美国职业教育教师资格制度研究
发布时间：2018-09-05 12:31
【摘要】：近年来,我国高度重视职业教育的发展,颁布了大量促进职业教育发展的政策,但这些政策中比较缺乏关于职业教育教师资格这一问题的。我国一直想要体现职业教育的特色,让社会了解职业教育与普通教育的平等性与差异性。但是,目前我国职教教师资格制度与普教教师资格制度混为一谈,并没有体现出职教学科的特色。而世界上的一些发达国家,如美国,职业教育教师资格制度的历史悠久,在不断地探索与改革之中已经形成了一套彰显职业教育特色的职业教育教师资格制度。因此深入的了解美国职教教师资格制度有利于促进我国职教教师资格制度的改革,从而促进我国职教师资队伍的建设,提高我国职业教育的教学质量。本研究主要采取文献分析法与比较研究的研究方法,全面阐述了美国职业教育教师资格制度,并且比较了美国与我国、美国全国性与州一级以及州与州之间职业教育教师资格制度的不同,总结了美国职业教育教师资格制度的特点及对我国的启示。本研究除了引言章节之外,一共分为6个部分:第一部分主要从三个阶段来阐述美国职业教育教师资格制度的发展过程。第二部分主要论述了美国职教教师专业标准,在全国性这方面主要阐述了美国教育委员会制定的优秀职教教师专业标准,在州一级这方面主要选取俄亥俄州为例子来阐述传统型及替代性两种路径的职教教师专业标准。第三部分主要论述了美国职教教师资格认定制度,全国性仍选取优秀职业教育教师资格证书的认定程序为例,州一级选择了俄亥俄州及新泽西州两个在美国职教教师资格制度方面有代表性的州为例。第四部分主要论述了美国职业教育教师资格制度中的考试制度,以美国目前大约44个州都在使用praxis系列考试为例。第五部分主要论述了美国职教教师资格制度的保障手段,主要从资金、人员、法规政策这几方面来阐述。第六部分主要阐述了我国职业教育教师资格制度的现状及借鉴美国经验后的改革路径。
[Abstract]:In recent years, China attaches great importance to the development of vocational education, and has promulgated a large number of policies to promote the development of vocational education. China has always wanted to reflect the characteristics of vocational education, let society understand the equality and difference between vocational education and general education. However, at present, the qualification system of vocational education teachers in our country is confused with the qualification system of general education teachers, and it does not reflect the characteristics of vocational education subjects. Some developed countries in the world, such as the United States, have a long history of vocational education teacher qualification system, in the process of continuous exploration and reform, has formed a set of vocational education characteristics of vocational education teacher qualification system. Therefore, a thorough understanding of the qualification system of vocational teachers in the United States is conducive to promoting the reform of the qualification system of vocational teachers in our country, thus promoting the construction of the contingent of vocational teachers in our country and improving the teaching quality of vocational education in our country. This research mainly adopts the literature analysis method and the comparative research method, comprehensively elaborated the American vocational education teacher qualification system, and compared the United States with our country. This paper summarizes the characteristics of the teacher qualification system of vocational education in the United States and its enlightenment to our country. In addition to the introduction, this study is divided into six parts: the first part mainly expounds the development process of teacher qualification system in American vocational education from three stages. The second part mainly discusses the professional standards of vocational teachers in the United States. In this respect, it mainly expounds the professional standards of excellent vocational teachers formulated by the American Board of Education. At the state level, Ohio is chosen as an example to illustrate the professional standards of traditional and alternative vocational teachers. The third part mainly discusses the qualification system of vocational education teachers in the United States, and still selects the identification procedure of excellent vocational education teachers' qualification certificate as an example. At the state level, Ohio and New Jersey are selected as two representative states in the qualification system of vocational education teachers in the United States. The fourth part mainly discusses the examination system in the qualification system of teachers in vocational education in the United States, taking the praxis series examination as an example in about 44 states of the United States at present. The fifth part mainly discusses the American vocational teacher qualification system safeguard means, mainly from the funds, personnel, regulations and policies to explain these aspects. The sixth part mainly expounds the status quo of teacher qualification system of vocational education in China and the reform path after drawing lessons from American experience.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G719.712
本文编号：2224280
[Abstract]:In recent years, China attaches great importance to the development of vocational education, and has promulgated a large number of policies to promote the development of vocational education. China has always wanted to reflect the characteristics of vocational education, let society understand the equality and difference between vocational education and general education. However, at present, the qualification system of vocational education teachers in our country is confused with the qualification system of general education teachers, and it does not reflect the characteristics of vocational education subjects. Some developed countries in the world, such as the United States, have a long history of vocational education teacher qualification system, in the process of continuous exploration and reform, has formed a set of vocational education characteristics of vocational education teacher qualification system. Therefore, a thorough understanding of the qualification system of vocational teachers in the United States is conducive to promoting the reform of the qualification system of vocational teachers in our country, thus promoting the construction of the contingent of vocational teachers in our country and improving the teaching quality of vocational education in our country. This research mainly adopts the literature analysis method and the comparative research method, comprehensively elaborated the American vocational education teacher qualification system, and compared the United States with our country. This paper summarizes the characteristics of the teacher qualification system of vocational education in the United States and its enlightenment to our country. In addition to the introduction, this study is divided into six parts: the first part mainly expounds the development process of teacher qualification system in American vocational education from three stages. The second part mainly discusses the professional standards of vocational teachers in the United States. In this respect, it mainly expounds the professional standards of excellent vocational teachers formulated by the American Board of Education. At the state level, Ohio is chosen as an example to illustrate the professional standards of traditional and alternative vocational teachers. The third part mainly discusses the qualification system of vocational education teachers in the United States, and still selects the identification procedure of excellent vocational education teachers' qualification certificate as an example. At the state level, Ohio and New Jersey are selected as two representative states in the qualification system of vocational education teachers in the United States. The fourth part mainly discusses the examination system in the qualification system of teachers in vocational education in the United States, taking the praxis series examination as an example in about 44 states of the United States at present. The fifth part mainly discusses the American vocational teacher qualification system safeguard means, mainly from the funds, personnel, regulations and policies to explain these aspects. The sixth part mainly expounds the status quo of teacher qualification system of vocational education in China and the reform path after drawing lessons from American experience.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G719.712
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