“双师型”教师培养制度研究

发布时间：2018-05-26 15:24

本文选题：“双师型”教师 + 培养制度　；参考：《湖北工业大学》2012年硕士论文

【摘要】：职业教育的发展壮大，离不开政策的引导和支持。1949年新中国成立之际，我国相继制定出台了一系列有关职业教育师资队伍建设的政策。尤其是1995年“双师型”教师这一概念首次出现在国家政策文件中以来，对于如何建设一支高素质、高水平的“双师型”教师队伍的讨论从未停歇，专家学者各抒己见。2005年国家做出《大力发展职业教育的决定》，职业教育师资队伍在数量上不断扩大；结构上，职教教师学历、专业、年龄等方面均有显著提高，逐步建立了一支结构合理，兼专结合，素质优良的职教师资队伍。然而，职业教育教师队伍建设中存在的问题也不容忽视，如政府层面的政策制度缺失、社会层面对职业教育的鄙夷、学校层面的培养培训体系欠缺、企业层面的合作态度冷淡等。纵观国（境）外职业教育师资培养制度，不难看出，，完善的、系统的、操作性强的政策、法律法规支持是各国职教师资发展壮大的关键。本文从“双师型”教师培养培训制度沿革历程出发，旨在分析“双师型”教师培养培训制度的内涵发展和实践状况，讨论其发展趋势并试图构建符合我国国情的职业教育“双师型”教师培养培训制度。本文主要解决的问题是什么是“双师型”教师以及如何构建“双师型”教师培养培训制度。在梳理建国以来“双师型”教师培养培训制度的基础上，分析了“双师型”教师发展特点及内涵变化，并列举国（境）内外关于“双师型”职教师资培养制度建设的经验做法，通过系统分析，对我国“双师型”职教教师培养制度框架进行设计。本文的立论基础是：第一，在当前职业教育发展背景和条件下，研究“双师型”教师培养制度具有重要的理论意义和实践价值。“双师型”教师作为职教教师发展过程中的一个阶段，但不是必经阶段，即不是每位职教教师都能成为“双师型”教师的。第二，“双师型”职教师资培养培训制度有赖于我国完善的职业教育政策制度作保障。本文采用的研究方法主要有文献法，案例研究法和比较研究法。收集了近年来国内外有关职业教育方面的书籍，各级刊物上发表的关于“双师型”教师培养制度建设的论文、资料，并查阅了国家颁布下发的“双师型”教师培养制度的各类政策文件，力图通过查询、整理、分析、总结和运用有关文献资料，为本文立论提供理论依据和真实可靠的资料，以使本文更加丰富、具体。
[Abstract]:The development and expansion of vocational education can not be separated from the guidance and support of policies. At the time of the founding of New China in 1949, China has formulated a series of policies concerning the construction of teachers' ranks in vocational education one after another. Especially since the concept of "double-qualified" teacher first appeared in the national policy document in 1995, the discussion on how to build a high-quality, high-level "double-qualified" teacher team has never stopped. Experts and scholars expressed their views. In 2005, the government made the decision to develop vocational education vigorously. The number of teachers in vocational education has been continuously expanded, and the structure of vocational education teachers has increased significantly in terms of qualifications, major, age, and so on. Gradually set up a reasonable structure, and special combination, excellent quality of vocational education teachers. However, the problems in the construction of vocational education teachers should not be ignored, such as the lack of policy system at the government level, the disdain of vocational education at the social level, the lack of training and training system at the school level. The cooperation attitude of the enterprise level is cold and so on. Looking at the training system of teachers in vocational education outside China, it is not difficult to see that perfect, systematic and operational policies and laws are the key to the development and development of vocational education teachers in various countries. Starting from the history of the training and training system of "double qualified" teachers, this paper aims to analyze the connotation, development and practice of the "double type" teacher training and training system. This paper discusses its development trend and tries to construct the training system of "double qualified" teachers in vocational education in accordance with the national conditions of our country. The main problem of this paper is what is the "double-qualified" teacher and how to construct the "double-qualified" teacher training system. On the basis of combing the training and training system of "double qualified" teachers since the founding of the people's Republic of China, this paper analyzes on the characteristics and changes of the development of "double qualified" teachers, and puts forward the experiences and practices of the construction of "double qualified" teachers' training system both in and outside the country. Through systematic analysis, this paper designs the training system framework of "double-qualified" vocational teachers in our country. The basis of this thesis is as follows: first, under the background and conditions of the current vocational education development, it is of great theoretical significance and practical value to study the training system of "double qualified" teachers. As a stage in the development of vocational teachers, "double-qualified" teachers are not a necessary stage, that is, not every vocational teacher can become a "double-qualified" teacher. Secondly, the system of training teachers depends on the perfect policy system of vocational education. The research methods used in this paper are literature method, case study method and comparative research method. Collecting the books on vocational education at home and abroad in recent years, and the papers published in publications at all levels on the construction of the "double-qualified" teacher training system, And has consulted the various kinds of policy documents of the "double-qualified" teacher training system promulgated and issued by the state, and tried to provide theoretical basis and truthful and reliable data for this thesis through inquiry, collation, analysis, summary and application of relevant literature materials. In order to make this article more rich, specific.
【学位授予单位】：湖北工业大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G715.1

【引证文献】