本文關(guān)鍵詞： 農(nóng)村 農(nóng)村職業(yè)教育 農(nóng)村職業(yè)教育政策　出處：《陜西師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：農(nóng)村職業(yè)教育是與“三農(nóng)”問題緊密相關(guān)的教育,而農(nóng)村職業(yè)教育的良好發(fā)展需要通過政策的支持,政策對(duì)農(nóng)村職業(yè)教育發(fā)展進(jìn)行著指導(dǎo)和規(guī)范,決定著我國農(nóng)村職業(yè)教育的發(fā)展方向。因此,進(jìn)行政策研究,認(rèn)識(shí)和理解政策中不同表達(dá)和內(nèi)在涵義對(duì)更好的規(guī)范和實(shí)施農(nóng)村職業(yè)教育至關(guān)重要。而現(xiàn)階段我國農(nóng)村職業(yè)教育政策的研究都缺乏深層次的剖析,不能很好的反映我國農(nóng)村職業(yè)教育政策的發(fā)展?fàn)顩r。因此,本研究通過“編碼”分析,通過對(duì)政策核心內(nèi)容進(jìn)行逐級(jí)的歸納、總結(jié),力求能夠更加清晰的呈現(xiàn)我國農(nóng)村職業(yè)教育政策的特征、內(nèi)涵及變遷過程。 為了理清我國農(nóng)村職業(yè)教育政策的變遷過程,本研究將我國農(nóng)村職業(yè)教育政策的發(fā)展分為三個(gè)時(shí)期,第一階段從1978年到1990年,第二階段從1991年到2001年,第三階段由2002年至今。借用“扎根理論”主要的研究方法“編碼”分析的方法對(duì)三個(gè)階段主要的農(nóng)村職業(yè)教育政策文本進(jìn)行逐級(jí)分析。 本研究通過一級(jí)編碼將三個(gè)階段的農(nóng)村職業(yè)教育政策中所涉及的核心內(nèi)容全部挑選出來,為二級(jí)編碼的歸納總結(jié)做好準(zhǔn)備。通過二級(jí)編碼將一級(jí)編碼的核心內(nèi)容納入八個(gè)概念類屬中,包括農(nóng)村職業(yè)教育的管理機(jī)構(gòu)、教育組織、相關(guān)個(gè)人、教育資源、教育權(quán)力、教育權(quán)利和機(jī)會(huì)、教育制度和教育活動(dòng)八個(gè)方面。通過三級(jí)編碼將二級(jí)編碼的概念類屬進(jìn)一步歸納為三個(gè)核心概念類屬,包括農(nóng)村職業(yè)教育政策活動(dòng)主體、農(nóng)村職業(yè)教育政策涉及的問題和其他。在各階段獨(dú)立“編碼”分析之后,對(duì)三個(gè)階段的農(nóng)村職業(yè)教育政策的變遷進(jìn)行全面的梳理,對(duì)三個(gè)階段的分析結(jié)果進(jìn)行歸納和比較。并從我國經(jīng)濟(jì)的發(fā)展、社會(huì)的發(fā)展、教育自身的發(fā)展及教育政策價(jià)值取向的變化這四個(gè)方面探索我國農(nóng)村職業(yè)教育政策變遷的原因。 本文對(duì)改革開放以來農(nóng)村職業(yè)教育政策歸納分析的過程中,一方面看到了我國農(nóng)村職業(yè)教育政策在不斷完善,管理體制逐漸明確,教育制度逐漸完善、教育資源不斷豐富、教育機(jī)會(huì)不斷增多,對(duì)農(nóng)村職業(yè)教育的發(fā)展給予了極大的關(guān)注和支持,對(duì)我國農(nóng)村職業(yè)教育事業(yè)的發(fā)展意義重大。另一方面也發(fā)現(xiàn)了農(nóng)村職業(yè)教育政策存在的問題,需要繼續(xù)進(jìn)行變革和改善。因此,本研究針對(duì)我國現(xiàn)階段農(nóng)村職業(yè)教育政策的不足,對(duì)農(nóng)村職業(yè)教育政策進(jìn)行了未來走向分析,為政策的發(fā)展和完善提供方向。相信通過政策的不斷的完善,我國農(nóng)村職業(yè)教育會(huì)越辦越好。
[Abstract]:Rural vocational education is closely related to the problems of agriculture, countryside and farmers, and the good development of rural vocational education needs the support of policies, which guide and standardize the development of rural vocational education. It determines the development direction of rural vocational education in China. Therefore, policy research is carried out. It is very important to recognize and understand the different expressions and inner meanings of the policy to better standardize and implement the rural vocational education. However, at present, the research of rural vocational education policy in our country is lack of deep analysis. It can not reflect the development of rural vocational education policy. Therefore, this study through the "code" analysis, through the policy core content of induction, summary. Strive to be able to more clearly present the characteristics of rural vocational education policy, connotation and vicissitude process. In order to clarify the changing process of rural vocational education policy, this study divides the development of rural vocational education policy into three periods, the first stage from 1978 to 1990. The second phase is from 1991 to 2001. The third stage is from 2002 to now. By using the method of "coding", the main research method of "rooted theory" is used to analyze the policy texts of rural vocational education in three stages step by step. In this study, the three stages of rural vocational education policy involved in the core content is selected by the first level coding. Through the second level coding, the core content of the first level code will be incorporated into the eight concept categories, including rural vocational education management institutions, education organizations, relevant individuals, educational resources. Education power, educational rights and opportunities, education system and educational activities. Through the three-level coding, the concept category of secondary coding is further classified into three core concept categories. Including rural vocational education policy activities, rural vocational education policy issues and other. After each stage of independent "coding" analysis. The three stages of rural vocational education policy changes in a comprehensive comb, the three stages of the analysis of the results are summarized and compared. And from the economic development of China, social development. The development of education itself and the change of educational policy value orientation are four aspects to explore the reasons for the change of rural vocational education policy in China. In the process of summing up and analyzing the rural vocational education policy since the reform and opening up, on the one hand, I see that the rural vocational education policy in our country is constantly improving, the management system is gradually clear, and the education system is gradually improving. With the increasing of educational resources and opportunities, great attention and support have been paid to the development of rural vocational education. It is of great significance to the development of rural vocational education in China. On the other hand, the problems of rural vocational education policy are found, which need to continue to change and improve. This study aims at the deficiency of rural vocational education policy at present in our country, and analyzes the future trend of rural vocational education policy, and provides the direction for the development and perfection of the policy. I believe that through the continuous improvement of the policy. China's rural vocational education will be better and better.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G719.2

【引證文獻(xiàn)】

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1 夏蕾;;新世紀(jì)以來我國農(nóng)村職業(yè)教育政策研究綜述[J];職教通訊;2013年10期

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1 馬莉娟;普惠性幼兒園建設(shè)的問題研究[D];西南大學(xué);2013年

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本文編號(hào)：1448714