本文選題：高職院校 + 教師��； 參考：《河北師范大學》2013年碩士論文

【摘要】：高等職業(yè)教育是我國高等教育體系的重要組成部分，也是我國職業(yè)教育體系的重要組成部分，近幾年高等職業(yè)教育呈現(xiàn)出前所未有的發(fā)展勢頭，高等職業(yè)院校數(shù)、在校生人數(shù)和畢業(yè)生人數(shù)持續(xù)增長，其規(guī)模已占普通高等教育的一半左右，以就業(yè)為導向，切實深化高等職業(yè)教育改革是滿足我國社會發(fā)展和經(jīng)濟建設(shè)的需要。作為高職院校這樣一個以培養(yǎng)應用能力、技術(shù)型人才為主的院校，對教師的要求除了應該具備普通高校教師具備的基本素質(zhì)外，具有較強的專業(yè)實踐技能的“雙師素質(zhì)”便是對高職教師的特殊要求。 筆者通過查閱文獻和解讀學院的相關(guān)文件，通過調(diào)查問卷和訪談，首先淺談高職院校教師專業(yè)素質(zhì)的建構(gòu)。然后通過對資料的匯總了解高職院校教師的專業(yè)素質(zhì)現(xiàn)狀，對現(xiàn)狀進行深刻的分析，總結(jié)高職院校教師專業(yè)素質(zhì)發(fā)展面臨的問題：教師專業(yè)素質(zhì)發(fā)展管理體系尚不健全；教師對高職院校的特殊性和學習的重要性認識不夠；學習效果不理想，對模塊發(fā)展的實施落實不夠；缺乏對教師溝通，，學習內(nèi)容和教師所需不夠吻合；參與學習的目標定位不明確，學習態(tài)度比較隨意；缺乏考核制度和激勵政策，學習后欠總結(jié)等。要想解決以上這些問題，就必須建立一套有效的發(fā)展機制和組織實施辦法以及發(fā)展策略。 本課題研究的重點就在于研究一套適合高職院校教師專業(yè)素質(zhì)發(fā)展的模式。在模式的創(chuàng)新方面考慮了發(fā)展原則、機制建立和組織實施。原則上考慮“適應性原則”、“系統(tǒng)性原則”、“常規(guī)性原則”、“發(fā)展性原則”。在機制的建立方面考慮“建立促進教師發(fā)展的相關(guān)政策、評價和激勵機制”；“加強合作型教師文化建設(shè)，建立團隊培養(yǎng)機制”；“分配好經(jīng)費，保障發(fā)展工作的順利實施”；“學院要加強對外基地建設(shè)，發(fā)揮其主體功能”等。在發(fā)展模式創(chuàng)新方面，結(jié)合調(diào)查問卷所體現(xiàn)的問題，建立了“校本發(fā)展模式”、“深入企業(yè)進行崗位實踐模式”、“教師自主學習模式”等。最后提出了檢驗教師學習效果的評價方式，一是“利用企業(yè)專家進行考核評價”；二是“利用學生評教進行考核評價”；三是“職能部門和督查組的考核評價”；四是“演講匯報與實踐觀摩課相結(jié)合的考核評價”。 總之，高職院校教師專業(yè)素質(zhì)的提升是一項涉及師資隊伍建設(shè)，涉及學院發(fā)展的一項重要工程。必須站在為社會提供高素質(zhì)人才的高度，建立健全的發(fā)展保障體系，構(gòu)建符合高職教師特點的發(fā)展模式，針對不同專業(yè)需求和教師不同能力水平設(shè)計有針對性的發(fā)展計劃，科學選擇不同的發(fā)展方式，建立行之有效的發(fā)展考評機制，才能保障高職院校教師專業(yè)素質(zhì)的提升，保障高職院校健康發(fā)展。
[Abstract]:Higher vocational education is an important part of our country's higher education system, and it is also an important part of our country's vocational education system. In recent years, higher vocational education has shown unprecedented development momentum. The number of students in school and the number of graduates continue to increase, and its scale has already accounted for about half of the general higher education. Therefore, it is necessary to deepen the reform of higher vocational education to meet the needs of social development and economic construction in our country by taking employment as the guide and deepening the reform of higher vocational education. As a college of higher vocational education, which focuses on the cultivation of applied ability and technical talents, teachers should be required to possess the basic qualities of teachers in colleges and universities. The "double teachers' quality" with strong professional practical skills is the special requirement for higher vocational teachers. The author first discusses the construction of the teachers' professional quality in higher vocational colleges by consulting the literature and interpreting the relevant documents of the college and through the questionnaire and interview. Then through the collection of information to understand the status quo of teachers' professional quality in higher vocational colleges, the author makes a profound analysis of the present situation, and summarizes the problems facing the development of teachers' professional quality in higher vocational colleges: the management system of teachers' professional quality development is not perfect; Teachers' understanding of the particularity and importance of learning in higher vocational colleges is not enough; the effect of learning is not ideal and the implementation of module development is not enough; The goal of participation in learning is not clear, learning attitude is casual, lack of evaluation system and incentive policy, and lack of summary after learning. In order to solve these problems, we must establish an effective development mechanism, organizational implementation methods and development strategies. The focus of this research is to study a suitable model for the development of teachers' professional quality in higher vocational colleges. In the innovation of the model, the principle of development, the establishment of mechanism and the organization of implementation are taken into account. The principle of adaptability, the principle of systematization, the principle of tradition, and the principle of development are considered in principle. In the aspect of establishing mechanism, we should consider "establishing relevant policies, evaluation and incentive mechanism to promote teachers' development", "strengthening the construction of cooperative teacher culture and establishing team training mechanism", "allocating funds well to ensure the smooth implementation of development work"; The college should strengthen the construction of foreign base and give play to its main function. In the aspect of innovation of development model, combining with the problems reflected by questionnaire, the author has established "school-based development model", "deep enterprise post practice mode", "teacher autonomous learning model" and so on. Finally, the paper puts forward the evaluation methods of teachers' learning effect, one is "using enterprise experts for evaluation", the other is "making use of students' evaluation and evaluation", the third is "the assessment of functional departments and inspection teams"; The fourth is the examination and evaluation of the combination of lecture report and practical observation class. In a word, the improvement of teachers' professional quality in higher vocational colleges is an important project involving the construction of teachers and the development of colleges. We must stand at the height of providing high quality talents for the society, set up a sound development guarantee system, construct a development model that accords with the characteristics of higher vocational teachers, and design a targeted development plan according to different professional needs and different ability levels of teachers. Scientific choice of different development modes and establishment of an effective development appraisal mechanism can ensure the improvement of teachers' professional quality and the healthy development of higher vocational colleges.
【學位授予單位】：河北師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G715.1

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