提升策略研究具有重要的現(xiàn)實(shí)意義。論文運(yùn)用思辨研究與實(shí)證研究的方法,對文職教員崗位任職能力提升策略進(jìn)行了相關(guān)研究。第一,對文職教員崗位任職能力相關(guān)理論進(jìn)行了研究。對文職教員與軍人教員進(jìn)行了差異性分析,提出了文職教員崗位任職能力的內(nèi)涵和特征,闡述了管理學(xué)、心理學(xué)、教育學(xué)和社會學(xué)的理論依據(jù)以及現(xiàn)實(shí)需求。第二,設(shè)計(jì)了《文職教員崗位任職能力調(diào)查問卷》。問卷分為思想政治素養(yǎng)、教學(xué)能力、科研能力、軍事基礎(chǔ)素養(yǎng)與師德風(fēng)范5個維度,按照心理學(xué)問卷編制的方法對問卷進(jìn)行了預(yù)測和檢驗(yàn),各項(xiàng)指標(biāo)較好,可以用來調(diào)查文職教員崗位任職能力現(xiàn)實(shí)情況,為相關(guān)研究提供了可以借鑒的測量工具。第三,采用自編《文職教員崗位任職能力調(diào)查問卷》對駐渝3所軍校不同專業(yè)的文職教員進(jìn)行了調(diào)查。調(diào)查結(jié)果發(fā)現(xiàn):文職教員對自己崗位任職能力情況的主觀判斷處在比“一般”稍好一些的程度上;其中,思想政治素養(yǎng)維度情況最好,科研能力維度情況最差,具體為:思想政治素養(yǎng)教學(xué)能力師德風(fēng)范軍事基礎(chǔ)素養(yǎng)科研能力;在崗位任職能力總體與5個維度上:30歲至40歲年齡階段顯著優(yōu)于20歲至29歲年齡階段的文職教員;獲得碩士學(xué)位與獲得博士學(xué)位的文職教員差異不顯著,但均顯著優(yōu)于獲得學(xué)士學(xué)位的文職教員;獲得講師職稱與獲得副高以上職稱的文職教員差異不顯著,但均顯著優(yōu)于獲得助教職稱的文職教員。第四,在分析調(diào)查數(shù)據(jù)的基礎(chǔ)上,分別從文職教員自身、軍校與政策制定三方面剖析了影響文職教員崗位任職能力的因素并提出了相應(yīng)的對策措施。文職教員崗位任職能力提升是一個系統(tǒng)工程,需要各方面共同努力。首先文職教員是促進(jìn)自身崗位任職能力提升的內(nèi)驅(qū)力,要具備強(qiáng)烈的自主發(fā)展意識,充分發(fā)揮主觀能動性,分別從角色轉(zhuǎn)變、工作創(chuàng)新和表率意識三方面下功夫;軍校是文職教員崗位任職能力提升的主陣地,要從發(fā)揮教育功能、打造全維度培訓(xùn)體系和優(yōu)化管理模式三方面下功夫;政策制度是文職教員崗位任職能力提升的重要保證,要從創(chuàng)新考核評價機(jī)制、科學(xué)調(diào)整薪酬制度和健全人才引進(jìn)、競爭、淘汰機(jī)制三方面下功夫。
[Abstract]:The implementation of the civilian personnel system is a major measure for our army to adjust and reform the forces and human resources system of the army. Since the implementation of the civilian personnel system in June 2005, the army has engaged in more than tens of thousands of civilian personnel. The civilian personnel have become the "force" of our army's talent team and play an important role in the construction and development of our army. At the same time, a large number of civilian teachers have taken up the teaching posts of the military academy, undertook most of the professional basic courses and some specialized courses teaching tasks. It has become an important part of our army teaching staff. It has injected fresh blood for the military academy, stimulated the vitality of the talent team, and has been widely recognized inside and outside the army for the year of.2015 September 3rd. At the 70th anniversary congress commemorating the Chinese people's war of resistance against Japan and the victory of the world anti fascist war, President Xi Jinping solemnly announced to the world that China will reduce the amount of its troops by 300 thousand, and the most thorough reform of the Chinese army has begun in the last 20 years. The reform of the leadership and command system has been fully implemented, and the restructuring and reform of the colleges and universities has entered the concrete implementation stage. The work of civilian personnel in active service is about to be carried out in an all-round way. The proportion of civilian personnel will be further expanded, and the unprecedented opportunities for development will inevitably come into being. And improving the construction of civilian staff will be an important task in the current and the future period of the construction of the army. It is of great practical significance to do a good job in the strategy of improving the post job ability of civilian teachers. This paper makes a study of the relevant theory of post competence for civilian staff, analyzes the differences between civilian teachers and military teachers, puts forward the connotation and characteristics of the post tenure ability of civilian teachers, and expounds the theoretical basis of management, psychology, pedagogy and sociology as well as the practical needs. Second, the design of the post of "civilian teacher post" is designed. The questionnaire is divided into 5 dimensions: Ideological and political accomplishment, teaching ability, scientific research ability, military basic accomplishment and teacher ethics style. According to the method of psychological questionnaire, the questionnaire is predicted and tested. All the indexes are better. It can be used to investigate the practical situation of post job ability of civilian teachers and provide the related research. Third, a survey was conducted on the different professional staff of different majors in 3 military schools in Chongqing, using the self-made questionnaire for post competence of civilian teachers. The results of the investigation found that the subjective judgment of the clerical staff on the position of his post is slightly better than that of "general". The dimension of literacy is the best, the dimension of scientific research ability is the worst, specifically: Ideological and political literacy teaching ability to demeanor military basic literacy research ability; in the overall position of post ability and 5 dimensions: the age of 30 to 40 years of age is significantly better than the age of 20 to 29 years of age of civilian teachers; obtain master's degree and obtain doctorate There were no significant differences in civilian staff, but all were significantly better than those who received a bachelor's degree. There was no significant difference between the professional title of the lecturer and the civilian staff who got the title of the secondary vocational school. But all of them were significantly better than those who received the title of the teaching assistant. Fourth, on the basis of the analysis of the survey data, they were from the civilian teachers themselves, the military schools and the policies, respectively. Three aspects are made to analyze the factors that affect the post ability of civilian staff and the corresponding countermeasures are put forward. The promotion of post job ability of civilian teachers is a systematic project and needs to be worked together in all aspects. The subjective initiative is divided into three aspects: the role transformation, the work innovation and the rate consciousness; the military academy is the main position of the post job enhancement of the civilian teachers. It is necessary to exert the education function, build the full dimension training system and optimize the management mode, and the policy system is the promotion of the post job ability of the civilian teachers. The important guarantee is to make efforts from three aspects: the innovative evaluation and evaluation mechanism, the scientific adjustment of the salary system and the introduction of talents, competition and elimination mechanism.
【學(xué)位授予單位】：第三軍醫(yī)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：R82

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