簡介：揚州大學碩士學位論文揚州職業(yè)教育存在的問題及其對策姓名郭銘東申請學位級別碩士專業(yè)公共管理指導教師吳善中20091201DEVELOPEDCOUNTRIESTODRAWLESSONSFROMTHEGOVERNMENTADMINISTRATIONEXPERIENCESOFOTHERCOUNTRIESCANNOTBEUNDERESTIMATEDINORDERTOIMPROVETHEYANGZHOU’SVOCATIONALEDUCMIONMECHANISMBYADOPTINGPUBLICADMINISTRATIONMETHODS，THEIMPENDINGTASKISTOREPOSITIONTHEROLEOFTHEGOVERNMENTINVOCATIONMEDUCATIONTHEREFORE，THETHESISBRINGSFORWARDSUGGESTIONSASHOWTOCARRYOUTNECESSARY，REASONABLE，MODERATEANDEFFECTIVEGOVEMMENTINTERVENTIONTOPROMOTETHEDEVELOPMENTOFVOCATIONMEDUCATIONINYANGZHOUFROMTHEFOLLOWINGSIXASPECTS，OPINIONANDMEDIAGUIDANCE，MACROREGULATION，TEACHERS’ABILITYQUALITYOFSTUDENTS，PUBLICFINANCIALSUPPORT，REASONABLESETOFPROFESSIONANDCONSTRUCTIONOFPRACTICALTRAININGBASEKEYWORDSVOCATIONALEDUCATIONPUBLICGOODSGOVERNMENTINTERVENTION

簡介：隨著信息技術在高等職業(yè)教育中應用的日益廣泛和不斷深入，高等職業(yè)教育信息化的內(nèi)容已經(jīng)逐步從基礎設施的建設轉變?yōu)閿?shù)字化教學資源的建設，數(shù)字化教學資源能為師生的教與學提供一個良好的網(wǎng)絡學習環(huán)境。因此研究和探索適合高等職業(yè)教育特色的教學資源建設方案在提高和改進高等職業(yè)教育教學方法、優(yōu)化教學環(huán)境、提高教學質量等方面都具有十分重要的意義。綜觀目前高等職業(yè)教育的教學資源建設現(xiàn)狀，發(fā)現(xiàn)雖然很多高職院校都建立了自己的教學資源庫，但是很多都沒有遵循教學資源建設的標準，從而造成了資源共享和傳輸?shù)睦щy，在一定程度上阻礙了高等職業(yè)教育信息化的進程。結合我國高等職業(yè)教育的特點，本文提出了依據(jù)中國現(xiàn)代遠程教育標準體系CELTS為標準依據(jù)的高等職業(yè)教育教學資源建設方案。全文共分四個部分，第一部分介紹了教學資源建設方面的相關概念并針對高等職業(yè)教育的特點對目前高等職業(yè)院校在教學資源建設中普遍存在的問題做了分析；第二部分分析了目前國內(nèi)外在教學資源建設方面的相關標準并明確了高等職業(yè)教育中教學資源建設應該遵循的具體標準；第三部分依據(jù)CELTS教學資源建設的相關標準提出了高等職業(yè)教育教學資源建設的總體思想及設計原則并從內(nèi)容、總體結構和系統(tǒng)功能三個方面對高等職業(yè)教育教學資源系統(tǒng)做了分析與設計；第四部分就教學資源建設中的關鍵技術和系統(tǒng)開發(fā)運行環(huán)境做了分析，并針對高等職業(yè)教育中應重點建設的視頻教學資源做了案例分析。

簡介：上海師范大學碩士學位論文特殊職業(yè)教育教師勝任力研究姓名梅玲申請學位級別碩士專業(yè)教育經(jīng)濟與管理指導教師顧榮炎20090301I海師范犬學碩上學位論文ABSTRACTCOMPETENCEISALLINDIVIDUALPOTENTIALCHARACTERISTICSWHICHISRELATEDWITHEFFECTIVEOREXCELLENTJOBPERFORMANCE，ANDCANPREDICTAPERSONSBEHAVIORWHENSOMEBODYWORKINCOMPLEXSITUATIONSANDPLAYSANIMPORTANTROLE，ANDCANCONTINUEFORQUITEALONGTIME，INCLUDINGMOTIVATION，CHARACTERISTICS，SELFCONCEPT，KNOWLEDGEANDSKILLSLYLEMSPENCER，1993COMPETENCEISMENTIONEDFIRSTLYBYPROFESSORMCCLELLANDAT”TESTINGFORCOMPETENCERATHERTHANINTELLIGENCE”IN1973，ITSUGGESTTHATTRADITIONALACADEMICABILITYANDKNOWLEDGEANDSKILLSTESTINGCALLNOTINDICATETHELEVELOFJOBPERFORMANCEANDSUCCESSOFPERSONALCAREERANDALSOEXISTASERIOUSBIASINRACE，GENDERORSOCIOECONOMICSTATUSANDOTHERFACTORSTHEREFORE，HEPROPOSEDTOUSETHEEVALUATIONOFCOMPETENCYTOREPLACETHETRADITIONALMEASUREMENTOFINTELLIGENCECOMPETENCETHEORYCANNOTONLYPROVIDEARELIABLEBASISFORTHEPERSONNELSELECTION，TRAINING，DEVELOPMENTOFORGANIZATION，BUTALSOHAVEGREATSIGNIFICANCETOENHANCETHEPERFORMANCEOFORGANIZATIONSTHEAUTHORSELECTEDFOURSPECIALPRIMARYVOCATIONALSCHOOLTEACHERSINSHANGHAIASTHERESEARCHSUBJECTS，MADEAUTHENTICEXPLORATIONANDRESEARCHONTHECOMPETENCECHARACTERISTICSOFTEACHERSINSPECIALVOCATIONALEDUCATIONBYMEANSOFBEHAVIOREFFECTSINTERVIEWANDQUESTIONNAIREINVESTIGATION，ANDEXPLOREDTHENECESSARYCOMPETENCECHARACTERISTICSWHICHSPECIALVOCATIONALEDUCATIONTEACHERSINOURCOUNTRYMUSTTOHAVETOACHIEVEAHIGHERPERFORMANCETHEFOLLOWINGCONCLUSIONSAREINCLUDED1THESPECIALVOCATIONALEDUCATIONTEACHERSCOMPETENCYINCLUDENINEDIMENSIONSPROFESSIONALETHICS，PROFESSIONALQUALITIES，PERSONALITYTRAITS，INTERPERSONALSKILLS，TEACHINGSTRATEGIES，PSYCHOLOGICALQUALITIES，COGNITIVEABILITYORGANIZATIONALCOMMITMENT，ACHIEVEMENTMOTIVATION2USINGTHECORRELATIONANALYSISBETWEENTHESCORESOFCOMPETENCESELFASSESSMENTQUESTIONNAIREANDTEACHERPERFORMANCE，WEFOUNDTHETWOAREHIGHLYRELATED，ANDTHEQUESTIONNAIRESCORESCOULDDISTINGUISHTHEEXCELLENTANDTHEGENERALTEACHERANDITVERIFYTHATTHEEFFECTIVENESSANDRELIABILITYOFTHECOMPETENCESTRUCTUREOFSPECIALVOCATIONALEDUCATIONTEACHERS3ACCORDINGTOTHERESULTSOFSTATISTICALANALYSIS，SHANGHAISPECIALVOCATIONALEDUCATIONTEACHERS’COMPETENCYISCOMPARATIVELYSATISFACTORYTHESCORESOFPROFESSIONALETHICSANDORGANIZATIONALCOMMITMENTAREHIGHEST，BUTTHESCORESOFPROFESSIONALQUALITIESANDPSYCHOLOGICALQUALITYARETHELOWESTONES；ITEXISTSIGNIFICANTDIFFERENCESBETWEENEXCELLENTTEACHERSANDGENERALTEACHERSINPROFESSIONALETHICS，PERSONALITYTRAITS，INTERPERSONALSKILLS，COGNITIVEABILITYORGANIZATIONALCOMMITMENT，ACHIEVEMENTMOTIVATION；ITEXISTSIGNIFICANTDIFFERENCESINTHEPROFESSIONALQUALITIESANDACHIEVEMENTMOTIVATIONBETWEENMALETEACHERSANDFEMALETEACHERS；THEREWASASIGNIFICANTDIFFERENCEINTEACHINGSTRATEGIESINDIFFERENTTENUREOFTEACHERS；THEVARIABLESOFQUALIFICATIONS，JOBTITLE，IOBDOESNOTEXISTSIGNIFICANTDIFFERENCESII

簡介：東北師范大學碩士學位論文大學生職業(yè)心理教育體系的構建研究姓名林春申請學位級別碩士專業(yè)發(fā)展與教育心理學指導教師劉曉明20080501ABSTRACTWITHTHECHANGEOFC11INA’S11IGHEREDUCATION丘OMTHEELITET0TLLEPOPULADZATION，THENUR】曲EROFSTUDENTSENROLMENTINCOLLEGESANDU11IVERSITIESAREGETTINGBIGGER，THEENLPLOYMENTOFCOLLEGESTUDENTSHASBECOMEONEOFTHEFOCUSOFSOCIAL1IFE，ANDTHEGOVEMMEM，THECOM刪TY，SCHOOLS，F(xiàn)．AMILIESANDSTLLDENTSPAYMOREATTENTIONT0IT．TBANALYSISTLLEPROBLEMOFEMPLOYMENTCARE龜LLY，STUDYCAREERSPSYEH010百CALCHARACTEFISTICSOFCONTEMPORARYC01LEGESTLLDENTS，HOWTODEVELOPVOCATIONALPSYCHOLOGICALEDUCATIONOFCOLLEGESTUDENTSEA、ECTIVELY’S01VETHEPROBLEMOFENLPLOYMENTCOLLEGESTUDENTSRATIONALLY，HAVEBEENEXTL．ELNELYURGENT．THEARTICLEISONTHEBASEOFTHEANALYSISOFTHEVOCATIONALCOLLEGESTUDENTSPSYCHOLOGICALEDUCATIONAILDT11EPRACTICALSIGILIFICANCEOFT11EEMPLOYMENTGUI咖LCE，POINTINGOUTTHATBECAUSEOFTHE1ACKOFPREPARATION，CAREERGRADUATESINTHEFACET0VACATIONBECAUSEOFREASONS，ALFFECTINGTHEINDIVIDUALCAREERDECISIONMAKINGABILI劬MEANWMLE，WEHAVESEENAS研ESOFADVERSEPSYCHOLO舀CALPROBLEMS．HELPINGSTUDENTSDISC0VERANDOVERCONLETHESEDI街CULTIES鋤DRAISETHEIRPROFESSIONALANDDECISIONMA虹NGABILI吼HASBECOMEAM旬ORTASKOF11I曲EREDUCATION．THEANICLESBE舀N丘OMBOTHMEORETICALA11DPRACTICALASPECTS，DISCUSSTHECONTENT、F．EATLLRES、OBJECTIVES、TASKS、印PROACHES舔WELL鵲METHODSOFVOCATIONALPSYCHOIOGREDUCATIONOFC011EGESTLLDENTS．PROPOSETHEVIEWOFMYSELFT0THEVOCATIONALCOLLEGESTUDENTSPSYCH010百CALSTUDYONTHECONS缸UCTIONOFMEEDUCATIONSYSTEM．TBIMPR0VETLLELEVELOFSCHOOLSANDVOCA|TIONALGUIDANCE，CAREERENHANCEMENTOFU11DER繆ADUATES，EMPLO嚴ENTCHANCESOFSUCCESS，HELPINGSTUDENTSOUTOFTHEGREYPSYCHOLO百CAL，T0BEPOSITIVEINEMPLOYMENTSTA_TUS，THESELFREALIZATIONOFTHESCIENTIFICCAREERORIENTATIONANDDESIGNCAREERHAVEACE砌INT11EORETICALAILDPRACTICALSI鰣FICANCE，ALSOHAVECERTAIN叩ERABILITY．KEYWORDSCOLLEGESTUDENTS；PROFESSIONALPSYCH0109YEDUCATION；VOCATIONALGUI咖1CE；SYSTEM；CONS咖CTIONII

簡介：內(nèi)蒙古師范大學碩士學位論文中等職業(yè)教育職業(yè)指導現(xiàn)狀及對策的研究姓名曙光申請學位級別碩士專業(yè)教育管理指導教師韓猛20090512內(nèi)蒙古師范大學碩士學位論文二一一ABSTRACTBEINGCNJCIALPARTOFTHEVOCATIONALEDUCATIONENDEAVORINATECHNICALVOCATLONALSCHOOL，ONCAMPUSCAREERGUIDANCEFAC訂ITATESTHOSESTUDENTSINTHELRSMOOTH仃ANSITIONTOTHEREALSOCIE魄INDIVIDUALACHIEVEMENTANDSOCIALC伽TNBUTLONORSOCLALPROGRESSAT1A唱ETHEAIMOFCAREERGUIDANCEINATECHNLCALVOCATIONALSCH001ISTOINFORMITSSTUDENTSWITHTECHNICALKNOWHOWANDTHEFEATURESOFTHEIR如NJRECAREERSOASTOEQUIPTHEMSELVESWIMPROFESSIONALHOWLEDGE，SKILLSANDEXPERTISETOBETTERSEⅣETHE10VINGCAREER0CCLLPATIONALGUIDANCECAMEINTOBEINGBECAUSEOFTHEDEVELOPMENTOFSOCIALECONONLYANDVOCATLON，ANDDEVELOPEDANDCONSUN珊ATEDUNCEASINGLYATPRESENT，舒ADUATES靠OMSECONDA巧VOCATIONALSCHOOIAREFACEDWITHAVARIEⅣO士OCCUPATLONALPREDICAMENTSLIKEWISE，CONSTRUCTIONOFMEOCCUDATIONALGULDANCESYSTEMHASMANYPROBLEMSSUCHAS1AGGEDCONC印矗ON，IMPER凳CT1NSNTUTLON，SHORTSUPPLYOFSPECIALTEACHER，UNILATERALCONTENT，ANDSOONBASEDONTHEVOCATIONALGUIDANCEOFTHECONTENTA11DFEATURES、THEMAINTHEORYO士DOMESTLCAJLDINTEMATIONALSECONDAWVOCATIONALSCH001SVOCATIONALGULDANCESYSTEM，THEAUTHORRESEARCHEDTHATTHEFOCUSOFVOCATIONALGUIDANCE1STHATS仃ENGTHTHEVOCATIONALSCH001SOFTHEIMPONANCEATTACHEDTOVOCATLONALGUIDANCE；VOCATIONALGUIDANCEDEPANMENTTOACHIEVESYSTEMATIC，SPECLALIZEDVOCATIONALGUIDANCEOMCERS；VOCATIONALGUIDANCESVSTEMMODELOF1NNOVATION；WAYSANDMEANSOFVOCATIONALGUIDANCECANBE訂CHSNJDENTSATDLFFERENTSTAGESACCORDINGTOTHEDIFFERENTCHARACTERISTICSOFTHECONTENTSOFTHEGUIDANCESHOULDBETHEFOCUS，F(xiàn)OMANDCONTENTSHOULDBEMATCHEDINADDITION，SCHOOLSSHOULD1EADTHESTUDENTSTOCONDUCTCAREERLANNING，WHLLEENHANCLNGENTREPRENEURSHIPEDUCATIONSOTHATSTUDENTSACQUIRECAREERPLANNINGANDDESIGNFLOW，WITHAWARENESSOFTHEIROWNBUSINESSESWITHAN1NLTLALSTARTUPCAPACL砂SECONDA可VOCATIONALSCH001SVOCATIONALGUIDANCE

簡介：第四部分中等職業(yè)教育不適應地方經(jīng)濟發(fā)展的原因分析。針對第三部分提出的主要問題，從社會環(huán)境的影響因素、政府的管理因素以及中等職業(yè)學校的自身管理因素等方面探究出河池市中等職業(yè)教育不適應地方經(jīng)濟發(fā)展的原因，這些因素不僅阻礙了河池市中等職業(yè)教育的發(fā)展，也制約了河池市經(jīng)濟水平的提升。第五部分促進中等職業(yè)教育服務地方經(jīng)濟的主要建議及對策。通過結合河池市經(jīng)濟發(fā)展的特點，從政府方面的舉措、用人單位的支持以及中等職業(yè)學校自身的改革建設三大方面提出了有關促進中等職業(yè)教育服務地方經(jīng)濟發(fā)展的建議和對策。本文以科學發(fā)展觀為指導，根據(jù)河池市經(jīng)濟社會發(fā)展的自身特點出發(fā)，并以此為基礎從策略的角度來提出如何促進中等職業(yè)教育更好地服務于地方經(jīng)濟發(fā)展的看法，希望能為河池市中等職業(yè)教育的建設和發(fā)展提供些許服務，使之更適應社會經(jīng)濟發(fā)展的需要，從而促進河池市經(jīng)濟社會更加快速的發(fā)展。關鍵詞關鍵詞河池市；中等職業(yè)教育；地方經(jīng)濟發(fā)展；相適應問題；對策

簡介：學校代碼10200分類號G423研究生學號密級⑨東牡知予葒大莩碩士學位論文200920218無關于職業(yè)生涯規(guī)劃中意義建構的研究一一以小學教育專業(yè)公費師范生為例術MEANINGMAKINGINCAREERPLANNINGACASESTUDYOFPRIMARYEDUCATIONSPECIALIZEDGOVERNMENTEXPENSENORMALSTUDENTS指導教師學科專業(yè)研究方向學位類型作者王詩萌朱紅教授全日制教育碩士小學教育專業(yè)學位東北師范大學學位評定委員會2011年5月奉研究系東北師范人學“共H成長免費師范生教育跟蹤研究”項}1課題組研究成果之摘要2007年教育部直屬師范大學師范生免費教育實施辦法試行頒布實施，同年9月首批公費師范生入學，簽訂三方協(xié)議。師范教育公費政策的回歸引起社會及研究領域的廣泛關注，公費師范生在享有免費求學等權利的同時也必須履行相應的義務回生源所在地中小學任教十年、期間去農(nóng)村中小學支教兩年等。本研究在分析公費師范生國家政策及各個省份的就業(yè)政策的基礎之上，借鑒國外先進職業(yè)生涯規(guī)劃意義建構的理論，構建本研究的研究框架。本論文通過厘清意義建構的定義、關注點、影響因素及意義建構在傳統(tǒng)職業(yè)生涯規(guī)劃理論發(fā)展中的重要作用來搭建本研究的立足點；從意義建構的角度來解讀公費師范生這一職業(yè)已經(jīng)定向的特殊群體的職業(yè)生涯規(guī)劃現(xiàn)狀、影響因素及存在問題，并分析意義建構在公費師范生職業(yè)生涯規(guī)劃中的作用。最后依照研究發(fā)現(xiàn)對職前教師教育、公費師范生職業(yè)生涯規(guī)劃、小學教育專業(yè)課程建設提出建議。論文主體分為五個部分第一部分，構建研究框架。從意義建構理論出發(fā)，通過探尋其與職業(yè)生涯規(guī)劃理論的關系，選擇研究方法，確定研究過程。第二部分，通過研究總結提取出標尺意義、經(jīng)濟意義、發(fā)展意義、家庭意義、認同與成就等公費師范生自身構建的意義并展開分析。第三部分，在分析公費師范生意義建構的基礎之上，探討了政策、專業(yè)及課程、實踐、社會環(huán)境、個人內(nèi)在因素對公費師范生職業(yè)生涯規(guī)劃中意義建構的影響。第四部分，從“專業(yè)、目標、職業(yè)“三方面論述意義建構在公費師范生職業(yè)生涯規(guī)劃中的作用。第五部分，以研究發(fā)現(xiàn)為依據(jù)，對教師教育課程、公費師范生職業(yè)生涯規(guī)劃等提出研究建議。關鍵詞意義建構；公費師范生；職業(yè)生涯規(guī)劃；小學教育專業(yè)

簡介：華東師范大學博士學位論文2011屆研究生博士學位論文學校代碼10269學號52080106006葶泵吁紹天擎工作場所學習在職業(yè)教育中的價值及策略院專2011年3月完成華東師范大學博上學位論文DISSERTATIONFORDOCTORDEGREE，2011UNIVERSITYCODE10269REGNO52080106006EASTCHINANORMAIUNIVERSITYADAPTATIONUNDERTHEIDEAVAIUESANDSTRATEGIESOFWPLINVOCATIONALEDCUATIONSCHOOLSCHOOIOFEDUCATIONSCIENCEDEPARHTMENTIDS主L主絲金QF望Q￡魚主LQ凸坌￡DU￡坌主IQDMAJORANDADUITEDUCAITONVOCATIONAIANDTBCHNICAIEDUCATIONRESEARCHAREA￡Q幽巳魚亟主IY呈篁Q￡坌IQD坌魚凸亟ACADEMCIADVISORDOCTORAICANDIDATE』I凸JI坌X垡MARCH，2011舢6眥4洲6M3㈣0㈣9噸IJJ●■L舢Y

簡介：中圖分類號UDCG63700酒I盆解■剛罵￡L砷密級學校代碼為式霉碩士學位論文教育碩士論地域美術資源在職業(yè)高中美術教育中的作用THEFUNCTIONSOFREGIONALARTRESOURCESINARTEDUCATIONOFVOCATIONALMIDDLESCHOOL作者姓名指導教師學科專業(yè)名稱研究方向論文開題日期李美玲徐福厚教授學科教學美術2007年5月10日二OO八年九月十二日公開10094及其價值有一個縱向和橫向的比較認識。第四，進入課堂教學過程，可以把一學年的美術課分成四個模塊進行編排建筑、書法、雕塑、民間美術，每個模塊占用78個諜時完成教學目標，具體教學安排是1確定本階段的講授內(nèi)容和要點。2實地參觀利考察。通過聽講解、看簡介、觀察、攝影、拍照、速孑，收集相關資料。在考察過程中，每個學生都要自主提出23個相關問題，以備課，髯學習時討論。3課堂討論。教|JFJI提供圖片實例，學生根據(jù)收集的各種資料提出問題，討論考察對象的年代、特點、用途、人文背景等。4在教師的指導下，上網(wǎng)搜尋國內(nèi)外同類美術代表作品的圖片，并按年代順序排列，與收集到的本地同類美術資源進行比較，了解本地美術資源的獨特性和影響力。5課堂總結。根據(jù)上述教與學所習得的知識，解釋地域美術資源由于地域不同、文化背景不同而形成的不同的人文價值和審美效應。IV關鍵詞地域美術資源職業(yè)高中美術教育人文素質

簡介：合肥工業(yè)大學碩士學位論文安徽省高等職業(yè)教育雙師型教師培養(yǎng)的對策研究姓名葛仲夏申請學位級別碩士專業(yè)工商管理指導教師吳慈生20080601THECOUNTERMEASURERESEARCHONCULTIVATIONOFACADEMICPRACTICALTEACHERFORHIGHERVOCATIONALEDUCATIONOFANHUIPROVINCEABSTRACTINRECENTYEARS，WITHTHEDEVELOPMENTOFCHINA’SHIGHERVOCATIONALEDUCATIONINNUMBERANDSCALE，THESOCIALECONOMICDEVELOPMENTURGENTLYDEMANDSHIGHERVOCATIONALEDUCATIONTOIMPROVETHEQUALITYANDNEEDSITSOWLLSPECIALTYATPRESENT，THEHIGHERVOCATIONALCOLLEGETEACHERS’QUALITYCAN’TADAPTTOTHENEEDOFHIGHVOCATIONALEDUCATIONINADDITION，ITISOBJECTIVELYEXISTEDTHATTHEIRPRACTICALABILITYISSOWEAK，WHICHDEMONSTRATESTHEIMPORTANCEANDNECESSITYOFFOSTERINGACADEMICPRACTICALTEACHERONTHEBASISOFTHEFEATURESANDTHEACTUALITYOFHIGHEREDUCATIONANDACADEMICPRACTICALTEACHERBYMEANSOFINVESTIGATIONRESEARCH，COMPARATIVERESEARCH，PRACTICALRESEARCH，THEORETICALRESEARCHANDCASEANALYZING，THEPAPERDEFINESTHECONNOTATIONANDFEATURESOFHIGHEREDUCATIONANDACADEMICPRACTICALTEACHER，ANDANALYZE，INDUCEANDREFLECTSTHEPRACTICESOFFOSTERINGHIGHERVOCATIONALTEACHERSBOTHATHOMEANDABROADCONDUCTINGQUESTIONNAIREINFIVEHIGHERVOCATIONALCOLLEGESINHEFEIABOUTTHECURRENTSITUATIONOFTHECULTIVATIONOFACADEMICPRACTICALTEACHERICOUNTUPTHERESEARCHFIGURESTODISSECTTHEEXISTINGPROBLEMS，ANDIANALYZETHECAUSESINORDERTOPUTFORWARDMEASURESFORIMPROVEMENTANDSTRATEGIESFORMANAGEMENTTHEPAPERPUTSFORWARDTHEFEATURES，SITUATIONANDTHECOUNTERMEASURESOILPROBLEMSOFACADEMICPRACTICALTEACHERANDADVANCESPROPOSALSONHOWTOCARRYOUTFURTHERCULTIVATIONOFACADEMICPRACTICALTEACHER，ANDPROPOSESOMECONSTRUCTIVESUGGESTIONSWITHTHEHOPETOGUIDEOURFUTUREWORKKEYWORDSHIGHERVOCATIONALEDUCATION；ACADEMICPRACTICALTEACHER；CULTIVATIONSYSTEM；COUNTERMEASURE

簡介：湖南師范大學碩士學位論文加快發(fā)展廣西中等職業(yè)技術教育的對策研究姓名李牧申請學位級別碩士專業(yè)教育經(jīng)濟與管理指導教師李立輝20090901界的職業(yè)教育發(fā)展考察，找出廣西中等職業(yè)教育發(fā)展中存在的不足，找到廣西中等職業(yè)教育發(fā)展的規(guī)律和途徑，從而使廣西中等職業(yè)教育能更好地為廣西經(jīng)濟社會發(fā)展服務。改變廣西過分依賴自然資源發(fā)展工業(yè)的現(xiàn)狀，促使該地區(qū)工業(yè)由傳統(tǒng)工業(yè)向新型工業(yè)化轉變，加快城市化進程，實現(xiàn)西部落后地區(qū)的可持續(xù)發(fā)展，改變落后面貌，促進全面小康社會實現(xiàn)。本研究對廣西中等職業(yè)教育進行了策略層次的研究，對加快廣西中等職業(yè)技術教育與促進廣西城市化、工業(yè)化進程和“三農(nóng)問題”的解決的關系進行戰(zhàn)略思考，更為系統(tǒng)、全面，進一步突出了加快發(fā)展廣西中等職業(yè)教育的戰(zhàn)略意義，以前的專家學者討論中等職業(yè)技術教育時通常把它納入職業(yè)教育這個大范圍內(nèi)進行研究，而將廣西中等職業(yè)技術教育單獨列出來，是本研究的一個創(chuàng)新。本研究將舒爾茨的人力資本投資理論引入中等職業(yè)教育和“三農(nóng)”問題的解決，改變?nèi)藗儗妥x中等職業(yè)技術教育的消費觀念更新為投資觀念，對促進廣西農(nóng)村地區(qū)普及職業(yè)教育將起到積極作用。關鍵詞中等職業(yè)技術教育，對策研究N

簡介：本論文以我國社會主義新農(nóng)村建設為背景，通過研究農(nóng)村職業(yè)教育在新農(nóng)村建設中對農(nóng)村人力資源的開發(fā)、農(nóng)村經(jīng)濟結構的調(diào)整、農(nóng)村城鎮(zhèn)化的加速、農(nóng)民市民化的養(yǎng)成以及對農(nóng)村剩余勞動力有序轉移的促進作用，從宏觀上探索我國社會主義新農(nóng)村建設背景下農(nóng)村職業(yè)教育的發(fā)展策略問題。論文總體包括三部分。第一部分首先就建設社會主義新農(nóng)村的背景和意義進行了宏觀研究，并對國外一些發(fā)達國家職業(yè)教育促進新農(nóng)村建設的經(jīng)驗進行了具體分析，借鑒國外成功經(jīng)驗，并結合我國實際國情，得出幾點啟示。論文第二部分從社會主義新農(nóng)村建設和農(nóng)村職業(yè)教育的互動關系進行了研究，并且對我國農(nóng)村職業(yè)教育發(fā)展現(xiàn)狀進行了評析，分析了我國農(nóng)村職業(yè)教育對社會主義新農(nóng)村建設的不適應性及其原因?；谏鲜鲅芯坎⑨槍ξ覈鐣髁x新農(nóng)村建設對農(nóng)村職業(yè)教育發(fā)展的要求和挑戰(zhàn)，論文在結論部分從宏觀和微觀職業(yè)教育自身兩方面對我國社會主義新農(nóng)村背景下的農(nóng)村職業(yè)教育的發(fā)展提出了策略，即宏觀方面積極提升職業(yè)教育在社會主義新農(nóng)村建設中的戰(zhàn)略地位；通過立法促進職業(yè)教育服務社會主義新農(nóng)村；強化政府在農(nóng)村職業(yè)教育發(fā)展中投資的主體地位；立體合作，建立多通道的職業(yè)教育經(jīng)費渠道。微觀層面加大宣傳力度，激發(fā)農(nóng)民的職業(yè)教育需求；加強師資隊伍建設，提高農(nóng)村職業(yè)教育的服務質量；提高辦學機制的靈活性，發(fā)展多形式的農(nóng)村職業(yè)教育優(yōu)化、完善農(nóng)村職業(yè)教育體系結構，提升服務效能；樹立大職教觀，有效整合農(nóng)村職業(yè)教育資源；建立健全就業(yè)服務體系，構筑農(nóng)村勞動力轉移的平臺；構建多元化的農(nóng)村職業(yè)教育發(fā)展模式。

簡介：華東師范大學碩士學位論文我國中等職業(yè)教育成本分擔研究姓名許麗平申請學位級別碩士專業(yè)教育經(jīng)濟與管理指導教師紀明澤20080401ABSTRACTIILOURCOLM臼YAT“SSTAGE，主NORDERT0MEETTLLEECOILOMIC觚DSOCIALDEVELOPMENTOFMGLLQILALI夠WORKERS鋤D廿LEN∞DSOFTLLEPEOPLEOFTLLEN∞DFORDIVERSI6CATIONOFCDUCATIO瑪TL地MILLJST眄OFEDUCATION11部BEENTOSPEEDUPTHEDEVELOPNLENTOF∞COND鋤YVOCATIORLALEDLLCATIONASEDUCATIONWORKFORTHETTLIRDSNATEGICFOCUS，INORDERT0E虢嘶VELYPROMOTETHEPROFESSI伽MTLLEDEVELOPMENTOFEDUCATION，MEBENERRIRTHEECONOIILICCONSTRUCTIONANDSOCIALDEVELOPMENT’HO、，EVER，NLE“∞CONDARYVOCATIONALEDUCATIONNONCOMPULSORYEDUCATIOIL’STLJDENTSSHOULDBE觚LIESWOULDPAYFORTLLEIRCLLIL蛔’SSCHOOLFEESNATIONALINCRE鵲EIILTHEINTENST哆OF5；TUDEMFINANCIALASSISKIRLCEISILL_TENDEDTOHELPRESOLVEDIMCULTIESDURINGSCHOOLSTUDENTCOSTOFLIVIN＆BUTSTILLC鋤NOTBAVE抒EEEDUCATION_ATLEASTFORNOWALSOF越LED”IN雙LCHCIRCⅧNSTANCES，SECON蛔VOCATIOILALCDUCATIONSYST鋤NNLSTBETOSTRENGTLLENMULTICHALLLLELCAPABILITRT0RAISE廿LEFH姍CII唱OFEDLLCATIO塢AVOCATIONAJEDLLCATIONCOSTSH撕NG嬲AMAIORDIRECTION‘‘ACCELE】甚TETLLEDEVELOPMENTOFNLEMILLIS仃YOFIⅪUCATIONONTJILEVIEWSOFSECONDARYVOCATIONALEDUCATION”SHOULDBE鯽UALLYESTABLISHEDBYTLLEGOVALLMENT，EDUCATED，EMPLOYINGUNITS，鋤DMESHARINGANDMULTIPLEOWNERSLLIPCOE【IST鋤DVOCATIONALEDUCATIONⅡLROU曲MULTIPLECHANNELSINTOTLLE11EWF吼DINGMECHAMSMACCORDINGT0MEACTL擒1LOCALRESTNLCTUREEDLLCATION如NDINGINPUTSTNICTLLRE，鋤DINCREASE矗JNDINGFOREDUCATIONINSIECON蛔VOCATIONALEDUCATIONFHNDINGINTONLERE西ONIIL也EPROPORTIONOFSECONDARYVOCATIONALEDUCATIONFII姍CIALGUARALILTEEOF鼬DING，SNLDENT劬DSAREPUBLIC劬DSAILDTLLEHEALTHA11DMECORRESPONDINGGROWTHTHEREFORE，TLLISSTUDYOFSECONDARYVOCATIOILALEDUCATIONT0STUDENTSFORSTUDY毋OUPS，舶MTLLETLLEORETICAL，PR乏LCTICALANDMEASURES也REE砸渺ECTSOFSECONDARYVOCATIONALEDUCARTIONCOSTSHARINGOFRESE剮舊HANDANALYSISOFSECONDARYVOCATIONALEDUCATIONINACOSTSHARING鋤DTLLENECESSI坶OFFE嬲IBILI妣THEOVERALLIILVESTMENTOFCILINAILLEDUCATIONSTATUSANDNENDSOFSECON1AR、，VOCALION越EDUCATIONANDT11EIROWNS乜I_TUSINSECONDA珂VOCATIOILALEDUCATION、析LLMDKEIINPLEMENTATIONOFCOSTSHARING、衍THT11EIILEVI切BILI拇；ANDSECON出ⅡYVOCATIOILALEDUCATIONIILTHEIIILPLEMENTATIONOFCOSTSH撕NGP01ICY，DEM鋤DA11DREVENUEAREALSOPEOPLE、L，ITHAFEASIBILI鑼CARDINGASECONCLARYVOCATIOILALEDUCATIONCOSTSH撕NGIMPLEMENTATIONOFTLLELLISTORY踟1DCU盯ENTSITUATION，ONNLEB嬲ISOFTILIS觚ALYSISBYTLLE仃IGGEROFTHEPROBLEMAND廿LECAUSEOFTLLEPROBLEM，IBELIEVETHATTLLECLLRRENTSECONDARYVOCATIONALEDUCATI6NCOSTSHARINGTLLENLAINPROBLEMSARETLLELACKOFINVESNLL咖INEDUCATIONMDING，COSTSLLARINGFORTLLEM曲LEVELOFPERSONAL，SOCIALORGAMZATIOLLS觚DINDIVIDUALCITIZENSDESPITEINCRE嬲EDSCHOOLFHNDINGBUTTLLEPROPONIONISSTINLOW，ASUBSTALLTIALDONOR如NDRAISINGSCHOOL如NDSIROPTHESEPROBLEMSCAILSEDBYTLLEMAINREAUSONISTLLATTHERELEVAMSTATCPOLICIESANDREGULATIOILSC觚NOT如LLYIII】LPLEMENTED，SECONDA巧2

簡介：天津大學碩士學位論文高等職業(yè)教育精品課程評估若干問題研究姓名吳宗保申請學位級別碩士專業(yè)教育經(jīng)濟與管理指導教師周志剛20090201ABSTRACTINTHISPAPER,COMBININGPRACTICEANDTHEORYFROMTHEPERSPECTIVEOFCHINA’SHIGHERVOCATIONALEDUCATIONCOURSESCONSTRUCTIONTHEORYTOEXPLAIN，ANDANALYZEQUALITYOFHIGHERVOCATIONALEDUCATIONCOURSESTOASSESSTHETHEORETICALBASISANDTHEQUALITYOFHIGHERVOCATIONALEDUCATIONCURRICULUMDEVELOPMENTEVALUATIONINDEXSYSTEM．THEPURPOSEOFTHEIRJOBISTODEEPENTHEQUALITYOFHIGHERVOCATIONALEDUCATIONCURRICULUMBUILDING，F(xiàn)ROMTHECOMBINATIONOFPRACTICEANDTHEORYTOSAMUP，THEINSPECTIONSHOULDPAYATTENTIONTOTHEISSUEOFASSESSMENTANDRELATEDSUGGESTIONSFORIMPROVEMENT．INTHISPAPER,THEMINISTRYOFEDUCATIONCOURSESFROMTHESTARTSINCETHECONSTRUCTIONPROJECTINORDERTOPRACTICEANDTHEORYOFCOMBININGTHEPERSPECTIVEOFHIGHERVOCATIONALEDUCATIONHEREINAFTERREFERREDTOHIGHEREDUCATIONTOASSESSTHEWORKOFFINECOURSESSYSTEMATICALLYREVIEWED,ANALYSIS，STUDIESWITHAVIEWTOSUMMINGUPEXPERIENCES，ANDPROMOTEVOCATIONALEDUCATIONCOURSESCONSTRUCTION．FROMDIFFERENTANGLESONTHE”COURSES”．”EXCELLENTCOURSE”AND”EVALUATION”O(jiān)FTHEUNDERSTANDINGANDRESEARCHONRESEARCHTOPICSOFTHEKEYSTAKEHOLDERSINVOLVEDINTHEINTERPRETATIONOFTHECONCEPT．COURSESONTHECONTENTSOFTHEBUILDINGINACCORDANCEWITH”THEMINISTRYOFEDUCATIONABOUTTOSTARTTEACHINGQUALITYANDTEACHINGREFORMWORKSFINEJOBOFBUILDINGCOURSESNOTICE”TAUGHTHIGH20031THEINSTRUCTIONSINTHESPIRITOFENTERPRISEANDINDUSTRYTODEVELOPCOURSES，UNDERTHETECHNICALAREASANDOCCUPATIONALSTATUSGROUPREPRESENTATIONOFTHEREQUESTWITHREFERENCETORELEVANTPROFESSIONALQUALIFICATIONSTANDARDS，THEREFORMOFTHECURRICULUMSYSTEMANDTEACHINGCONTENT．SETUPTOHIGHLIGHTTHEVOCATIONALCAPACITYBUILDINGCURRICULUMSTANDARDS，ANDSTANDARDIZETHEBASICREQUIREMENTSOFTEACHING，IMPROVETEACHINGQUALITY．REFORMOFTEACHINGMETHODSANDMEANS，INTO”TEACHING，LEARNING，DO”ASAWHOLETOSTRENGTHENTHESTUDENTSABILITY．STRENGTHENTHECONSTRUCTIONOFTEACHINGMATERIALS，ANDINDUSTRIESANDENTERPRISESTODEVELOPINCLOSECONNECTIONWITHTHEPRODUCTIONOFTHEACTUALTRAININGTEACHINGMATERIALS，ANDTOENSUREHIGH。QUALITYMATERIALSINTOTHECLASSROOM．IMPORTANCEOFQUALITYTEACHINGRESOURCESANDNETWORKINFORMATIONRESOURCES，THEMODERNINFORMATIONTECHNOLOGYTOIMPROVETHEQUALITYOFTEACHINGASANIMPORTANTMEANSTOCONTINUOUSLYPUSHFORWARDTHEBUILDINGANDSHARINGOFTEACHINGRESOURCES，ENHANCEQUALITYTEACHINGEFFICIENTUSE

簡介：華東師范大學碩士學位論文大學生職業(yè)生涯規(guī)劃中實踐教育研究姓名鄔守景申請學位級別碩士專業(yè)思想政治教育指導教師龔建萍20090901ABSTRACTTHEOCCUPATIONCAREERPLANNINGEDUCATIONFORUNIVERSITYSTUDENTINCHINAISSTILLINANENTRY1EVELSTAGE，ALONGWITHTHEEMPLOYMENTSITUATIONOFUNIVERSITYGRADUATEGETTINGMOREANDMORERIGOROUS，THEFUNCTIONANDPOSITIONOFOCCUPATIONCAREERPLANNINGEDUCATIONAREOUTSTANDINGDAYBYDAYTHEOCCUPATIONPROGRAMMINGLSANEWCARRIERFORSTRENGTHENINGANDIMPROVINGUNIVERSITYSTUDENT’SPOLITICALEDUCATION，ANDANEWAPPROACHTOMEETTHERIGOROUSEMPLOYMENTSITUATIONCHALLENGE，PROMOTINGUNIVERSITYSTUDENTCOMPREHENSIVECOMPETITIONCURRENTLYTHECONSCIOUSNESSOFOCCUPATIONCAREERPLANNINGOFOURCOUNTRY’SUNIVERSITYSTUDENTISRATHERWEAK，ANDOCCUPATIONTECHNICALABILITYANDPROFESSIONPRACTICEABILITYAREPOOR，THEANTINOMYBETWEENTHECOMPREHENSIVEQUALITYOFGRADUATESTUDENTANDTHEDEMANDOFUNITOCCUPATIONABILITYISCONSPICUOUSSOMEUNIVERSITIES’CONSCIOUSNESSTOTHEOCCUPATIONPROGRAMMINGOFUNIVERSITYSTUDENTSAREWEAK，UNIVERSITYSTUDENT’SOCCUPATIONCONSULTSTHESYSTERNISSTILLNOTPERFECTTOTHEOCCUPATIONCAREERGUIDEETC，THERESEARCHABOUTUNIVERSITYSTUDENTOCCUPATIONCAREERPLANNINGEDUCATIONPRACTICEISLACKUNIVERSITIESHAVEN’TBUILTUPASETOFMATCHINGMODETOTHEOCCUPATIONCAREERCOURSESYSTEMTHEREFOREITISOFIMPORTANTTHEORETICANDREALISTICMEANINGTOSTRENGTHENTHERESEARCHOFTHEOCCUPATIONCAREERPLANNINGOFUNIVERSITYSTUDENT，ESPPRACTICERESEARCHFORTHEMOMENT，THEMINISTRYOFEDUCATIONELABORATIVEREQUESTTOTHECOURSECONSTRUCTIONOFNATIONWIDEUNIVERSITYSTUDENTOCCUPATIONCAREERPLANNING，BUTPRACTICEEDUCATIONTEACHINGHASNTBEENDEFINITELYUNIFIEDREQUEST，SUCHASORGANIZATION，IMPLEMENTATIONMANAGEMENTANDINTENDANCEETCACADEMICCIRCLESISDEVOIDOFRESEARCHTOTHEOCCUPATIONCAREERPLANNINGPRACTICE，ASFOROCCUPATIONCAREERPLANNINGEDUCATIONTHERESEARCHMAINLYSTUDYFROMTHETHEORETICALANGLEOFVIEWBUTFROMPRACTICEANGLE，THERESEARCHISFEWMOREOVERTHECOUNTERPLANPUTFORWARDBYTHEACADEMICCIRCLESTOTHEOCCUPATIONCAREERPLANNINGRESEARCHISOFLITTLEACTUALAPPLICATIONANDMANEUVERABILITYTHELITERATUREWITHNOVELSTANDPOINTANDCREATIVECULTURALHERITAGELACKSTHISTEXTANALYZESTHEPRESENTCONDITIONOFOURCOUNTRYUNIVERSITYSTUDENTOCCUPATIONCAREERPLANNINGEDUCATION，PUTSFORWARDCOUNTERPLANTOPRACTICEEDUCATIONINTHEOCCUPATIONCAREERPLANNINGTHISTEXTCARRIESONASUPERFICIALRESEARCHONTHEFOUNDATIONOFTRIESTOCARRYONSTANDPOINTINNOVATION，RESEARCHANGLEOFVIEWINNOVATION，INITIALLYANALYZESTHEPRESENTCONDITIONOFTHEOCCUPATIONCAREERPLANNINGOFUNIVERSITYSTUDENTPRACTICESEDUCATION，PROBESTOESTABLISHPRACTICEPERTINENCEEDUCATIONMODEOFTHEUNIVERSITYSTUDENTOCCUPATIONCAREERPLANNINGTHROUGHTHERESEARCHWEAIMATPROVIDINGATHEORETICREFERENCEANDREALITYBASISFORTHEUNIVERSITYOCCUPATIONCAREERPLANNINGFULFILLMENTEDUCATIONTHETHESISISTOTALLYDIVIDEDINTOTHREECHAPTERSCHAPTERONEMAINLYANALYZESTHEPRESENTCONDITIONOFUNIVERSITYSTUDENTOCCUPATIONCAREERPLANNINGEDUCATIONBASEDONEMPLOYMENTSITUATIONNOWADAYS，CARRIESONADEFINITIONTOTHECONCEPTS，SUCHASOCCUPATIONCAREERANDOCCUPATIONCAREERPLANNINGETCII