德国职业教育学习领域课程中国化研究

发布时间：2018-04-24 14:51

本文选题：学习领域课程 + 职业教育　；参考：《西南大学》2013年硕士论文

【摘要】：自上世纪九十年代以来,为了大面积培养高素质的技能型人才,促进经济的发展,我国高度重视职业教育,大力提倡和发展职业教育。德国职业教育所取得的成就有目共睹,一直处于世界领先地位,上世纪末德国提出的学习领域课程模式为其职业教育的发展做出了巨大贡献,取得了显著成效。对德国职业教育的学习领域课程进行分析和探究,借鉴和融合其历史经验进行中国化改造,有益于我国职业教育课程模式的改革,为我国职业教育的发展提供启示。论文分为四个部分：导论部分阐述了本论文的研究目的和研究意义,阐明了本研究的源起。对相关概念进行了界定,同时对国内关于德国学习领域课程的研究现状进行了分析和梳理,简要说明了研究思路与研究方法。正文第一部分,主要介绍了德国职业教育学习领域课程的理论模式及其主要内容,从学习领域课程方案的内容和学习领域课程的方案的开发两个主要方面分别进行详细的阐述,其内容包括面向综合化的学习目标、凸显工作过程的课程结构、基于工作任务的学习内容、体现工作化的学习过程和采用行到导向教学方法等；方案的开发部分涉及行动领域的确定、学习领域的转化和学习情境的细化等。并以此作为本研究的理论基础,通过对学习领域课程的内容和开发进行了详细系统的说明和阐述,包括其蕴含的具体内容和使用的课程开发程序,系统构建相关理论。正文第二部分,主要分析了德国学习领域课程在我国实施的中国化过程和现状,分析了德国学习领域课程在我国部分发达地区的实行情况。包括德国学习领域课程理念的引入和在我国试点实验的开展等,并从当前的实施状况中发现并注意到其反映出来的问题。同时,从我国职业院校的实际情况出发,通过对现状的分析和探究,指出了德国学习领域课程在我国中国化过程中已经遇到或可能存在的困难和问题,具体包括观念差异、学校管理、教材设计、师资配备和学习资源等方面。正文第三部分,也是本文的主要内容。主要是德国学习领域课程理论带来的启示,以及为德国学习领域课程模式在我国实现中国化而提出的建议。通过对理论的梳理和现状的总结,分别从学习领域课程中国化改造的利用途经、具体内容和实施策略等三个方面阐述学习领域课程在我国实施的启示和建议。包括统合人力资源、丰富学习资源、利用社会资源；组建专业团队、开发校本教材、优化学习情境；提高师资队伍素质、推进实训场所建设、问题导向和设计导向理念的渗透等。
[Abstract]:Since the 1990s, in order to cultivate high quality technical talents and promote the development of economy, our country attaches great importance to vocational education and vigorously advocates and develops vocational education. The achievements of vocational education in Germany are obvious to all and have always been in the leading position in the world. The curriculum model in the field of learning put forward by Germany at the end of last century has made great contributions to the development of vocational education and achieved remarkable results. This paper analyzes and probes into the learning field curriculum of vocational education in Germany, uses for reference and integrates its historical experience to reform the curriculum mode of vocational education in China, and provides enlightenment for the development of vocational education in our country. The thesis is divided into four parts: The introduction describes the purpose and significance of this paper and the origin of the study. This paper defines the relevant concepts, analyzes and combs the current research situation of German learning field courses in China, and briefly explains the research ideas and research methods. The first part of the text mainly introduces the theoretical model and main contents of German vocational education and learning field curriculum, and elaborates in detail from two main aspects: the content of the learning domain curriculum scheme and the development of the learning domain curriculum program. Its contents include comprehensive learning objectives, highlighting the curriculum structure of the working process, learning content based on the work task, reflecting the work-based learning process and adopting the line-oriented teaching method. The development of the scheme involves the determination of the action domain, the transformation of the learning field and the refinement of the learning situation. And as the theoretical basis of this study, through the study of the curriculum content and development of a detailed and systematic explanation and elaboration, including its specific content and use of curriculum development procedures, the system construction of relevant theories. The second part of the text mainly analyzes the process and present situation of the implementation of the German learning field curriculum in China, and analyzes the implementation of the German learning field curriculum in some developed regions of China. It includes the introduction of the German learning field curriculum concept and the development of the pilot experiment in our country, and the problems reflected in it are found and noticed from the current implementation situation. At the same time, starting from the actual situation of vocational colleges and universities in our country, through the analysis and exploration of the present situation, this paper points out the difficulties and problems that have been met or may exist in the course of the course of Chinese study in Germany, including the differences of ideas. School management, textbook design, teacher allocation and learning resources. The third part of the text is also the main content of this paper. It is mainly about the enlightenment brought by the curriculum theory of learning field in Germany, and the suggestions for the realization of Chinese curriculum mode in Germany. By combing the theory and summarizing the present situation, this paper expounds the enlightenment and suggestions of the implementation of the learning field curriculum in our country from three aspects, namely, the utilization way, the concrete content and the implementation strategy of the Chinese reform of the learning field curriculum. Including integrating human resources, enriching learning resources, utilizing social resources, forming professional teams, developing school-based teaching materials, optimizing learning situations, improving the quality of teachers, and promoting the construction of practical training sites. The penetration of problem-oriented and design-oriented concepts.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G719.516

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