高职院校“双师型”教师专业素质研究
发布时间：2018-09-06 07:00
【摘要】：大力发展高等职业教育是国家提升竞争力的重要举措,师资队伍建设是高等职业教育发展的关键环节。新世纪以来,我国高等职业教育已经步入内涵式发展阶段,高职院校"双师型"教师专业素质是关涉高等职业教育质量提升的关键因素,关系到高技能型人才培养的质量。目前我国高职院校"双师型"教师专业素质"名不副实",制约高职院校发展、影响高职教育内涵提升,严重制约了教学质量的提高,影响教育改革的深入发展,影响我国人才竞争力的提升。本研究以高职院校"双师型"教师专业素质为对象,以高职院校"双师型"教师专业素质理论为指导,选取广东、山东、江苏、辽宁、天津等省市高职院校"双师型"教师为对象,运用问卷调查法和访谈法,开展调查和访谈。研究采用的问卷包括两部分:第一部分是被调查的"双师型"教师个人基本情况,第二部分是主体,是被调查对象对高职院校"双师型"教师专业素质的认识与建议,共40个问题。访谈对象是来自高职院校商务英语、计算机网络技术、应用电子、艺术设计等专业的"双师型"教师。访谈提纲包括17个问题。本文共分五章。导论。本章首先着重阐述了选题的依据:国家将大力发展高职教育作为提升竞争力的重要举措;师资队伍建设是发展高等职业教育的关键环节;提升高职院校"双师型"教师专业素质是师资队伍建设的核心因素;高职院校"双师型"教师专业素质"名不副实"。进而作者阐明了研究的目的和意义。即通过本研究解决高等职业教育教师队伍建设面临的实际问题,通过系统研究来阐释和拓展职业教育教师专业发展的理论。然后作者对国内外高职院校"双师型"教师专业素质的相关文献进行了梳理,将我国研究高职"双师型"教师专业素质的研究历程分为三个阶段:孕育阶段、起步阶段、发展阶段,并总结了我国高职院校"双师型"教师专业素质研究特点;进而提出了关于我国高职"双师型"教师专业素质的研究所存在的问题。接着阐述了本研究的内容、重点、难点与创新之处以及方法、思路与进度。第一章从高职培养目标、教育教学特点、培养对象的特点、课程特点等方面界定其不同于普通高等教育、中等职业教育的特殊性,确定高职院校"双师型"教师职业是一种专业,并且在阐释高职院校"双师型"教师专业特征基础上,依据各类教育法律法规、政府的政策文件,构建了高职院校"双师型"教师专业素质的理论模型,理论模型主要包括高职院校"双师型"教师专业素质结构及其内涵,主要有高尚的"专业道德"、先进的"教育理念",丰富的"专业知识",娴熟的"专业能力",高质量的"专业服务"。第二章,本研究运用实证研究法,即以高职院校"双师型"教师专业素质理论模型为指导,编制调查问卷和访谈提纲,运用问卷调查法和访谈法研究高职院校"双师型"教师专业素质现状,通过对一些高职院校"双师型"教师专业素质的实证研究,真实地显现目前高职院校"双师型"教师的现状及存在的问题。包括:高职院校"双师型"教师专业道德弱化;高职院校"双师型"教师教育理念不够先进;高职院校"双师型"教师专业知识结构不够合理;高职院校"双师型"教师专业能力不强;高职院校"双师型"教师专业服务质量不高。第三章主要探究了高职院校"双师型"教师专业素质低下的原因。根据第二章的实证研究结果,笔者讨论了国家政策、制度、高职院校、"双师型"教师自身等方面的问题,并对其原因进行了深度阐释。包括:高职院校"双师型"教师专业标准缺失;高职院校"双师型"教师专业发展制度不完善;高职院校"双师型"教师职前培养存在明显不足;高职院校自身原因;高职院校"双师型"教师个人原因,等等。第四章,在第三章原因分析基础上,主要论述了提升高职院校"双师型"教师专业素质的策略。本研究提出了如下策略:构建符合高等职业教育特点的"双师型"教师专业标准;建立高等职业教育"双师型"教师专业发展制度;完善高职院校"双师型"教师职前培养制度;校企合作培养高职院校"双师型"教师;高职院校"双师型"教师不断谋求自我更新与提升。
[Abstract]:The development of higher vocational education is an important measure to enhance the competitiveness of our country, and the construction of teachers is a key link in the development of Higher Vocational education. At present, the professional quality of "double-qualified" teachers in Higher Vocational Colleges in China is not in the name of reality, which restricts the development of Higher Vocational colleges, affects the connotation of Higher Vocational education, seriously restricts the improvement of teaching quality, affects the in-depth development of educational reform, and affects the promotion of talent competitiveness in China. Based on the professional quality theory of "double-qualified" teachers in Higher Vocational colleges, this paper selects "double-qualified" teachers in Guangdong, Shandong, Jiangsu, Liaoning, Tianjin and other provinces and municipalities as the research objects, and carries out the investigation and interview by using the methods of questionnaire and interview. The second part is the main part of the survey. The interviewees are "double-qualified" teachers majoring in business English, computer network technology, applied electronics, art design and so on. The outline includes 17 questions. This paper is divided into five chapters. Introduction. This chapter first focuses on the basis of the topic: the state will vigorously develop higher vocational education as an important measure to enhance competitiveness; the construction of teachers is a key link in the development of Higher Vocational education; to enhance the professional quality of "double-qualified" teachers in Higher Vocational colleges is the core of the construction of teachers. The author expounds the purpose and significance of the study, that is, to solve the practical problems faced by the construction of higher vocational education teachers, and to explain and expand the theory of professional development of vocational education teachers through systematic research. This paper sorts out the relevant literature on the professional quality of "double-qualified" teachers in Vocational colleges, divides the research process of "double-qualified" teachers in Vocational Colleges into three stages: gestation stage, initial stage and development stage, and summarizes the characteristics of the research on the professional quality of "double-qualified" teachers in Vocational Colleges in China. The first chapter defines the differences between higher vocational education and secondary vocational education in terms of training objectives, teaching characteristics, training objects and curriculum characteristics. Specialty, confirm that "double-qualified" teachers'profession in higher vocational colleges is a profession, and on the basis of explaining the professional characteristics of "double-qualified" teachers in Higher Vocational colleges, according to various educational laws and regulations, government policy documents, construct the theoretical model of "double-qualified" teachers' professional quality in Higher Vocational colleges, the theoretical model mainly includes "double-qualified" teachers in Higher Vocational colleges. The structure and connotation of teachers'professional quality mainly include lofty professional ethics, advanced educational concept, rich professional knowledge, skilled professional ability and high-quality professional service. In the second chapter, this study uses empirical research method, that is, guided by the theoretical model of "double-qualified" teachers' professional quality in Higher Vocational colleges, to compile questionnaires. And interview outline, using questionnaire survey method and interview method to study the status quo of professional quality of "double-qualified" teachers in Higher Vocational colleges, through the empirical study of the professional quality of "double-qualified" teachers in some higher vocational colleges, truly reveals the current situation and problems of "double-qualified" teachers in Higher Vocational colleges. The third chapter mainly explores the low professional quality of "double-qualified" teachers in Higher Vocational colleges. According to the results of the empirical study in the second chapter, the author discusses the national policy, system, vocational colleges, "double-qualified" teachers and other aspects of their own problems, and its reasons are explained in depth. The fourth chapter, on the basis of the analysis of the reasons in the third chapter, mainly discusses the strategies to improve the professional quality of teachers in Higher Vocational colleges. The characteristics of the "double-qualified" teacher professional standards; the establishment of higher vocational education "double-qualified" teacher professional development system; improve vocational colleges "double-qualified" teacher pre-service training system; school-enterprise cooperation in training vocational colleges "double-qualified" teachers; Vocational Colleges "double-qualified" teachers continue to seek self-renewal and promotion.
【学位授予单位】：辽宁师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G715.1
本文编号：2225600
[Abstract]:The development of higher vocational education is an important measure to enhance the competitiveness of our country, and the construction of teachers is a key link in the development of Higher Vocational education. At present, the professional quality of "double-qualified" teachers in Higher Vocational Colleges in China is not in the name of reality, which restricts the development of Higher Vocational colleges, affects the connotation of Higher Vocational education, seriously restricts the improvement of teaching quality, affects the in-depth development of educational reform, and affects the promotion of talent competitiveness in China. Based on the professional quality theory of "double-qualified" teachers in Higher Vocational colleges, this paper selects "double-qualified" teachers in Guangdong, Shandong, Jiangsu, Liaoning, Tianjin and other provinces and municipalities as the research objects, and carries out the investigation and interview by using the methods of questionnaire and interview. The second part is the main part of the survey. The interviewees are "double-qualified" teachers majoring in business English, computer network technology, applied electronics, art design and so on. The outline includes 17 questions. This paper is divided into five chapters. Introduction. This chapter first focuses on the basis of the topic: the state will vigorously develop higher vocational education as an important measure to enhance competitiveness; the construction of teachers is a key link in the development of Higher Vocational education; to enhance the professional quality of "double-qualified" teachers in Higher Vocational colleges is the core of the construction of teachers. The author expounds the purpose and significance of the study, that is, to solve the practical problems faced by the construction of higher vocational education teachers, and to explain and expand the theory of professional development of vocational education teachers through systematic research. This paper sorts out the relevant literature on the professional quality of "double-qualified" teachers in Vocational colleges, divides the research process of "double-qualified" teachers in Vocational Colleges into three stages: gestation stage, initial stage and development stage, and summarizes the characteristics of the research on the professional quality of "double-qualified" teachers in Vocational Colleges in China. The first chapter defines the differences between higher vocational education and secondary vocational education in terms of training objectives, teaching characteristics, training objects and curriculum characteristics. Specialty, confirm that "double-qualified" teachers'profession in higher vocational colleges is a profession, and on the basis of explaining the professional characteristics of "double-qualified" teachers in Higher Vocational colleges, according to various educational laws and regulations, government policy documents, construct the theoretical model of "double-qualified" teachers' professional quality in Higher Vocational colleges, the theoretical model mainly includes "double-qualified" teachers in Higher Vocational colleges. The structure and connotation of teachers'professional quality mainly include lofty professional ethics, advanced educational concept, rich professional knowledge, skilled professional ability and high-quality professional service. In the second chapter, this study uses empirical research method, that is, guided by the theoretical model of "double-qualified" teachers' professional quality in Higher Vocational colleges, to compile questionnaires. And interview outline, using questionnaire survey method and interview method to study the status quo of professional quality of "double-qualified" teachers in Higher Vocational colleges, through the empirical study of the professional quality of "double-qualified" teachers in some higher vocational colleges, truly reveals the current situation and problems of "double-qualified" teachers in Higher Vocational colleges. The third chapter mainly explores the low professional quality of "double-qualified" teachers in Higher Vocational colleges. According to the results of the empirical study in the second chapter, the author discusses the national policy, system, vocational colleges, "double-qualified" teachers and other aspects of their own problems, and its reasons are explained in depth. The fourth chapter, on the basis of the analysis of the reasons in the third chapter, mainly discusses the strategies to improve the professional quality of teachers in Higher Vocational colleges. The characteristics of the "double-qualified" teacher professional standards; the establishment of higher vocational education "double-qualified" teacher professional development system; improve vocational colleges "double-qualified" teacher pre-service training system; school-enterprise cooperation in training vocational colleges "double-qualified" teachers; Vocational Colleges "double-qualified" teachers continue to seek self-renewal and promotion.
【学位授予单位】：辽宁师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G715.1
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