簡介：河北師范大學(xué)碩士學(xué)位論文中國近代職業(yè)教育價(jià)值取向的演進(jìn)姓名侯晨申請(qǐng)學(xué)位級(jí)別碩士專業(yè)職業(yè)技術(shù)教育學(xué)指導(dǎo)教師李士杰20080327ABSTRACTTHEORIENTATIONOFEDUCATIONALVALUEMEAILSVALUERELATIONTLLATMESLLBJECTSOFEDUCATIONA11DEDUCATIONASSUBJECTACTUALLYFOLLOWORIENTATE，CONSTMCTA11DREALIZEMMEIRPRACTICALACTIVITIES，ESPECIALLYINTHERESULTSOFTLLEIRPRACTICALACTIVITIES．THEN，VALUEODENTATIONOF、，OCATIONALEDUCATIONCOULDBEUNDERSTOODAST11ECOGNITIONAJLDA仕ITLLDEOFVARIOUSSU切ECTSOFSOCIETYTOAS甜ESOFBASICATTMUTESOFV0CATIONALEDUCATIONSYST鋤，SUCHASCO皿OTATION，丘MCTIONS，ANDEFF．ECTSANDSOON．NDISPIAYSASMECOGNITIONOFSLLBJECTSOFSOCIETYTOVOCATIONALEDUCATION，THECHOICETOEDUCATIONALCONTENTSBASEDONMECOGNJTION，ANDTLLECULTIVATIONGOALSOFV，OCATIONALEDUCATIONINMEPERIOD．T11ISP印ERTAKETHETIMEASTHECLUE，MADEAILOVERALLA11ALYSISONTHELLISTORICALDEVELOPMENTOFCHINESEMODENLTIMESVOCATIONALEDUCATION．ITCONCLUDEDTL玳ECMCIALSTAGESANDREVEALEDMATTRANSITIONOFVALUEORIENTATIONOFVOCATIONALEDUCATIONWAUSTHEDE印CAUSEAFI’ECTING、廠OCATIONALEDUCATIONREFO咖BASEDONTHEHISTO訂CALBACKGROUNDAND11ISTODCALPHENOMENASTUDYOFTHETHREEIMPORTAULTSTAGES．THEGENERATIONANDDEVELOPMENTOF、廠OCATIONALBDUCATIONWASNOTONLYTHERENECTIONOFMAINSOCIALEDUCATIONALVALUEORIENTATIONONMEREQUIMNENTSOFTHETIMES，BUTALSOTHER印LYTOTHEREQUIR鋤ENTSOFTHETIMES．THEVALUEORIENTATIONOF、，OCATIONALEDUCATION，VARYINGATDIFFERENTTIMES，WASRESULTED行OMTHEINTE鏟ATEDE虢CTOFSOCIALPRODUCTIVI劬POLITICALANDECONOMICSYSTEMA11DCULMREIDE0109YATACERTAINTIME，BUTTHEEFRECTOFDIFRERELLTFIACTORSVARYINGATDI虢RENTTIMES，ANDVA聊NGWITHTHEPROMOTIONOFPEOPLE’SCO印ITIVELEVELA11DCHANGESOFSUBJECTS’NEED．THISP印ER如LLYINVESTIGATEDTHEDEVELOPMENTPROCESSOFCHINESEMODEMTIME’S、廠OCATIONALEDUCATION，USINGTHEMETHODOFDIALECTICALMATERIALISM．NCONCLUDEDTHEINTRINSICALLY仃MSITIONOFVALUEORIENTATIONBEHINDTHELAWOFDEVELOPMENT．ANDITPROMOTEDTHENEWUPDATEDDEVELOPMENTALTRENDOFVALUEORIENTATIONOF1VROCATIONALEDUCATIONNOTONLYCONCEMINGSOCIAL’SDEVELOPMENT，BUTMOREATTENTIONTOPEOPLE’SDEVELOPMENT；NOTONLY如LFILLINGSOCIETY’SCURRELLTNEED，BUTMOREMTURENEED，向LFILLINGSUSTAINABLEDEVELOPMENTNEEDOFPEOPLEANDSOCIALLASTLY；ANDACHIE們NGDIALECTICALUNIFICATIONOFSOCIALSTANDARDANDINDIⅥDUALSTANDARDWITHMEVIEWOFSCIENTIFICDEVELOPMENT．KEYWORDSV0CATIONALEDUCATIONVALUEORIENTATIONMODEMLLISTO巧SOCIALSTALLDARDI11DIVIDUALSTANDARDⅣ

簡介：中職學(xué)校開展校內(nèi)生產(chǎn)性實(shí)訓(xùn)的實(shí)踐研究以諸暨市職業(yè)教育中心為例RESEARCHANDPRACTICEOFCAMPUSPRODUCTIVETRAININGINSECONDARYVOCATIONALSCHOOL一一LTAⅪNGTHECITYOFZHUJIVOCATIONALEDUC』訂IONCENTERASANEXAMPLE作者酈偉豪NAMELIWEIHAO指導(dǎo)老師沈亞強(qiáng)SUPERVISORSHENYAQIANG浙江師范大學(xué)工學(xué)院、職業(yè)技術(shù)教育學(xué)院ZHEJIANGNORMAI，UNⅣERSITYCOLLEGE0FENGI卜陋ERING，OCCUPATL0NTECHNICALCOLLEGEOFEDUCATION浙江金華ZHEJIANGⅡ砌】_A2013年10月OCTOHER，2013PRACTICEANDRESEARCHOFCAMPUSPRODUCTⅣETRARNINGINSECONDARYVOCATL0NALSCHOOLTAKINGZHUJLCITYVOCATL0NALEDUCATIONCENTERASANEXAMPLEABSTRACTECONOMICGLOBALIZATIONISDEPENDENTONTHEKNOWLEDGEECONOMY，THESOCIALDEMANDFORSLILLEDTALENTS，BUTALSODIRECTLYPROMOTETHEOCCUPATIONSCH001TEACHINGMODEANDTHEREFORMOFTEACHINGMETHODSPRACTICETEACHINGISANIMPORTANTPARTOFTEACHINGINSECONDARYVOCATIONALSCHOOL，BECOMEANIMPORTANTLINKINTHECULTIVATIONOFSKILLEDTALENTSTHEINTRAMURALPRODUCTIVETRAININGISAPRACTICALTEACHINGMODEINTHEREALPRODUCTIONENVIRONMENTTOMAKEUSEOFTHEADVANTAGEOFSCHOOLANDENTERPRISE，PRODUCTIONANDEDUCATIONONTHEWHOLE，STUDENTSTHROUGHTHE”DO”TOUNDERSTANDTHEWORKINGPRINCIPLEANDPROCESSOFKNOWLEDGE，THEORYOFINDEPENDENTCONSTRUCTION，THETHEORYOFLEARNINGTHROUGHOUTTHEPRACTICEPROCESS，THROUGHTHE”PRODUCTS”TOACHIEVETHE”TEACHING”IMPROVEOCCUPATIONACCOMPLISHMENTANDCOMPREHENSIVEABILITYTHESCHOOLPRODUCTIVETRAININGCOMPLETEDTHETRAININGOFSKILLEDPERSONNELANDREDUCETHERUNNINGCOST，BENEFITANDOBTAINEDCANBEDIRECTLY”LLIGHQUALITYTALENTTOUSE”，SOASTEALIZETHEWINWINSITUATIONINⅡ1ISSTUDY，F(xiàn)ROMTHEESSENCEOFTHEINTRAMURALPRODUCTIVETRAINING，ACOMPREHENSIVEANALYSISOFRELEVANTTHEORIESANDTHEWORLDWIDEPRACTICE，THROUGHLITERATURERESEARCH，SURVEYRESEARCHMETHODANDCASEANALYSISMETHOD，HASCARRIEDONTHETHEORYDISCUSSIONONTHEINTRAMURALPRODUCTIVETRAININGOFSECONDARYVOCATIONALSCHOOL，THINKTHECAMPUSPRODUCTIVETRAININGHASFOURFEATURESTWOFUNCTIONS，ANDANALYZESTHEPRACTICALSIGNIFICANCEOFTEACHINGMODELOFSECONDARYVOCATIONALSCHOOLREFORMPRACTICE，PUTFORWARDTOCARRYOUTTHEDILEMMAFACINGTHEINTRAMURALPRODUCTIVETRAININGTAKINGZHUJICITYVOCATIONALEDUCATIONCENTER’SPRACTICEASACASE，THEPRODUCTIVETRAININGISDIVIDEDINTOLOOSETYPEANDCLOSETYPETWOKINDS，INTRODUCESTHESTUDENTSINENTREPRENEURSHIPPARKONENTERPRISEORGANIZATION，CARRYOUTTHEPRODUCTIONANDOPERATIONACTIVITIESANDBUSINESSSERVICEBYPROFESSIONALCHARACTERISTICS，IN0RDERTOCONTR01THESCHOOLSPECIALIZEDFORTHECASE，THROUGHTHE”UNDERTAKEPROCESSING”O(jiān)UTINTHEFORMOFCAMPUSPRODUCTIVETRAININGPRACTICE，HIGHLIGHTINGTHEPRODUCTIONCHARACTERISTICSOFTEACHINGPROCESS，EMPHASIZESTHEIMPORTANCEOFPRACTICETEACHINGTASKSTOCOMPLETEINPRODUCTFORM，ANALYZESTHEII

簡介：天津大學(xué)碩士學(xué)位論文德國全面職業(yè)教育研究姓名王嵩申請(qǐng)學(xué)位級(jí)別碩士專業(yè)職業(yè)技術(shù)教育學(xué)指導(dǎo)教師祝士明20090201ABSTRACTNOWADAYSTHECOMPREHENSIVEEDUCATIONTHOUGHTISANIMPORTANTTHEMEINEDUCATIONFIELDSITPROMOTESOURTRANSFORMATIONOFFORMULARYEDUCATIONALTHINKINGIN，WHICHPUBLISHEDINSTUTTGART，GERMANBEMDOTTWHOISGERMANYEDUCATIONIGTANDDEFINITELYPOINTEDOUTFOURDIMENSIONOFCOMPREHENSIVEEDUCATION1COMPETENCEINPROFESSIONALLEARNING，WHICHINCLUDEKNOWLEDGEANDOPERATIONSKILL；2COMPETENCEOFFMDOUTTHEDIFFERENTSOLUTION，COVERINBOTHSTUDYANDWORKSKILL；3GOODCOMMUNICATIONANDRELATIONSHIPLEARNHOWTOCOOPERATE，COMMUNICATEANDTEAMWORK；4BEHAVIORCONTROL，WHICHINCLUDERESPONSIBILITYFUTUREPLANNINGANDSETUPINTERESTANDSOONSUBSEQUENTLYBASEDOILCOMPREHENSIVELEARNINGTHOUGHTANDCOMBINEDWITHTHETEACHINGCHARACTERISTICSOFVOCATIONEDUCATION，ITDEVELOPS“COMPREHENSIVEVOCATIONEDUCATION”TEACHINGFRAMEANDIDEOLOGYITAIMSATVOCATIONALBEHAVIORABILITYITNOTONLYREQUESTSSTUDENTSTOIMPROVEINCOGNITIVEABILITYWHATISMOST，MAKESSTUDENTSOBTAINTHESOCALLED‘THEKEYABILITY’’BYCHOOSINGDIFFERENTMATERIALSANDTEACHINGORGANIZATIONALFORMSITMAKESSTUDENTSDEVELOPPERSONALABILITIESANDTHEWAYSANDABILITIESOFDEALINGWITHPROBLEMSINADDITION，THETEACHINGTHEORYOFCOMPREHENSIVELEARNINGFOCUSESONINDIVIDUALPERSONALITYANDTHEDEVELOPMENTANDPERFECTIONOFCHARACTERMYTHESISISUSEDFORGIVESOMEHINTSANDREFERENCEFORCHINESEVOCATIONALEDUCATIONDEVELOPMENTTHROUGHOUTANALYZESOFFAMEUNDTHOUGHTONCOMPREHENSIVEVOCATIONALEDUCATIONINGERMANFORTHISTARGET，THISTHESISISBASEDONHOWIMPORTANTTOSTUDYALLAROUNDDEVELOPMENTFORVOCATIONALEDUCATIONANDEXPLAINTHROUGHDIFFERENTWAYSUCHASHISTORYOFCOMPREHENSIVEVOCATIONALEDUCATIONDEFINITION，CHARACTERISTICANDDEMONSTRATIONASSOCIATINGWITHGERMANVOCATIONALEDUCATIONCONCEPT，ANALYZETHECONDITIONOFVOCATIONALEDUCATIONDEVELOPMENTINCHINA，TOANALYZETHEPOSSIBILITYINJOINTINGCOMPREHENSIVEVOCATIONALEDUCATIONCONCEPTINTOCHINESEVOCATIONEDUCATIONITWILLDEVELOPTHECONCEPTOFCHINESEVOCATIONALEDUCATION，PUSHTOREFORMTHEPROGRAMOFEDUCATIONANDIMPROVECHINESEVOCATIONEDUCATIONKEYWORDSCOMPREHENSIVELEARNING；COMPREHENSIVEVOCATIONALEDUCATIONVOCATIONALEDUCATIONFORALLROUNDDEVELOPMENTCOMPETENCE

簡介：天津大學(xué)碩士學(xué)位論文德國職業(yè)教育考試新模式研究姓名鄂甜申請(qǐng)學(xué)位級(jí)別碩士專業(yè)職業(yè)技術(shù)教育學(xué)指導(dǎo)教師米靖20080101ABSTRACTTHEVOCATIONALEDUCATIONEXAMINATIONVEEISALLIMPORTANTPARTOFVOCATIONALEDUCATIONTHEPATTERNOFVEEHASGREATLYEFFECTEDTHEORIENTATIONANDVALIDATIONOFVOCATIONALEDUCATIONPRACTICESTHEREARETWOKINDSOFVEEPATTERNSINGERMANYTHETRADITIONALEXAMINATIONANDTHEPROCEDUREORIENTEDEXAMINATIONPOEPOEAIMSTOASSESSALLASPECTSOFCAREERABILITIESOFLEARNERSBYEMPLOYINGVARIOUSASSESSMENTMETHODSTHEDESIGNOFVEEISCLOSELYRELATEDWITHJOBROUTINESSUCHASTHETASK，PROCEDUREANDWORKINGCIRCUMSTANCETOSOMEEXTENT，POEINGERMANYCANGIVESOMEBENEFICIALREFERENCETOTHEREFOITLLOFCHINAVEETHISDISSERTATIONDEEPLYANALYZESPOEOFVEEINGERMANYBYSUMMARIZINGLITERATURE，INVESTIGATINGFACTS，ANALYZINGPRINCIPLES，ANDCOMPARINGRESEARCHWHICHBASEDONTHEFIRSTLLANDDATAANDPRACTICETHEDISSERTATIONCONSISTSOFTHEFOLLOWINGPARTSFIRSTLY，STUDYINGTHESYSTEMOFVEEINGERMANYWHICHCONTAINSLAWANDOPERATIONSYSTEMSECONDLY，PRESENTSTHECHARACTERISTICSOFPOEANDTHEREASONOFITSCOMINGUPTHIRDLY，ANALYZESTHEDESIGNPATTERNOFPOEANDFMDSOUTTHECOREOFIT，WHICHISCAREERABILITIESASSESSMENTMOSTWORKINTHISPARTHASBEENDONEONWHATKINDSOFCAREERABILITIESSHOULDBEEXAMINEDANDHOWTOBEEXAMINEDINPOEFOURTHLY，INVESTIGATESTHEFRAMEWORKOFPOEWHICHRULESOUTTHEMIDDLETERMEXAMINEMANYASSESSMENTMETHODSAREEMPLOYEDINPOE，WHICHCONTAINSGIVINGSPEECHMAKINGSURVEY，IMPLEMENTINGPROJECTANDPERFORMANCEEVALUATIONFIOMCORPORATIONSFINALLYCONCLUDINGTHEDISSERTATIONBYANALYZINGTHEPROBLEMSOFCHINAVEEANDPRESENTINGSOMESUGGESTIONOFOPERATIONKEYWORDSEXAMINATIONPATTERN；PROCEDUREORIENTED；VOCATIONALEDUCATION；CAREERABILITIESGERMANY

簡介：西北農(nóng)林科技大學(xué)碩士學(xué)位論文新農(nóng)村建設(shè)中的農(nóng)村職業(yè)技術(shù)教育發(fā)展研究姓名陸寧申請(qǐng)學(xué)位級(jí)別碩士專業(yè)職業(yè)技術(shù)教育指導(dǎo)教師楊宏20080401ONTHEDEVELOPMENTOFRURALVOCATIONALANDTECHNICALEDUCATIONINNEWSOCIALISTCOUNTRYSIDECONSTRUCTIONABSTRACT‘RURALVOCATIONAL鋤DTECLMICALEDUCATION’I11NEWSOCIALCOUNTRYSIDECONS仃UCTIONREFERSTOTHESPECIAL夠KRLO、ⅣLEDGE鋤DSKILLKNOWIE噸E缸蛐GOFTLLELARGEMMLBERSOFRURALLABORERSARLDMRALMI伊ANT、ⅣORKERSONPLALLTING，AQUALCULTURE，PRODUCTIOIL，餓MSPORTATIO瑪MARKETING，SERVICE，ETC．，GUIDEDBYT11EAIMOFNEWSOCIALCOUMR，SIDECONSTRUCTIONARLDLOCALVOCATIOILM鉞LDTECLLIILICALEDUCATIOILALINSTITUTIONSTOIRLCREASERUR面POPULATION’SINCOMII培SANDEXPANDINGLIVII培SOURCES，夠、ⅣEU鶴TLLEPROCESSOF仃趾SFO鋤IILG／CONVERTINGMEMEORETICKNOWLEDGEINTOMATI耐ALPRACTICEINMEIR、Ⅳ0RKINGAILDPRODUCTIONPRACTICE．INNEWSOCIALCOUILTRYSIDECONSTNLCTIO瑪ITISIIILPORT鋤TT0CUHIVA鈀NEWPEAS鋤TS；ILLNEWPEAS鋤TCULTIVATIOIL’ITISCFITICALT0ADOPTC0ILCRETEME弱URESMEETINGTLLEREQUIMEMSOFNEWSOCIALCOUM巧SIDECONS蜘∞TION；ANDIN跏LTHEPE嬲觚TQ砌I鑼IIILPROVEMEMANDRLEWPEASANTCULTIVATIOLL，ITISMOSTEF‰TIVETODEVELOP刪VOCATIONALANDTECLLILICALEDUCATION．T11ISPAPERBEGINS、L，ITLLⅡ圮DI虢RENTIATIONAND鋤LYSISOFNLECONCEPTOF11LRALVOCATIONALLANDTECLULICALEDUCATION，A11DTHENPROPO∞SMATITISNECESSA巧TO∞TUPRNODEMEDUCATIO叫CONCEPT嬲WELL弱VOCATIONAJEDUCATIONALVIEW，鋤DT0STICKT0THEM鋤BASEDIDEOLOGY．NEXT，TLLEPAPERDISCILSSESMENECESS時(shí)AND岫PON2MCEOFTHEDEVELOPMEMOFRU】融VOCATIOLLALAILDTEC蜥CALEDUCATIONINNEWSOCIALCOUILTD，SIDECONS咖CTION6．OMFOURASPECTSIBCNEFICIALTOFUMECONOIILICDEVELOPMEM；IIF．AVORABLETO刪SOCIMDEVELOPMEM；IIILLELP如LT0U|．BAN跚LDMRALH鋤OILIOUSDEVELOPMENT；IVADV鋤缸撂EOUST0NEWPE嬲鋤CULTIVATION．BESIDES，BA∞D(zhuǎn)ONTTLEA砌YSISOF吐LECLOSERELATIONBE鉚EENRL|嗣V0CATIONALANDTECHILICALEDUCATION鋤DNEWSOCIALCOUNNYSIDECONSTRUCTIOIL，鍛、ⅣELL弱RESTRICATIVE梳TORSOFR朋．ALVOCATIONMANDTECHILICALEDUCATIONDEVELOPMENTIIDEOLOGICALCOGILITION；IIOBJECTIVECONDITIONS；IIISYSTEM，TLLISPAPERPUTSFONRORDDEVELOPMENTTLLOUGH_TSOFTLLEIILNOVATIONOFRURALVOCATIOILAL鋤DTECLLLLICALEDUCATIONIILNEWSOCIALCOU11_時(shí)SIDECONS仃ILCTIONFI咄T0DETEMINETLLEB嬲ICTHOUGHT；∞COND，TOFOLLOWNLEPRIRLCIPLEOFIMMANCENTEMESS，DIVERSI夠ANDNEXIBILI饑INTE鰣夠ANDCOORDIILA_TIOLL’觴WEU弱SU嗽II徹BLEDEVELOPMENT；FINALLY，T0ADOPTⅡLEFOLLO謝NGSTRATEGIESIFE嬲IBLECHANGEOFT11ECOGILITIVEDEVIATIONOFRIⅡALVOCATIO叫ALLDTEC城CALEDUCATIONTLⅡDU曲CHANGIILG讎仃ADITI011ALDESPISE，F(xiàn)INDING恤RIGHTDIRECTION，ANDSTRENGMIR血GTHESERVICCONSCIOUSNESST0MALERL砌VOCATIONALAILDTECHLLICALEDUCATIONSERVEFORNEWSOCIALCOUNT巧SIDECOLLS刪ION；IIACTIVEIIILPMVEMENT

簡介：湖南大學(xué)碩士學(xué)位論文基于素質(zhì)教育的中學(xué)職業(yè)指導(dǎo)教師勝任特征研究姓名鐘秋明申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育管理指導(dǎo)教師姜國鈞20100412碩士學(xué)位論文ABSTRACTTHEMIDDLESCHOOLVOCATIONALGUIDANCETEACHERISTHECONCRETEPRACTITIONERANDTHEIMPORTANTPROMOTEROFA11AROUNDDEVELOPMENTONTHEBASISOFEDUCATIONFORA11AROUNDDEVELOPMENTANDDRAWINGUPONTHECOMPETENCYTHEORYWEFOUNDTHATTOBUILDAMODELFORTHECONSTRUCTIONOFMIDDLESCHOOLVOCATIONALGUIDANCETEACHERHASMULTIPLESIGNIFICANCESINPROMOTINGTHEMIDDLESCHOOLVOCATIONALGUIDANCETEACHERSTAFFCONSTRUCTION，THETHOROUGHADVANCEMENTVOCATIONALGUIDANCEANDTHEEDUCATIONFORA11AROUNDDEVELOPMENTTHOUGHTHEREAREALOTOFPREVIOUSSTUDIESONEDUCATIONFORA11AROUNDDEVELOPMENT，ONVOCATIONALGUIDANCEANDONCOMPETENCYTHEORYFEWSTUDIESEMPLOYTHESETHREEBASICTHEORIESTOSTUDYTHECOMPETENCYOFTHEMIDDLESEHOOLVOCATIONALGUIDANCETEACHERSBASEDONTHREEBASICTHEORIES，THISSTUDYHASBUILTACOMPETENCYMODELFORMIDDLESCHOOLVOCATIONALGUIDANCETEACHERSBYEMPLOYINGTHEMETHODSOFLITERATURECOMPARISON，QUESTIONNAIRESURVEYANDBEHAVIOREVENTINTERVIEWTODOANINVESTIGATIONONMIDDLESCHOOLVOCATIONALGUIDANCETEACHERS，MIDDLESCHOOLSTUDENTSRELATEDADMINISTRATIONPERSONNELANDEXPERTS，TOCOLLECTINFORMATIONANDTOMAKEASUMMARYTHECOMPETENCYMODELOFMIDDLESCHOOLVOCATIONALGUIDANCETEACHERINCLUDESTWODIMENSIONS，WHICHCONSISTSOFSIXASPECTS，CONTAINING27POINTSTWODIMENSIONSREFERTOTHETHRESHOLDCOMPETENCYANDTHEDIFFERENTIATINGCOMPETENCYTHETHRESHOLDCOMPETENCYINCLUDESGENERALKNOWLEDGEANDSKILLSOFSECONDARYEDUCATION，THESPECIALIZEDKNOWLEDGEANDSKILLSOFMIDDLESCHOOLVOCATIONALGUIDANCETEACHERANDSOONTHEFORMERMAINLYREFERSTOITSELEMENTARYKNOWLEDGESYSTEMOFSECONDARYEDUCATIONPOST，THEINNOVATIONABILITYOFSTUDYTHEEDUCATIONTEACHINGFACULTY，THEEDUCATIONFORA11AROUNDDEVELOPMENTACCOMPLISHMENTANDSOONTHELATTERMAINLYREFERSTOSPECIALIZEDKNOWLEDGESTRUCTURESYSTEMRELATEDTOVOCATIONALGUIDANCE，THEABILITIESTOOBSERVEANDPREDICTTHEENVIRONMENTFORENTERINGHIGHERSCHOOLSANDFOREMPLOYMENT，THEABILITIESTOGRASPINDIVIDUALSTUDENT’PSYCHOLOGICALFEATURESANDTHECOMMUNITYPSYCHOLOGICALFEATURES，THEPROFESSIONALACCOMPLISHMENTASSURANCEABILITYCOMMUNICATIONCOORDINATEDABILITYANDTHEORGANIZATIONCAPACITYANDSOONTHEDIFFERENTIATINGCOMPETENCYINCLUDESFOURASPECTSSOCIALROLE，SELFCONCEPT，SPECIALCHARACTERISTIC，MOTIVATIONTHEMIDDLESCHOOLVOCATIONALGUIDANCETEACHERSHOULDPLAYMULTIPLEROLES，SUCHASTHESTUDENTPROFESSIONLEADER，THESTUDYPROMOTER，THEIII

簡介：特殊教育教師作為特殊教育的主要實(shí)施者，對(duì)特殊教育的發(fā)展起著關(guān)鍵性的作用。然而，由于教育對(duì)象的特殊性、工作內(nèi)容的復(fù)雜性、職業(yè)角色的多重性等因素使得特殊教育教師往往存在不同程度的心理健康問題，這會(huì)影響特殊教育教師的專業(yè)發(fā)展及特殊教育的質(zhì)量。隨著積極心理學(xué)的興起，越來越多的學(xué)者開始將研究焦點(diǎn)從對(duì)教師負(fù)性狀態(tài)的研究轉(zhuǎn)向關(guān)注人的最佳狀態(tài)、積極情感等，以此減少教師的職業(yè)心理問題。基于此，對(duì)于教師職業(yè)認(rèn)同的研究應(yīng)運(yùn)而生。職業(yè)認(rèn)同是指一個(gè)人從內(nèi)心認(rèn)為自己從事的職業(yè)有價(jià)值、有意義，并能從中找到樂趣，代表了個(gè)體良好的職業(yè)適應(yīng)狀態(tài)。職業(yè)認(rèn)同作為個(gè)體對(duì)職業(yè)的積極內(nèi)在肯定，決定了教師工作行為的基本態(tài)度，影響著教師的職業(yè)幸福感和工作投入。我國雖然對(duì)教師的職業(yè)認(rèn)同、職業(yè)幸福感及工作投入都分別有一些研究，但這些研究主要針對(duì)普通教育教師，而較少關(guān)注特殊教育教師。所以本研究以特殊教育教師為研究對(duì)象，采用調(diào)查法對(duì)其職業(yè)認(rèn)同、職業(yè)幸福感與工作投入進(jìn)行考察，探討三者之間所具有的內(nèi)在關(guān)系。本研究彌補(bǔ)了國內(nèi)在這方面研究的不足，為進(jìn)一步提高特殊教育教師的職業(yè)認(rèn)同、職業(yè)幸福感和工作投入提供實(shí)證證據(jù)，為更好推進(jìn)我國特殊教育教師的培訓(xùn)提供參考和建議。本研究結(jié)果發(fā)現(xiàn)1自編特殊教育教師職業(yè)幸福感問卷具有較好的信效度，符合教育測量學(xué)要求，可以作為研究的測量工具。2特殊教育教師的職業(yè)認(rèn)同項(xiàng)目總均分為360，處于中等水平；職業(yè)幸福感的項(xiàng)目總均分為352，處于中等水平；工作投入項(xiàng)目總均分為330，處于中等水平。3特殊教育教師情感性認(rèn)同存在顯著的性別、編制和月收入差異，女性教師男性教師，在編人員非在編人員，月收入5500以上教師月收入為40015500教師；處于3140歲年齡段的教師職業(yè)認(rèn)同總分及專業(yè)性認(rèn)同和價(jià)值性認(rèn)同最低；特殊教育教師職業(yè)認(rèn)同總分及各維度存在顯著的教齡差異，教齡為610年的教師得分最低；大專及以下學(xué)歷的教師價(jià)值性認(rèn)同得分顯著高于本科學(xué)歷的教師；特殊教育專業(yè)的教師在發(fā)展性認(rèn)同上顯著高于非特殊教育專業(yè)的教師；培智教育教師在職業(yè)認(rèn)同總分及情感性認(rèn)同、價(jià)值性認(rèn)同、發(fā)展性認(rèn)同最高；高級(jí)職稱的教師在專業(yè)性認(rèn)同與價(jià)值性認(rèn)同上的得分最高；擔(dān)任領(lǐng)導(dǎo)干部的教師在職業(yè)認(rèn)同總分及專業(yè)性認(rèn)同、情感性認(rèn)同、發(fā)展性認(rèn)同得分最高。4特殊教育教師身心愉悅感存在顯著的性別和編制差異，女性教師男性教師，在編人員非在編人員；不同年齡和教齡階段的教師職業(yè)幸福感呈U型曲線，低谷點(diǎn)為3140歲和610年教齡階段；大專及其以下學(xué)歷的教師職業(yè)幸福感及情感幸福感、專業(yè)幸福感、人際和諧感得分最高；培智教育教師在職業(yè)幸福感各維度上得分最高；中級(jí)職稱的教師在專業(yè)幸福感上得分最高，無職稱的教師在身心愉悅感上的得分最高；擔(dān)任領(lǐng)導(dǎo)干部的教師在職業(yè)幸福感總分、情感幸福感和專業(yè)幸福感得分最高；月收入為5500元以上的教師職業(yè)幸福感總分及身心愉悅感、環(huán)境滿意度得分最高。5特殊教育教師工作投入總分及各個(gè)維度存在顯著的教齡和學(xué)歷差異，教齡為610年的教師得分最低，大專及其以下學(xué)歷得分最高；活力、專注與工作投入總分在年齡、職稱和職務(wù)上存在顯著差異，年齡為3140歲的教師得分最低，中級(jí)職稱的教師在工作投入及活力上的得分最高，高級(jí)職稱在專注上的得分最高，擔(dān)任領(lǐng)導(dǎo)干部的教師得分最高；月收入為5500元以上的教師在專注和工作投入上高于其他工資水平的教師。6特殊教育教師職業(yè)認(rèn)同與職業(yè)幸福感呈現(xiàn)顯著正相關(guān)，與工作投入呈現(xiàn)顯著正相關(guān)；特殊教育教師職業(yè)幸福感與工作投入呈現(xiàn)顯著正相關(guān)。7根據(jù)本研究，提出了加強(qiáng)特殊教育教師職業(yè)認(rèn)同，提高特殊教育教師的職業(yè)幸福感，促進(jìn)特殊教育教師工作投入的教育對(duì)策。

簡介：H女々自G一镕{第中釬髭夫蓐碩士學(xué)位論文學(xué)位申請(qǐng)人姓名塞熊申請(qǐng)學(xué)位學(xué)生類別全旦型塑±請(qǐng)學(xué)位專業(yè)方向士璺煎熬主指導(dǎo)教師姓名刻焦燃⑨碩士學(xué)位論丈MASTER’STHESISABSTRACTINTHELATEQINGDYNASTY,ASTHERAPIDDEVELOPMENTOFDOMESTICECONOMICANDFOREIGNVOCATIONALEDUCATION，CHINA’SVOCATIONALEDUCATIONCAMEINTOBEINGANDDEVELOPEDGRADUALLY．MANYEDUCATIONISTSEMERGEDATTHATERAWHOAREDETERMINEDTODEVOTETOVOCATIONALEDUCATIONANDTHUSCHANGECHINA’SSOCIETY，ZOUTAOFENISONEOFTHEM．SINCEJOINEDTHETHEEDITORDEPARTMENTOFZHONGHUAVOCATIONALEDUCATIONPUBLICATIONIN1922，ZOUTAOFENHADPUTALOTEFFORTSINTHECAREEROFVOCATIONEDUCATION．HEHADTOOKSUCCESSIONOFHUANGYANPEI’SEDUCATIONIDEAS，ANDDEVEOLOPEDHISOWNFRAMEOFCONCEPTIONINVOCATIONEDUCATIONTHROUGHCONTINOUSPRACTICE．ZOUTAOFEN’SVOCATIONALEDUCATIONTHOUGHTANDRELATEDPRACTICENOTONLYSTIMULATETHEEXPANSIONANDPROMOTIONOFVOCATIONALEDUCATIONATTHATTIME，BUTALSOPLAYANIMPORTANTGUIDINGROLEINOURPRACTICETODAY．THISTHESISHASILLUSTRATEDTHEORIGINOFZOUTAOFEN’STHINKINGOFVOCATIONALEDUCATIONANDHISIDEOLOGICALSYSTEM．ITFOCUSEDONZOUTAOFENUNIQUECAREERGUIDANCEEDUCATIONANDPROMOTIONACTIVITIESINHISWHOLEEDUCATIONIDEOLOGICALSYSTEM，INCLUDINGTRANSLATIONINTRODUCTIONOFDOMESTICANDFOREIGNBOOKS，IMPLEMENTATIONMETHODSOFVOCATIONALEDUCATION．BESIDES，ZOU’SEDUCATIONOFPROFESSIONCULTIVATION，PROMOTIONOFWOMEN’SVOCATIONALEDUCATION，VOCATIONALEDUCATIONFORWORKERSANDTHETRADITIONALEDUCATIONFORSTUDENTSHAVEALSOBEENANALYZEDINTHETHESIS．．THEFEATURESOFZOUTAOFEN’SVOCATIONALEDUCATIONISVERYDISTINCTIVE．HEEXTENDEDTHEVOCATIONALEDUCATIONFROMSCHOOLSTOCOMPANIES．ANDHEPAIDHISATTENTIONSTOTHEVOCATIONALTRAININGOFWORKERS，CAREERGUIDANCEEDUCATIONANDTHEINTERESTOFRECIPIENTS．EXCEPTTHESE，HEADVOCATEDTHEDEVELOPMENTOFVOCATIONALEDUCATIONINTOALIFELONGEDUCATION，RATHERTHANQUICKSHORTTERMEDUCATION．ZOUTAOFEN’STHINKINGOFVOCATIONALEDUCATIONPROVIDESAGOODREFERENCE．TOTHEDEVELOPMENTOFTODAY’SVOCATIONALEDUCATION．KEYWORDSZOUTAOFENMODEMVOCATIONALEDUCATIONCHINAII

簡介：華東師范大學(xué)碩士學(xué)位論文我國職業(yè)教育課程標(biāo)準(zhǔn)體系的建立研究姓名王妮妮申請(qǐng)學(xué)位級(jí)別碩士專業(yè)職業(yè)技術(shù)教育學(xué)指導(dǎo)教師徐國慶20100301本身也可作為課程標(biāo)準(zhǔn)內(nèi)容中的輔助材料的一部分。關(guān)鍵詞課程標(biāo)準(zhǔn)；建設(shè)機(jī)制；內(nèi)容框架

簡介：湖南師范大學(xué)碩士學(xué)位論文大學(xué)生就業(yè)中的職業(yè)價(jià)值觀教育研究姓名王祖康申請(qǐng)學(xué)位級(jí)別碩士專業(yè)思想政治教育指導(dǎo)教師譚吉華20091001ABSTRACTTHEEDUCATIONOFCAREERVALUESISARESEARCHPROJECTWHICHREQUIRESCOMBINATIONOFTHEORIESANDPRACTICESATTHISTIMEWHENOURSOCIETYISUNDERGOINGATRANSFORMATIONOFTRADITIONALANDCONSERVATIVEONETOAOPENONE，THECAREERVALUESHAVENOTBEENINSHAPE，WHICHISCHANGEABLETHAT’SALSOWHYIT’SPRACTICABLETOTEACHTHEUNIVERSITYSTUDENTSWHATARERIGHTVALUESFORTHEIRFUTURECAREERWETHINKIT’SBOTHBENEFICIALTONATIONANDPEOPLEASAWHOLEFOROURCAREERVALUESEDUCATIONBEFORETHEYAREFORCEDINTOTHE。COMPETITIVEHUMANRESOURCESMARKETSTHISESSAYHASBEENDIVIDEDINTO4PARTS，WHICHALLHAVEDISCUSSEDTHESAMETOPICASFOLLOWSINTHEINTRODUCTION，ITHASBRIEFLYGENERALIZEDTHESIGNIFICANCEANDPURPOSES，CURRENTRESEARCHANDDEFECTSTHEMETHODSTOBEUSEDANDTHEIRINSUFFICIENCIESINTHEPARTOFPRESENTCAREERVALUESOFUNIVERSITYSTUDENTSANDTHEIRFEATURES，ITDISCUSSEDTHESAMPLEDATAANDTHEIRANALYSISINPART3ITPOINTEDOUTTHEVARIOUSFACTORSINFLUENCINGTHECAREERVALUESOFUNIVERSITYLABOURFORCEATLASTITGENERIZEDTHESTRATEGIESFOROURCAREERVALUESEDUCATIONOFUNIVERSITYSTUDENTS，WHIHAVEDISCUSSEDTHESUBJECT，THESETTINGOFPURPOSESANDCONTEHTSOFCAREERVALUESEDUCATIONAIMTHESTRENGTHENINGOFCAREERINSTRUCTIONSA11THOSEAREPRACTICABLERECOMMENDATIONSFOROURCAREERVALUESEDUCATIONOFUNIVERSITYSTUDENTSKEYWORDSCAREERVALUES；EDUCATIONUNIVERSITYSPIRITS；PROFESSIONALSENSEOFOBLIGATIONS

簡介：分類號(hào)學(xué)校代碼鰻鰉密級(jí)學(xué)號(hào)一200902310003高職院校醫(yī)學(xué)專業(yè)學(xué)生職業(yè)生涯規(guī)劃教育問題研究‘，以長沙衛(wèi)生職業(yè)學(xué)院為例。，CAREERPLANNINGEDUCATIONRESEARCHOFSTUDENTS～?！馬?！褚灰弧?。SPECIALIZEDMMEDICMEINVOCATIONALCOLLEGESCHANGSHAVOCATIONALCOLLEGEOFHEALTHEXAMPLE導(dǎo)師姓名，職稱豎圭坐耋送學(xué)科專業(yè)堂歪邀堂湖南師范大學(xué)學(xué)位評(píng)定委員會(huì)辦公室二0一一年十一月摘要㈧V帆2㈣04㈣695嗍3＼高等職業(yè)教育近年來在我國已經(jīng)取得了跨越式的發(fā)展，高職院校成為與地方經(jīng)濟(jì)發(fā)展和人民群眾利益聯(lián)系最直接、最密切的高等教育辦學(xué)機(jī)構(gòu)，為推動(dòng)地方經(jīng)濟(jì)、文化、科技的發(fā)展作出了積極的貢獻(xiàn)。培養(yǎng)高職院校學(xué)生的可持續(xù)發(fā)展能力是高等職業(yè)教育不可缺少的部分，而在高職院校對(duì)學(xué)生進(jìn)行職業(yè)生涯規(guī)劃教育是這種能力培養(yǎng)的重’要途徑。高職院校醫(yī)學(xué)專業(yè)學(xué)生是未來國家寶貴的醫(yī)學(xué)人才資源，職業(yè)生涯規(guī)劃教育是醫(yī)學(xué)院校與社會(huì)聯(lián)系的橋梁和紐帶，是展示醫(yī)學(xué)院校人才資源和辦學(xué)實(shí)力的窗口，關(guān)系到我國醫(yī)學(xué)事業(yè)的發(fā)展和社會(huì)的進(jìn)步。醫(yī)學(xué)專業(yè)學(xué)生今后所從事的職業(yè)與病人的生命安危和家庭幸福息息相關(guān)，只有培養(yǎng)致力于醫(yī)學(xué)事業(yè)發(fā)展的高素質(zhì)人才，才能不斷提高醫(yī)療服務(wù)質(zhì)量，滿足人們多元化的醫(yī)療衛(wèi)生需求。文章以職業(yè)生涯規(guī)劃教育作為新時(shí)期高職院校提升思想政治工作的切入點(diǎn)，以馬克思的職業(yè)價(jià)值觀和人的全面發(fā)展學(xué)說為基石，借鑒國外職業(yè)生涯規(guī)劃的相關(guān)理論，如帕森斯的特質(zhì)因素論、舒伯的職業(yè)生涯發(fā)展理論，通過文獻(xiàn)查閱、問卷調(diào)查、個(gè)別訪談等方法對(duì)長沙衛(wèi)生職業(yè)學(xué)院醫(yī)學(xué)專業(yè)學(xué)生進(jìn)行實(shí)證調(diào)查，從學(xué)院職業(yè)生涯規(guī)劃的實(shí)施現(xiàn)狀、學(xué)生職業(yè)生涯規(guī)劃的情況和對(duì)就業(yè)指導(dǎo)部門工作的滿意度等方面展開，結(jié)果顯示醫(yī)學(xué)專業(yè)學(xué)生對(duì)職業(yè)生涯規(guī)劃的認(rèn)識(shí)堪憂、對(duì)專業(yè)的選擇表現(xiàn)出較大的盲目性和隨意性、對(duì)個(gè)人自我特質(zhì)的認(rèn)知模糊、職業(yè)價(jià)值取向理想主義色彩濃厚、職業(yè)生涯成功的認(rèn)識(shí)和歸因片面、對(duì)就業(yè)形勢的認(rèn)知缺乏理性思考。通過對(duì)職業(yè)生涯規(guī)劃教育存在問題的成因進(jìn)行分析，發(fā)現(xiàn)主要有

簡介：湖南師范大學(xué)碩士學(xué)位論文主要發(fā)達(dá)國家二年制高等職業(yè)教育的比較研究姓名彭建申請(qǐng)學(xué)位級(jí)別碩士專業(yè)高等教育學(xué)指導(dǎo)教師肖化移20081001ABSTRACTSINCETHEENDOFTHE20THCENMU，CHINESEHIGHERVOCATIONALEDUCATIONHASBEENDEVELOPINGVIGOROUSLYHOWEVER，THEPROBLEMSEXISTEDINFOMALTHREEYEARVOCATIONALEDUCATIONHAVEBEENEXPOSEDST印BYSTEP，SUCHAS，THEUNCLEARORIENTATION，出EBLINDUPGRADE，THESIMILARI夠WITHTHETHREEYEAFCOLLEGEORTHECOLLLPRESSEDTEACHINGPATTEMOFUNDER伊ADUATE，WHICHFORCEUSTOREFLECTONTHERATIONALITYOFSUCHEDUCATIONALSYSTEM，ANDTOPUTFO刑ARDMEQUESTIONWHETHERTHETHREEYEARVOCATIONALTRAININGMODELCOULDBECHANGEDINTOIMPLEMENTINGTHETWOYEARMODELIKETHECOM舢MITYCOLLEGE疊NTHEUNITEDSTATES，SHORTTEMUNIVERSITYINJ印AN，DIPLOMACOURSESINTHEUNITEDKINGDOM，TAFESYSTEMINAUSTRALIA，ETCTHEANSWERISYESTHEN，HOWTOTAKETMSOPPORTUNITYTOSEEKBETTERDEVELOPMENTAND如RTHERTHEREFO珈嚙FOFHIGHERVOCATIONALEDUCATIONISANIMPONANTTASKTHATTHECOUNTE叩A(chǔ)RTSINVOCATIONALEDUCATIONF’ACEUNDERTHENEWSITILATIONTHIS枷CLE研1LEX仃A默THEM狐鵬EXP謝ENCEOFB“LDINGME似OYEARVOCATIONALEDUCATIONINFOREIGNCOUNTRIESAIMATTHEWEALNESSINONGINALSTUDYTHROU曲ANINT鋤撕ONALC唧ARATIVEPERSPECTIVEANDITWILLC1撕矽THEPOLICIESANDSYSTEMS，THEGOALOFCULTIVATION，THESTANDARDOFTALENTBEENCULTIVATED，THEMODEOFTALENTCULTIVATIONANDCU幣CULUMSYSTEM，ETCINCHINASOASTOSPEEDUPTHEDEVELOPMENTOFCHINESETWOYEARVOCATIONALEDUCATIONANDITLLPROVETHETEACHINGQUALITYTHISARTICLEISDIVIDEDINTOF_IVECHAPTERSTHEREISANANALYSISABOUTTHEBASICSYSTEMOFTHETWOYEARVOCATIONALEDUCATJONINTHEUNITEDSTATES，

簡介：內(nèi)蒙古師范大學(xué)碩士學(xué)位論文內(nèi)蒙古民族中等職業(yè)教育發(fā)展對(duì)策研究以赤峰市北方民族技工學(xué)校為例姓名敖敦申請(qǐng)學(xué)位級(jí)別碩士專業(yè)民族學(xué)；馬克思主義民族理論與政策指導(dǎo)教師丁龍召20120520一內(nèi)蒙古師范大學(xué)碩士學(xué)位論文二二一中等職業(yè)教育教學(xué)設(shè)備嚴(yán)重缺乏，教師綜合水平有待提高。針對(duì)上述赤峰市北方民族技工學(xué)校所存在的問題，有針對(duì)性的分別從堅(jiān)定理想信念、提高經(jīng)費(fèi)投入、強(qiáng)化專業(yè)教師隊(duì)伍以及根據(jù)當(dāng)?shù)鼐唧w情況創(chuàng)新發(fā)展理念、理清發(fā)展思路、轉(zhuǎn)變發(fā)展方式、加強(qiáng)學(xué)校內(nèi)涵建設(shè)，為赤峰市阿魯科爾沁旗地方經(jīng)濟(jì)、社會(huì)發(fā)展和人民富裕做出應(yīng)有的貢獻(xiàn)。關(guān)鍵詞民族地區(qū)，職業(yè)教育，發(fā)展對(duì)策

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