本文關(guān)鍵詞： 職業(yè)教育 教師教育 專業(yè)課教師 專業(yè)發(fā)展學(xué)校 “三方”合作　出處：《河北科技師范學(xué)院》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：社會(huì)經(jīng)濟(jì)的可持續(xù)發(fā)展，必須依靠產(chǎn)業(yè)結(jié)構(gòu)的升級(jí)換代和技術(shù)的革新。傳統(tǒng)產(chǎn)業(yè)與新型產(chǎn)業(yè)的興衰更替，更多依賴于人力資源，依賴于對(duì)新技術(shù)的運(yùn)用和勞動(dòng)者的綜合素質(zhì)。這就對(duì)職業(yè)教育，尤其是職教專業(yè)課教師提出了更高的要求。要求職教專業(yè)課教師不僅具有豐富的專業(yè)理論知識(shí)，而且還應(yīng)具備嫻熟的教育教學(xué)技能、熟練的生產(chǎn)操作技能以及有效指導(dǎo)學(xué)生從事生產(chǎn)實(shí)踐活動(dòng)的能力。即必須是學(xué)術(shù)性、師范性和技術(shù)性三性融合、三位一體。然而，目前我國職教教師教育機(jī)構(gòu)仍沿用傳統(tǒng)的“大學(xué)主導(dǎo)型”教育模式——以大學(xué)為中心，僅關(guān)注專業(yè)理論知識(shí)建構(gòu)，忽視實(shí)踐能力提升，導(dǎo)致難以培養(yǎng)出滿足職業(yè)教育所需的專業(yè)課教師。因此，，必須變革這種傳統(tǒng)的職教教師教育模式。 研究分別從課程方案、課程內(nèi)容選擇與組織、實(shí)踐教學(xué)體系以及實(shí)踐教學(xué)的管理和評(píng)價(jià)等方面分析了職教專業(yè)課教師職前教育中存在的問題及其成因；運(yùn)用文獻(xiàn)研究法，系統(tǒng)梳理了PDS教師教育模式所取得的經(jīng)驗(yàn)。針對(duì)職教專業(yè)課教師的特點(diǎn)，借鑒德國“雙元制”及澳大利亞TAFE學(xué)院職教教師教育經(jīng)驗(yàn)，并根植于美國PDS模式及英國TPS模式，結(jié)合我國職教教師培養(yǎng)的趨勢，提出了職教專業(yè)課教師的教育模式——職教專業(yè)課教師專業(yè)發(fā)展學(xué)校，即STPDS模式。職教專業(yè)課教師專業(yè)發(fā)展學(xué)校與普通教師專業(yè)發(fā)展學(xué)校的最大不同在于除了有職業(yè)院校參與外，還需由企事業(yè)單位的介入，從而突破了僅由職教教師教育機(jī)構(gòu)培養(yǎng)職業(yè)教育師資的封閉型模式，積極推進(jìn)職教專業(yè)課教師培養(yǎng)社會(huì)化，充分整合職教教師教育機(jī)構(gòu)（包括職技高師、普通師范院校和重點(diǎn)工科大學(xué)附設(shè)的職教師資培養(yǎng)基地等）、企業(yè)（職業(yè)院校畢業(yè)生就業(yè)機(jī)構(gòu)，包括行業(yè)協(xié)會(huì)）和職業(yè)院校（中等職業(yè)學(xué)校、高等職業(yè)學(xué)院）三方資源，充分發(fā)揮三方各自力量，共同為職業(yè)教育培養(yǎng)專業(yè)課教師，真正實(shí)現(xiàn)理論和實(shí)踐的融合。在合作過程中，職教教師教育機(jī)構(gòu)是主導(dǎo)，組織、策劃、協(xié)調(diào)、引領(lǐng)三方的合作。這種模式不僅對(duì)職教教師教育機(jī)構(gòu)的教育教學(xué)有促進(jìn)作用，可以提高職教師范生的專業(yè)素質(zhì)和培養(yǎng)質(zhì)量，而且能促進(jìn)職業(yè)院校的改革和企業(yè)的生產(chǎn)經(jīng)營，實(shí)現(xiàn)大學(xué)、職業(yè)院校、企業(yè)三方共贏。 本文系統(tǒng)闡述了STPDS的目標(biāo)與職能、合作伙伴、活動(dòng)內(nèi)容、辦學(xué)條件及實(shí)施方式，并分析了STPDS的特點(diǎn)及其存在的潛在問題。旨在探索職教專業(yè)課教師教育有效模式，為我國職教專業(yè)課教師專業(yè)發(fā)展提供借鑒和參考，進(jìn)而引領(lǐng)我國職教教師的專業(yè)發(fā)展。
[Abstract]:The sustainable development of social economy must depend on the upgrading of industrial structure and technological innovation. The rise and fall of traditional and new industries depend more on human resources. Depending on the application of the new technology and the comprehensive quality of the laborer, it puts forward higher requirements to the vocational education, especially to the professional teachers of vocational education. Moreover, they should also have skilled teaching and education skills, skilled production operation skills and the ability to effectively instruct students to engage in practical production activities. That is, they must be academic, teacher-training and technologically integrated. At present, the vocational education institutions of our country still follow the traditional "university-oriented" educational model, which focuses on the construction of professional theoretical knowledge and neglects the improvement of practical ability. As a result, it is difficult to cultivate professional teachers to meet the needs of vocational education. Therefore, it is necessary to change this traditional mode of vocational teacher education. This paper analyzes the problems and causes of pre-service education of vocational education teachers from the aspects of curriculum plan, course content selection and organization, practical teaching system, management and evaluation of practical teaching, etc. This paper systematically combs the experience of PDS teacher education model. According to the characteristics of vocational education teachers, the author draws lessons from German "dual system" and Australian TAFE College vocational education experience, and is rooted in the American PDS model and the British TPS model. Combined with the trend of vocational education teacher training in our country, this paper puts forward the educational model of vocational education professional teacher-vocational education professional teacher professional development school. That is, STPDS mode. The biggest difference between professional teacher development school of vocational education and that of ordinary teacher professional development school is that in addition to the participation of vocational colleges and universities, it also needs the intervention of enterprises and institutions. Therefore, it breaks through the closed mode of training vocational education teachers only by vocational teachers' educational institutions, actively promotes the socialization of vocational teachers' training, and fully integrates vocational teachers' educational institutions (including vocational and technical teachers' colleges). Vocational teacher training bases attached to general normal colleges and key engineering universities, and tripartite resources for enterprises (employment agencies for graduates of vocational colleges, including trade associations) and vocational colleges (secondary vocational schools, higher vocational colleges), Give full play to the respective forces of the three parties, jointly train professional teachers for vocational education, and truly realize the integration of theory and practice. In the process of cooperation, vocational teacher education institutions are leading, organizing, planning and coordinating, This model can not only promote the education and teaching of vocational education teachers, but also improve the professional quality and training quality of vocational education teachers, and promote the reform of vocational colleges and the production and management of enterprises. Realize the university, vocational college, enterprise three-party win-win. This paper systematically expounds the objectives and functions, partners, activities, running conditions and implementing methods of STPDS, and analyzes the characteristics and potential problems of STPDS. The purpose of this paper is to explore the effective mode of teacher education in vocational education. It provides reference and reference for the professional development of vocational education teachers in our country, and then leads the professional development of vocational education teachers in our country.
【學(xué)位授予單位】：河北科技師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G715.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 屈書杰;美國的教師職業(yè)發(fā)展學(xué)校[J];比較教育研究;2000年04期

2 黃雪娜,許明;專業(yè)發(fā)展學(xué)校與美國教師教育的發(fā)展[J];福建師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2002年04期

3 周月朗;;高校教師校本培訓(xùn)的缺失與重建[J];湖南社會(huì)科學(xué);2006年03期

4 毛新勇;專業(yè)發(fā)展學(xué)校在教師教育中應(yīng)用的個(gè)案分析——美國三一大學(xué)的教學(xué)碩士(MAT)培養(yǎng)方案的評(píng)估[J];高等師范教育研究;1999年01期

5 羅華玲;周雪梅;;美國教師專業(yè)發(fā)展學(xué)校(PDS)成功經(jīng)驗(yàn)對(duì)我國教師教育改革的啟示[J];繼續(xù)教育研究;2007年05期

6 左健民,張麗娟;產(chǎn)學(xué)研合作教育的比較研究[J];江蘇高教;2002年05期

7 馮建軍;跨越教育理論研究者與教師間的鴻溝[J];教育理論與實(shí)踐;1997年02期

8 徐娟;;英國教師伙伴學(xué)校的發(fā)展、特點(diǎn)及啟示[J];世界教育信息;2007年03期

9 劉麗群;鄧花;;論英國教師伙伴學(xué)校運(yùn)行機(jī)制[J];課程教學(xué)研究;2012年04期

10 鄭友訓(xùn);論教師專業(yè)發(fā)展學(xué)校與新教師的專業(yè)成長[J];遼寧教育研究;2003年08期

本文編號(hào)：1533155