现代职业教育体系视域下澳大利亚资格框架制度研究
发布时间：2019-04-25 13:45
【摘要】：现代职业教育体系的构建是职业教育改革发展与质量提升的制度保障,是经济结构转型与科技产业升级的必然要求。然而,以“产教融合、职普融通、终身学习”为核心要素的现代职业教育体系的构建遭遇巨大障碍:一是劳动力市场的“用工荒”和职业教育学生“就业难”的二重悖论,二是职业教育与普通教育的不融通,职业教育沦为“二流”教育,三是职业教育止步于专科层次,学习渠道的不畅通,成为“断头”教育。破解这些难题的有效途径之一就是进行制度创新,建立健全支持现代职业教育体系建构的制度体系,而其中国家资格框架制度建设是这一制度设计的基础。目前我国尚未建立系统完整的国家资格框架,现行的职业资格证书制度存在诸多弊端,无法满足我国现代职业教育体系构建的制度要求。纵观世界发达国家的现代职业教育体系发展历程,国家资格框架制度的构建是其共同选择和发展趋势,其中,最为具有代表性和可借鉴性的是澳大利亚资格框架制度。那么,澳大利亚资格框架制度是在怎样的时代背景下产生的?它的目标、内容和运行机制如何?在其现代职业教育体系中发挥着怎样的作用和价值?它对我国现代职业教育体系建设有何借鉴?本文基于现代职业教育体系建设视角,运用文献分析法、历史分析法及比较研究法对澳大利亚资格框架进行文本的解读和深层剖析。第一,运用结构功能理论解析现代职业教育体系的内涵和核心特征,即产教融合、职普融通、终身学习,并以此为观测点来审视澳大利亚资格框架在其现代职业教育体系中的作用和价值。第二,返本溯源地对澳大利亚资格框架的历史发展进行阐,解析了澳大利亚资格框架制度形成的动因。根据其发展过程中的不同特点将其分为萌芽期(1995年之前)、初创期(1995-2004年)、发展变革期(2005-2010年)和成熟期(2011-至今)四个阶段。在此基础上,对澳大利亚资格框架的宗旨和目标、等级和维度、资格类型等内容以及其运行机制进行了探察。第三,在追索历史与现实分析的基础上,厘清了支撑澳大利亚资格框架的理论基础和核心理念,即终身学习理念、新职业主义教育观、多元智能理论、人本主义经验学习理论、学习成果导向和能力本位观。第四,基于现代职业教育体系视域,解析澳大利亚资格框架的作用和价值。并发现,在国家资格框架体系下,澳大利亚建构了三位一体的现代职业教育体系,即:以政府引领和行业主导为基础,以需求导向和能力本位的课程设置为核心,以实践驱动和环境优化的教学实施为关键,以严格准入和规范培训的师资为保障,实现“产教融合”,增强职业教育体系的“适应性”;以资格证书衔接、课程衔接和学分衔接为载体,实现了“职普融通”,推进职业教育体系的“衔接性”;以对非正规、非正式学习认定的“先前学习认可”为纽带,实现了职业教育终身学习渠道的畅通,促进职业教育体系的“开放性”。最后,借鉴澳大利亚资格框架的经验,反观我国现行职业资格证书制度的发展历程、现状及面临的问题,从现代职业教育体系建设的视角,对我国国家资格框架构提出若干设想。从理念层面,要以终身学习和人本主义理念为指导,树立大职业教育观、学习成果导向、能力本位的观念。在实践层面,制定国家资格框架法,完善相关法律法规;建立国家统一的资格体系管理制度,保障资格证书的权威性;畅通各级各类证书间的沟通和衔接,促进职普融通;发挥行业企业在资格证书制定中的主导作用和学校的主体作用,深化产教融合;扩大资格框架覆盖范围,认可学习者的先前学习,畅通终身学习渠道;逐渐增强国家资格框架的国际化程度。
[Abstract]:The construction of the modern vocational education system is the system guarantee of the development and quality improvement of the vocational education reform, which is the inevitable requirement of the transformation of the economic structure and the upgrading of the science and technology industry. However, the construction of the modern vocational education system taking "the integration of the production and education, the post-service and the lifelong learning" as the core factor has encountered great obstacles: one is the double paradox of the "labor shortage" of the labor market and the "difficulty in employment" of the vocational education students, the second is the non-accommodation of the vocational education and the general education, the vocational education is reduced to the "two-flow" education, Third, vocational education stops at the specialized level, the learning channel is not smooth, becomes the "decapitation" education. One of the effective ways to solve these problems is to carry on the system innovation, establish and perfect the system system supporting the construction of the modern vocational education system, and the construction of the national qualification framework is the basis of this system design. At present, our country has not set up a complete national qualification framework, and the current professional qualification certificate system has many disadvantages and can't meet the system requirements of the construction of modern vocational education system in our country. In view of the development of the modern vocational education system in the developed countries of the world, the construction of the national qualification framework system is its common choice and development trend, among which, the most representative and reference is the Australian qualification framework system. So, what's the background of the Australian qualification framework? What is its object, content, and operational mechanism? What role and value play in its modern vocational education system? What is the reference to the construction of modern vocational education system in China? This paper, based on the construction of modern vocational education system, uses the literature analysis method, the history analysis method and the comparative method to interpret and deeply analyze the Australian qualification framework. First, the structure function theory is used to analyze the connotation and core characteristics of the modern vocational education system, namely, the integration of production and education, the service and the lifelong learning, and the role and value of the Australian qualification framework in its modern vocational education system. Secondly, the paper analyzes the historical development of the Australian qualification framework, and analyzes the reasons for the formation of the Australian qualification framework system. According to the different characteristics of its development, it is divided into four stages: the bud period (before 1995), the initial period (1995-2004), the development change period (2005-2010) and the mature period (2011-to-date). On this basis, the purpose and goal, grade and dimension of the qualification framework of Australia and its operation mechanism are explored. Third, on the basis of the historical and realistic analysis of the recourse, the theoretical basis and the core idea of supporting the Australian qualification framework are clarified, that is, the life-long learning idea, the new professional education concept, the multi-intelligence theory, the humanism experience learning theory, the learning result orientation and the ability-based view. Fourth, based on the view of the modern vocational education system, the role and value of the Australian qualification framework are analyzed. It has been found that under the framework of national qualification, Australia has constructed a trinity of modern vocational education system, namely, on the basis of government-led and industry-led curriculum, with demand-oriented and competency-based curriculum as the core, and to implement the teaching and implementation of driving and environment optimization as the key. The "adaptability" of the "the integration of production and education" and the vocational education system is realized by using the qualified teachers with strict access and standard training as the guarantee, the "P & P" of the "cohesion" and the promotion of the vocational education system is realized through the connection of the qualification certificate, the link of the course and the credit connection as the carrier, The "previous learning and approval" of the informal learning and determination is the link, which realizes the smooth of the lifelong learning channel of the vocational education and promotes the "open-label" of the vocational education system. Finally, from the experience of the Australian qualification framework, the development course, the present situation and the problems of the current professional qualification certificate system in our country are reflected, and a number of ideas are put forward from the perspective of the construction of the modern vocational education system. Based on the concept of life-long learning and humanism, we should set up the concept of great vocational education view, learning result orientation and ability standard. At the practical level, the national qualification framework law is developed, relevant laws and regulations are improved, the national unified qualification system management system is established, the authority of the qualification certificate is guaranteed, the communication and the connection between various types of certificates at all levels are unblocked, and the service is promoted; Give full play to the leading role of the industry enterprise in the development of qualification certificate and the main role of the school, deepen the integration of production and education, expand the coverage of the qualification framework, recognize the learner's previous study, clear the channel of lifelong learning, and gradually enhance the degree of internationalization of the national qualification framework.
【学位授予单位】：陕西师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G719.611
，
本文编号：2465164
[Abstract]:The construction of the modern vocational education system is the system guarantee of the development and quality improvement of the vocational education reform, which is the inevitable requirement of the transformation of the economic structure and the upgrading of the science and technology industry. However, the construction of the modern vocational education system taking "the integration of the production and education, the post-service and the lifelong learning" as the core factor has encountered great obstacles: one is the double paradox of the "labor shortage" of the labor market and the "difficulty in employment" of the vocational education students, the second is the non-accommodation of the vocational education and the general education, the vocational education is reduced to the "two-flow" education, Third, vocational education stops at the specialized level, the learning channel is not smooth, becomes the "decapitation" education. One of the effective ways to solve these problems is to carry on the system innovation, establish and perfect the system system supporting the construction of the modern vocational education system, and the construction of the national qualification framework is the basis of this system design. At present, our country has not set up a complete national qualification framework, and the current professional qualification certificate system has many disadvantages and can't meet the system requirements of the construction of modern vocational education system in our country. In view of the development of the modern vocational education system in the developed countries of the world, the construction of the national qualification framework system is its common choice and development trend, among which, the most representative and reference is the Australian qualification framework system. So, what's the background of the Australian qualification framework? What is its object, content, and operational mechanism? What role and value play in its modern vocational education system? What is the reference to the construction of modern vocational education system in China? This paper, based on the construction of modern vocational education system, uses the literature analysis method, the history analysis method and the comparative method to interpret and deeply analyze the Australian qualification framework. First, the structure function theory is used to analyze the connotation and core characteristics of the modern vocational education system, namely, the integration of production and education, the service and the lifelong learning, and the role and value of the Australian qualification framework in its modern vocational education system. Secondly, the paper analyzes the historical development of the Australian qualification framework, and analyzes the reasons for the formation of the Australian qualification framework system. According to the different characteristics of its development, it is divided into four stages: the bud period (before 1995), the initial period (1995-2004), the development change period (2005-2010) and the mature period (2011-to-date). On this basis, the purpose and goal, grade and dimension of the qualification framework of Australia and its operation mechanism are explored. Third, on the basis of the historical and realistic analysis of the recourse, the theoretical basis and the core idea of supporting the Australian qualification framework are clarified, that is, the life-long learning idea, the new professional education concept, the multi-intelligence theory, the humanism experience learning theory, the learning result orientation and the ability-based view. Fourth, based on the view of the modern vocational education system, the role and value of the Australian qualification framework are analyzed. It has been found that under the framework of national qualification, Australia has constructed a trinity of modern vocational education system, namely, on the basis of government-led and industry-led curriculum, with demand-oriented and competency-based curriculum as the core, and to implement the teaching and implementation of driving and environment optimization as the key. The "adaptability" of the "the integration of production and education" and the vocational education system is realized by using the qualified teachers with strict access and standard training as the guarantee, the "P & P" of the "cohesion" and the promotion of the vocational education system is realized through the connection of the qualification certificate, the link of the course and the credit connection as the carrier, The "previous learning and approval" of the informal learning and determination is the link, which realizes the smooth of the lifelong learning channel of the vocational education and promotes the "open-label" of the vocational education system. Finally, from the experience of the Australian qualification framework, the development course, the present situation and the problems of the current professional qualification certificate system in our country are reflected, and a number of ideas are put forward from the perspective of the construction of the modern vocational education system. Based on the concept of life-long learning and humanism, we should set up the concept of great vocational education view, learning result orientation and ability standard. At the practical level, the national qualification framework law is developed, relevant laws and regulations are improved, the national unified qualification system management system is established, the authority of the qualification certificate is guaranteed, the communication and the connection between various types of certificates at all levels are unblocked, and the service is promoted; Give full play to the leading role of the industry enterprise in the development of qualification certificate and the main role of the school, deepen the integration of production and education, expand the coverage of the qualification framework, recognize the learner's previous study, clear the channel of lifelong learning, and gradually enhance the degree of internationalization of the national qualification framework.
【学位授予单位】：陕西师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G719.611
，
本文编号：2465164
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