我国职业教育校企合作的有效性研究

发布时间：2017-12-28 06:09

  本文关键词：我国职业教育校企合作的有效性研究　出处：《上海师范大学》2017年博士论文　论文类型：学位论文

  更多相关文章： 职业教育 校企合作 有效性 评价指标体系 实证检验

【摘要】：职业教育校企合作作为国家发展职业教育的重要路径及制度性安排,历来受到党和国家的高度重视。《国家中长期教育改革与发展规划纲要(2010-2020年)》明确提出“实行工学结合、校企合作、顶岗实习的人才培养模式。建立健全政府主导、行业指导、企业参与的办学机制,制定促进校企合作办学法规,推进校企合作制度化。”十八届三中全会也提出“改革加快现代职业教育体系建设,深化产教融合、校企合作,培养高素质劳动者和技能型人才。”时至今日,在我国,校企合作培养人才作为合作教育的一种重要形式已经得到了职业教育界的广泛重视。“校企合作”也成为时下职业教育领域出现频率最高的词语之一,其改革和创新的力度是前所未有的。校企合作在职业教育领域得以广泛开展,也是企业、职业院校发展壮大的重要发展模式之一。然而,在此背景之下,职业教育校企合作效果并不尽人如意,表现为职业教育校企合作的有效性在一些企业和职业院校并不显著,效果有待提高,区域差异显著。在充分肯定职业教育校企合作的重要性和必要性的同时,对于企业和职业院校的合作,如何真正发挥彼此的正效应,提升职业教育校企合作的有效性与可持续发展成为当前急需着力解决的重要问题。本文的研究聚焦于职业教育校企合作有效性的判断标准、实证检验、影响因素和对策建议研究。首先,对全文框架进行搭建,介绍了本文选题的研究缘起和研究意义,回顾了国内外职业教育校企合作相关研究,分析以往研究的不足之处,提出研究问题。同时还对职业教育校企合作的相关概念进行了明确,提出了本文的研究目标、研究内容、研究方法、技术路线和创新之处。其次,就职业教育校企合作理论包括契约论、系统论、利益相关者理论、企业生命周期理论和模糊综合评价理论等各项理论进行了归纳与总结,这些理论为下文的研究奠定理论基础。同时还对我国职业教育校企合作发展历程进行了阐述,分析了每个发展阶段职业教育校企合作的表征及其方式方法,在此基础上,结合根据我国职业教育校企合作的发展现状,对现阶段我国职业教育校企合作发展层次进行划分,并基于经济结构的进一步转型和调整,对高技能人才需求的飞速增长,指出职业教育校企合作有效性面临严峻的挑战。第三,为了构建职业教育校企合作有效性评价指标体系,研究了职业教育有效性的逻辑基础和职业教育校企合作进程中校企有效性的体现即要积极有效地发挥校企自身的功能;要积极有效地寻求地方政府的支持;要积极有效地发挥市场的作用。然后根据职业教育校企合作质量评价的相关研究,结合我国职业教育校企合作发展实际水平,提出了我国职业教育校企合作有效性的判断标准即职业教育校企合作过程的有效性、职业教育校企合作结果的有效性、职业教育校企合作发展的有效性等三个方面。还对我国五种职业教育校企合作的有效实践进行了论述,重点关注校企合作的内涵、特点、所应具备的条件或运作中需关注的问题、运行机制进行深入分析,剖析影响职业教育校企合作有效性的主要因素,总结有效性的成功经验。第四,通过专家意见反馈,确定了职业教育校企合作有效性评价指标及权重,进而构建了我国职业教育校企合作有效性综合评价指标体系,并运用模糊数学综合评价方法,构建了我国职业教育校企合作有效性模糊综合评价模型。为了检验评价模型的实用性、可靠性、稳定性和可操作性,出于研究的可行性,选取了江西和浙江两省高职院校校企合作作为评价对象,采用自制的我国职业教育校企合作有效性评价量表收集其自评数据,运用我国职业教育校企合作有效性模糊综合评价模型计算出其有效性分值。模型应用结果表明,我国职业教育校企合作的效果有待提高,区域差异显著。第五,对我国职业教育校企合作有效性的影响因素进行分析,本文选取了制度、职业院校、企业和利益四个重要影响因素进行了逐一分析,分析的重点是四个因素如何影响职业教育校企合作的有效性,回答了“为什么”这四个因素是职业教育校企合作有效性的重要影响因素。最后,先选取职业教育校企合作比较发达的德国和澳大利亚,分析其职业教育校企合作的基本特征,重点对其有效性进行分析和归纳以及对提高我国职业教育校企合作有效性的启示。然后就提升我国职业教育校企合作有效性,提出相关的对策与建议。借鉴现实考量和国际经验,从制度建设、内涵建设、观念转变、行业建设和寻找利益平衡点等五个方面提出提高我国职业教育校企合作有效性的对策建议。本研究以职业教育校企合作有效性为核心,在研究过程中运用访谈与问卷调查法、理论与模型分析法等手段,进行定性与定量分析、规范分析与实证研究,得到的主要创新点有以下几个方面:(1)对我国职业教育校企合作的发展层次进行了合理划分。本研究认为我国职业教育校企合作可以划分为三个发展层次:初级发展层次、中级发展层次、高级发展层次。并结合我国职业教育校企合作的发展现状,做出了现阶段我国职业教育校企合作目前正处于中级发展层次的中级阶段的判断,校企合作的深度融合停留在概念层面的现象较多。(2)本研究构建了我国职业教育校企合作有效性综合评价指标体系,在研究我国职业教育校企合作有效性构成要素及维度方面是一次理论拓展和评价指标体系创新。(3)对我国职业教育校企合作的有效性进行了从定性到定量的规范性分析,并对职业教育校企合作的有效性进行了实证检验。本研究通过专家调查法,确定了职业教育校企合作有效性综合评价指标权重,然后运用模糊综合评价法构建了我国职业教育校企合作有效性模糊综合评价模型,该模型是针对我国职业教育校企合作有效性的综合评价而进行的一次在测评方法、工具和模型等方面的创新。
[Abstract]:As an important path and institutional arrangement for the development of Vocational Education in the country, the school enterprise cooperation in vocational education has always been highly valued by the party and the state. The outline of the national medium and long term educational reform and development plan (2010-2020 years) clearly puts forward the talent training mode of "work study combination", "school enterprise cooperation" and "post practice". We should establish and improve the running mechanism of government leading, industry guidance and enterprise participation, formulate regulations to promote school enterprise cooperation, and promote the institutionalization of school enterprise cooperation. In the third Plenary Session of the 18th CPC Central Committee, it also put forward "reform and accelerate the construction of modern vocational education system, deepen the integration of production and education, and school enterprise cooperation, and train high-quality laborers and skilled talents." Today, in China, the training of talents in cooperation between school and enterprise as an important form of cooperative education has been paid much attention by the professional education community. "School enterprise cooperation" has also become one of the most frequent words in the field of vocational education, and its reform and innovation are unprecedented. School enterprise cooperation is widely carried out in the field of vocational education, and it is also one of the important development models for the development and expansion of enterprises and vocational colleges. However, under this background, the effect of school enterprise cooperation in vocational education is not satisfactory. It shows that the effectiveness of school enterprise cooperation in vocational education is not significant in some enterprises and vocational schools, the effect needs to be improved, and the regional difference is significant. In the occupation school enterprise cooperation fully affirmed the importance and necessity of education and occupation for enterprises and institutions of cooperation, how to really play a positive effect each other, effective and sustainable development to enhance cooperation occupation education has become an important problem urgently need to be solved. This study focuses on the evaluation criteria, empirical test, influencing factors and Countermeasures of the effectiveness of school enterprise cooperation in vocational education. First, we build the full-text framework, introduce the research origin and research significance of this topic, review the related research of vocational education school enterprise cooperation home and abroad, analyze the shortcomings of previous studies, and put forward research questions. At the same time, the related concepts of vocational education and school enterprise cooperation have been clearly defined, and the research objectives, research contents, research methods, technological routes and innovations of this paper have been put forward. Secondly, the theories of school enterprise cooperation in vocational education, including contract theory, system theory, stakeholder theory, enterprise life cycle theory and fuzzy comprehensive evaluation theory, are summarized and summarized. These theories lay a theoretical foundation for the following research. At the same time, the development process of China's occupation education school enterprise cooperation are described, analyzed for characterization of each stage of development of occupation education of school enterprise cooperation and, on this basis, combined with the enterprise cooperation according to the current development of occupation education in our country, carries on the division to the level at the present stage of China's occupation education cooperation and development, based on the further transformation and the adjustment of economic structure, rapid growth in demand for high skilled talents, pointed out that the effectiveness of occupation education of school enterprise cooperation is facing severe challenges. Third, in order to construct enterprise occupation education cooperation effectiveness evaluation index system of enterprise reflects the effectiveness of occupation education occupation education foundation and logic in the process of school enterprise cooperation to actively and effectively play the enterprise own function; to actively seek the support of the local government; to actively and effectively play the role of the market. Then according to the relevant research on the quality of school enterprise cooperation occupation education evaluation, combining the school enterprise cooperation in the development of our country's actual level of occupation education, proposed our country occupation education cooperation effectiveness judgment criteria: the occupation education cooperation process effectiveness, occupation education of school enterprise cooperation the validity of the results, occupation education of school enterprise cooperation development effectiveness three aspects. Also the effective practice of five kinds of occupation education school enterprise cooperation in China is discussed, in-depth analysis of operation conditions or needs to pay attention to connotation, characteristics, focus on cooperation should have the problems in the operation mechanism, analysis of the main factors affecting the effectiveness of occupation education cooperation, summing up the successful experience of the effectiveness of the. Fourth, through expert feedback, determine the enterprise occupation education cooperation effectiveness evaluation index and weight, and then construct the Chinese occupation education school enterprise cooperation effectiveness evaluation index system, and using the method of fuzzy comprehensive evaluation, constructs our country occupation education school enterprise cooperation effectiveness of fuzzy comprehensive evaluation model. In order to test the evaluation model of the practicability, reliability, stability and maneuverability for the feasibility of the research, from Jiangxi and Zhejiang province two school enterprise cooperation in Higher Vocational Colleges as the evaluation object, the occupation education in our country enterprise cooperation effectiveness evaluation of self made scale self rating data collected by the use of our cooperation, occupation education the fuzzy comprehensive evaluation model to calculate the effective value. The result of the model application shows that the effect of school enterprise cooperation in China's vocational education needs to be improved, and the regional differences are significant. Fifth, the influence factors of the effectiveness of China's enterprise cooperation occupation education is analyzed, this paper selects the system, occupation colleges, enterprises and the interests of the four important factors were analyzed one by one, the analysis is focused on how the four factors affecting the occupation education of school enterprise cooperation is effective, to answer the "why" four are important factors affecting the effectiveness of school enterprise cooperation education occupation. Finally, we first select Germany and Australia, which are relatively developed by vocational education, school enterprise cooperation, analyze their basic characteristics of school enterprise cooperation, focus on the analysis and induction of their effectiveness and Enlightenment to improve the effectiveness of school enterprise cooperation in vocational education. Then it will improve the effectiveness of school enterprise cooperation in Vocational Education in China, and put forward relevant countermeasures and suggestions. Draw lessons from reality and international experience.
【学位授予单位】：上海师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G717
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本文编号：1344865