职教专业课教师教育模式研究

发布时间：2018-02-25 05:19

本文关键词： 职业教育教师教育专业课教师专业发展学校 “三方”合作　出处：《河北科技师范学院》2013年硕士论文　论文类型：学位论文

【摘要】：社会经济的可持续发展，必须依靠产业结构的升级换代和技术的革新。传统产业与新型产业的兴衰更替，更多依赖于人力资源，依赖于对新技术的运用和劳动者的综合素质。这就对职业教育，尤其是职教专业课教师提出了更高的要求。要求职教专业课教师不仅具有丰富的专业理论知识，而且还应具备娴熟的教育教学技能、熟练的生产操作技能以及有效指导学生从事生产实践活动的能力。即必须是学术性、师范性和技术性三性融合、三位一体。然而，目前我国职教教师教育机构仍沿用传统的“大学主导型”教育模式——以大学为中心，仅关注专业理论知识建构，忽视实践能力提升，导致难以培养出满足职业教育所需的专业课教师。因此，，必须变革这种传统的职教教师教育模式。研究分别从课程方案、课程内容选择与组织、实践教学体系以及实践教学的管理和评价等方面分析了职教专业课教师职前教育中存在的问题及其成因；运用文献研究法，系统梳理了PDS教师教育模式所取得的经验。针对职教专业课教师的特点，借鉴德国“双元制”及澳大利亚TAFE学院职教教师教育经验，并根植于美国PDS模式及英国TPS模式，结合我国职教教师培养的趋势，提出了职教专业课教师的教育模式——职教专业课教师专业发展学校，即STPDS模式。职教专业课教师专业发展学校与普通教师专业发展学校的最大不同在于除了有职业院校参与外，还需由企事业单位的介入，从而突破了仅由职教教师教育机构培养职业教育师资的封闭型模式，积极推进职教专业课教师培养社会化，充分整合职教教师教育机构（包括职技高师、普通师范院校和重点工科大学附设的职教师资培养基地等）、企业（职业院校毕业生就业机构，包括行业协会）和职业院校（中等职业学校、高等职业学院）三方资源，充分发挥三方各自力量，共同为职业教育培养专业课教师，真正实现理论和实践的融合。在合作过程中，职教教师教育机构是主导，组织、策划、协调、引领三方的合作。这种模式不仅对职教教师教育机构的教育教学有促进作用，可以提高职教师范生的专业素质和培养质量，而且能促进职业院校的改革和企业的生产经营，实现大学、职业院校、企业三方共赢。本文系统阐述了STPDS的目标与职能、合作伙伴、活动内容、办学条件及实施方式，并分析了STPDS的特点及其存在的潜在问题。旨在探索职教专业课教师教育有效模式，为我国职教专业课教师专业发展提供借鉴和参考，进而引领我国职教教师的专业发展。
[Abstract]:The sustainable development of social economy must depend on the upgrading of industrial structure and technological innovation. The rise and fall of traditional and new industries depend more on human resources. Depending on the application of the new technology and the comprehensive quality of the laborer, it puts forward higher requirements to the vocational education, especially to the professional teachers of vocational education. Moreover, they should also have skilled teaching and education skills, skilled production operation skills and the ability to effectively instruct students to engage in practical production activities. That is, they must be academic, teacher-training and technologically integrated. At present, the vocational education institutions of our country still follow the traditional "university-oriented" educational model, which focuses on the construction of professional theoretical knowledge and neglects the improvement of practical ability. As a result, it is difficult to cultivate professional teachers to meet the needs of vocational education. Therefore, it is necessary to change this traditional mode of vocational teacher education. This paper analyzes the problems and causes of pre-service education of vocational education teachers from the aspects of curriculum plan, course content selection and organization, practical teaching system, management and evaluation of practical teaching, etc. This paper systematically combs the experience of PDS teacher education model. According to the characteristics of vocational education teachers, the author draws lessons from German "dual system" and Australian TAFE College vocational education experience, and is rooted in the American PDS model and the British TPS model. Combined with the trend of vocational education teacher training in our country, this paper puts forward the educational model of vocational education professional teacher-vocational education professional teacher professional development school. That is, STPDS mode. The biggest difference between professional teacher development school of vocational education and that of ordinary teacher professional development school is that in addition to the participation of vocational colleges and universities, it also needs the intervention of enterprises and institutions. Therefore, it breaks through the closed mode of training vocational education teachers only by vocational teachers' educational institutions, actively promotes the socialization of vocational teachers' training, and fully integrates vocational teachers' educational institutions (including vocational and technical teachers' colleges). Vocational teacher training bases attached to general normal colleges and key engineering universities, and tripartite resources for enterprises (employment agencies for graduates of vocational colleges, including trade associations) and vocational colleges (secondary vocational schools, higher vocational colleges), Give full play to the respective forces of the three parties, jointly train professional teachers for vocational education, and truly realize the integration of theory and practice. In the process of cooperation, vocational teacher education institutions are leading, organizing, planning and coordinating, This model can not only promote the education and teaching of vocational education teachers, but also improve the professional quality and training quality of vocational education teachers, and promote the reform of vocational colleges and the production and management of enterprises. Realize the university, vocational college, enterprise three-party win-win. This paper systematically expounds the objectives and functions, partners, activities, running conditions and implementing methods of STPDS, and analyzes the characteristics and potential problems of STPDS. The purpose of this paper is to explore the effective mode of teacher education in vocational education. It provides reference and reference for the professional development of vocational education teachers in our country, and then leads the professional development of vocational education teachers in our country.
【学位授予单位】：河北科技师范学院
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G715.1

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