中德中等职业教育课程模式比较研究

发布时间：2019-06-22 11:54

【摘要】：中等职业教育是职业教育系统的重要组成部分，在职业教育系统中占有重要位置，在我国转变经济发展方式和产业结构调整升级过程具有重要的作用。课程是任何教育得以开展的基本载体和主要途径，也是教育目标得以实现的基础和前提。课程模式是课程方案、计划以及实施等各个要素与环节的概括形式，决定着教育实施的效果和质量。因而，中等职业教育课程模式在改善和提高中等职业教育的教育和教学质量发挥着重要的作用。德国在中等职业教育方面可谓是世界上最发达的国家之一，，在长期的办学实践中形成了多种课程模式，这些课程模式为其中等职业教育的成功发挥了重要的作用。本研究采用文献分析法、比较研究法以及历史研究法等多种研究方法，通过对中德中等职业教育典型课程模式进行全面深入的分析和研究，并对中德中等职业教育课程模式的差异做了简要分析和总结，在此基础上提出改进与完善我国中等职业教育课程模式的若干建议。具体来说，本研究主要分为以下几个部分： 第一，绪论。主要对为什么进行本研究、怎样进行本研究、本研究的意义、研究综述以及本研究的核心概念界定等进行分析和论述； 第二，中国两种典型的中等职业教育课程模式分析。主要对我国单科分段式课程模式和“宽基础、活模块”课程模式的基本概况、基本特点、优缺点等进行分析和研究； 第三，德国两种典型的中等职业教育课程模式分析。主要对德国“核心阶梯”课程模式和学习领域课程模式的基本概况、基本特点、优缺点等进行分析和研究； 第四，中德中等职业教育课程模式的差异比较。主要对中德中等职业教育的课程观、课程内容、课程实施以及考核制度等方面存在的差异进行比较分析，为提出改进与完善我国中等职业教育课程模式的建议提供参考； 第五，对完善与改进我国中等职业教育课程模式的若干启示。有以下几点启示：坚持“以人为本”的可持续发展课程观；以市场为导向及时做出课程内容调整；加大企业、行业课程实施参与比重；增添第三方中介机构参与课程评价等。
[Abstract]:Secondary vocational education is an important part of vocational education system, which occupies an important position in the vocational education system and plays an important role in changing the mode of economic development and the process of industrial structure adjustment and upgrading in our country. Curriculum is the basic carrier and main way for any education to be carried out, and it is also the basis and premise for the realization of educational goals. Curriculum mode is the summary form of curriculum scheme, plan and implementation, which determines the effect and quality of education implementation. Therefore, the curriculum model of secondary vocational education plays an important role in improving and improving the education and teaching quality of secondary vocational education. Germany is one of the most developed countries in the world in secondary vocational education. It has formed a variety of curriculum models in the long-term practice of running schools, and these curriculum models have played an important role in the success of vocational education. This study adopts many research methods, such as literature analysis, comparative research and historical research, through a comprehensive and in-depth analysis and research on the typical curriculum model of secondary vocational education between China and Germany, and makes a brief analysis and summary of the differences between the curriculum models of secondary vocational education between China and Germany, on the basis of which some suggestions for improving and perfecting the curriculum model of secondary vocational education in China are put forward. Specifically, this study is mainly divided into the following parts: first, introduction. This paper mainly analyzes and discusses why this study is carried out, how to carry out this study, the significance of this study, the summary of the study and the definition of the core concepts of this study. Second, two typical secondary vocational education curriculum models in China are analyzed. This paper mainly analyzes and studies the basic situation, basic characteristics, advantages and disadvantages of the single subject segmented curriculum model and the "wide foundation, living module" curriculum model in China. Thirdly, two typical secondary vocational education curriculum models in Germany are analyzed. This paper mainly analyzes and studies the basic situation, basic characteristics, advantages and disadvantages of the "core ladder" curriculum model and the learning field curriculum model in Germany. Fourth, the differences between the curriculum models of secondary vocational education between China and Germany are compared. This paper mainly compares and analyzes the differences in curriculum view, curriculum content, curriculum implementation and assessment system between China and Germany, so as to provide reference for suggestions for improving and perfecting the curriculum model of secondary vocational education in China. Fifth, some enlightenments for perfecting and improving the curriculum model of secondary vocational education in China. There are the following enlightenments: adhere to the "people-oriented" curriculum concept of sustainable development; market-oriented timely adjustment of curriculum content; increase the proportion of enterprise and industry curriculum implementation participation; increase the participation of third-party intermediary organizations in curriculum evaluation, and so on.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G718.3;G719.1

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