簡(jiǎn)介：華中科技大學(xué)碩士學(xué)位論文高職大學(xué)生信息素養(yǎng)教育研究以高等職業(yè)技術(shù)學(xué)院旅游專業(yè)為例姓名余揚(yáng)申請(qǐng)學(xué)位級(jí)別碩士專業(yè)高等教育學(xué)指導(dǎo)教師陳敏20061025華中科技大學(xué)碩士學(xué)位論文ABSTRACTANINFORMATIONALSOCIETYWITHTYPICALFEATURESOFINFORMATIONFLOWANDACCUMULATIONHASCOMEINTOBEINGTOMANKINDINTHISINFORMATIONALSOCIETYQUALIFICATIONOFITISVITALTOONE’SCAREERINORDERTOCONFRONTTHECHALLENGEOFTHESOCIALNEEDS，GRADUATESSHOULDKNOWHOWTAPIDLYACQUIREANDACCURATELYIDENTIFYCERTAININFORMATIONASWELL嬲CREATIVELYPROCESSANDAPPLYTHEINFORMATION，SOASTOMAKEAFOUNDATIONFORLIFELONGLEARNING，OCCUPATIONALTRANSFERSANDPERSONALDEVELOPMENTNOWADAYS，ASTHEKEYOFINFORMATIONLITERACYEDUCATIONISCOMMONLYRECOGNIZEDBYTHEWORLDOFEDUCATION，TWOMAINPROBLEMSHAVEDRAWNPEOPLE’SATTENTIONONEISHOWTOEVALUATETHEINDIVIDUALATTAINMENTOFITKNOWLEDGEANDSKILLS；ANOTHERISWHICHSTRATEGIESANDMEANSCANBEADOPTEDTODEVELOPTHECAPABILITYINFORMMIONLITERACYCANBEREGARDEDASACONCEPTOFLEVELS，F(xiàn)ORVARIOUSSOCIALGROUPSWITHDIFFERENTEDUCATIONALBACKGROUNDSCANNOTBEAVERAGELYLABELEDACCORDINGTOTHEIRDIFFERENTABILITIESTODEALWIMTHEPROBLEMSINTHEITTEACHINGANDLEARNINGAPERSPECTIVEOFTOURISMPROGRAMSOFCOLLEGELEVELISSETTOPROBETHEINFORMATIONLITERACYINVOCATIONALCOLLEGESASATYPEOFEDUCATIONALINSTITUTIONSFORSKILLEDTALENTS，VOCATIONALCOLLEGESWHICHARECONSIDEREDASANEWFIELDWITHARISINGOBSTACLESHAVEDEVELOPEDINRECENTYEARSTOURISTINDUSTRYISREGARDEDWORLDWIDELYASTHEPROSPEROUSSECTIONWITHHILGHDENSITYOFINFORMATIONTOURISTPRODUCTSAREINFORMATIONALIZEDPRODUCTIONEMPLOYEESOFTHETOURISTINDUSTRYAREOFTHENEWTYPETALENTSSERVICEORIENTEDTHEYARENOTONLYTECHNICALORSKILLEDSPECIALISTSBUTALSOITSUPPORTEDWHOKNOWHOWTOAPPLYTHEIRKNOWLEDGEINPR跚村∞TL壕IRBASICTASKISTOPROVIDESPECIALSERVICEBYTHEIRWIDESPECIALKNOWLEDGETOACERTAINGROUPOFCLIENTSFROMTHECURRENTSITUATIONOFTHEINFORMATIONLITERACYEDUCATIONINTOURISMPROGRAMS，THESTUDYEXPLORESTHESYSTEMOFANINFORMATIONLITERACYEDUCATIONALCONSTRUCTIONBYLI

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簡(jiǎn)介：分類號(hào)分類號(hào)密級(jí)密級(jí)公開公開UDCC學(xué)號(hào)學(xué)號(hào)20076604010112007660401011廣東技術(shù)師范學(xué)院碩士學(xué)位論文廣東技術(shù)師范學(xué)院碩士學(xué)位論文論適應(yīng)廣東“雙轉(zhuǎn)移”戰(zhàn)略的現(xiàn)代職業(yè)技術(shù)教育體系的構(gòu)建論適應(yīng)廣東“雙轉(zhuǎn)移”戰(zhàn)略的現(xiàn)代職業(yè)技術(shù)教育體系的構(gòu)建ASTUDYONCONSTRUCTINGTHEMODERNVOCATIONALEDUCATIONSYSTEMADJUSTTOTHE‘DOUBLETRANSFER’STRATEGYOFGUANGDONG研究生姓名研究生姓名梁煜錕梁煜錕導(dǎo)師姓名職稱導(dǎo)師姓名職稱陶紅教授陶紅教授申請(qǐng)學(xué)位類別申請(qǐng)學(xué)位類別教育學(xué)碩士教育學(xué)碩士學(xué)科專業(yè)名稱學(xué)科專業(yè)名稱職業(yè)技術(shù)教育學(xué)職業(yè)技術(shù)教育學(xué)培養(yǎng)單位教育學(xué)院教育學(xué)院20102010年5月1515日獨(dú)創(chuàng)性聲明及論文使用授權(quán)說明獨(dú)創(chuàng)性聲明及論文使用授權(quán)說明本人聲明所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。據(jù)我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含為獲得廣東技術(shù)師范學(xué)廣東技術(shù)師范學(xué)院或其他教育機(jī)構(gòu)的學(xué)位或證書而使用過的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說明并表示謝意。本人完全了解廣東技術(shù)師范學(xué)院有關(guān)保留、使用學(xué)位論文的規(guī)定，即學(xué)校有權(quán)保留送交論文的復(fù)印件和磁盤，允許論文被查閱和借閱，可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文。同意廣東技術(shù)師范學(xué)院廣東技術(shù)師范學(xué)院將本人的學(xué)位論文提交清華大學(xué)中國(guó)學(xué)術(shù)期刊（光盤版）電子雜志社全文出版和編入CNKI中國(guó)知識(shí)資源總庫，傳播學(xué)位論文的全部或部分內(nèi)容?！豕_□保密（____年____月）保密的學(xué)位論文在解密后應(yīng)遵守此協(xié)議學(xué)位論文作者簽名______________導(dǎo)師簽名_______________簽字日期______________簽字日期_______________

簡(jiǎn)介：同濟(jì)大學(xué)職業(yè)技術(shù)教育學(xué)院碩士學(xué)位論文基于工作過程的職業(yè)教育課程開發(fā)以旅游類專業(yè)為例姓名趙淑紅申請(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)教師姜大源20060101中文摘要必須由教育機(jī)構(gòu)包括學(xué)校和相關(guān)的教育研究、管理部門和旅游相關(guān)部門包括相關(guān)企業(yè)和管理部門構(gòu)成。在此基礎(chǔ)上，充分研究與工作過程相關(guān)的能力，并針對(duì)這些能力要求，確定課程門類并參照工作過程進(jìn)行相關(guān)課程門類尤其是課程內(nèi)容的排序。以飯店服務(wù)與管理專業(yè)為例，基于工作過程進(jìn)行課程開發(fā)，應(yīng)該建立“雙元階梯型開放式課程“，使學(xué)生即學(xué)即用，能夠以學(xué)頂崗，在崗實(shí)習(xí)。建立這樣的課程，目前面臨許多需要解決的現(xiàn)實(shí)問題，如師資、教材、課程開發(fā)理論研究、基于工作過程的實(shí)習(xí)基地等方面的問題。解決這些問題，就要采取措施做好師資、實(shí)習(xí)基地、校企合作等各方面的建設(shè)工作。上述“雙元階梯型開放式課程’’只是以旅游職業(yè)教育中的飯店服務(wù)與管理專業(yè)為例提出基于工作過程的課程方案構(gòu)想，在具體的課程結(jié)構(gòu)安排、教材開發(fā)等方面還需要大量的實(shí)驗(yàn)和實(shí)證性研究。未來迫切需要研究的是如何進(jìn)行基于工作過程課程的教材開發(fā)。關(guān)鍵詞職業(yè)教育，工作過程，課程，旅游專業(yè)，課程開發(fā)Ⅱ

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簡(jiǎn)介：I分類號(hào)分類號(hào)密級(jí)密級(jí)公開公開UDCUDC學(xué)號(hào)20078804010072007880401007廣東技術(shù)師范學(xué)院碩士學(xué)位論文廣東技術(shù)師范學(xué)院碩士學(xué)位論文杜威與陶行知職業(yè)教育思想比較研究杜威與陶行知職業(yè)教育思想比較研究ONCOMPARATIVESTUDYBETWEENDEWEYTAOXINGZHI’SVOCATIONALEDUCATIONTHOUGHTS研究生研究生姓名姓名馮芳導(dǎo)師姓名職稱導(dǎo)師姓名職稱王川教授教授申請(qǐng)學(xué)位類別申請(qǐng)學(xué)位類別教育學(xué)碩士教育學(xué)碩士學(xué)科專業(yè)名稱學(xué)科專業(yè)名稱職業(yè)技術(shù)教育學(xué)職業(yè)技術(shù)教育學(xué)培養(yǎng)單位培養(yǎng)單位教育學(xué)院教育學(xué)院2010年5月15日III中文摘要中文摘要20世紀(jì)上半葉，有二位偉大的教育家杜威與陶行知，他們的教育思想為后人所稱頌。在杜威龐大的教育理論體系中，對(duì)職業(yè)教育的思考和探索是一個(gè)不可或缺的重要組成部分。但在當(dāng)時(shí)美國(guó)普通教育與職業(yè)教育背道而馳，及杜威對(duì)職業(yè)教育直接表述相對(duì)較少等原因，人們對(duì)杜威整體教育理論的關(guān)注程度遠(yuǎn)遠(yuǎn)超過了對(duì)其職業(yè)教育思想的研究，致使現(xiàn)有研究成果尚不足以反映杜威職業(yè)教育思想的整體面貌與基本特征。陶行知根據(jù)當(dāng)時(shí)中國(guó)的社會(huì)背景提出了自己的職業(yè)教育思想，最終形成了自己較為系統(tǒng)的“生活化職業(yè)教育”思想。本文搜集和領(lǐng)會(huì)杜威對(duì)職業(yè)教育的有關(guān)論述和資料，在此基礎(chǔ)上，與陶行知職業(yè)教育思想進(jìn)行比較。由于二人的師徒關(guān)系以及他們都是從對(duì)傳統(tǒng)職業(yè)教育的批判上來研究職業(yè)教育，所以他們的職業(yè)教育思想不免有許多相似之處。但是無論如何相似，受不同國(guó)家及不同社會(huì)制度的影響，二者職業(yè)教育思想也表現(xiàn)出差異性。對(duì)他們的職業(yè)教育思想異同進(jìn)行深入的研究，為職業(yè)教育理論研究提供了一種新的視角，對(duì)把握他們本身的思想，甚至對(duì)當(dāng)前及未來社會(huì)教育的發(fā)展都有重大的意義。本文包含引言及四章主體內(nèi)容引言部分介紹了選題緣由、國(guó)內(nèi)外相關(guān)研究現(xiàn)狀以及論文的基本思路、方法。第一章對(duì)杜威與陶行知職業(yè)教育思想的哲學(xué)、社會(huì)學(xué)基礎(chǔ)進(jìn)行比較；二者職業(yè)教育思想哲學(xué)基礎(chǔ)從杜威的“試驗(yàn)主義”與陶行知的“行知行”入手。二者職業(yè)教育思想社會(huì)學(xué)基礎(chǔ)從杜威的“教育即生活、學(xué)校即社會(huì)”與陶行知的“生活即教育、社會(huì)即學(xué)?！边@一視角來研究，通過背景比較分析來發(fā)現(xiàn)主要其相似點(diǎn)根源所在。第二章與第三章是杜威與陶行知職業(yè)教育思想基礎(chǔ)比較；以二者的哲學(xué)思想為線索，從二者職業(yè)教育價(jià)值觀、目的、實(shí)施方式、內(nèi)容進(jìn)行比較，并比較分析其差異之處。第四章是杜威與陶行知的職業(yè)教育思想的評(píng)價(jià)；從理論層面與實(shí)踐層面二個(gè)視角來探討二者職業(yè)教育思想精華之處。理論層面從人、職業(yè)、社會(huì)三合一式的持續(xù)發(fā)展這一視角切入，實(shí)踐層面中從二者所倡導(dǎo)的“做”切入，進(jìn)而揭示出二者的職業(yè)教育思想之意義。關(guān)鍵詞關(guān)鍵詞杜威；陶行知；職業(yè)教育思想；雙利；人與職業(yè)相互發(fā)展

簡(jiǎn)介：揚(yáng)州大學(xué)碩士學(xué)位論文新農(nóng)村建設(shè)背景下農(nóng)業(yè)職業(yè)教育發(fā)展研究以江蘇為例姓名宗小蘭申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)原理指導(dǎo)教師李慶鈞200906012一揚(yáng)州大學(xué)碩士學(xué)位論文ABSTRACTTHETHREEISSUESABOUTAGRICULTURE，RURALAREASANDPEASANTRYHAVEBEENREEMPHASIZEDINNOONEOFFICIALDOCUMENT，THEOPINIONSONPROMOTINGTHESTEADYDEVELOPMENTOFAGRICULTUREANDFARMERS’CONTINUEDINCREASINGINCOMEADDRESSEDBYTHECPCCENTRALCOMMITTEEANDSTATECOUNCILITISOFGREATSIGNIFICANCETOADDRESSTHEISSUES，PROMOTERURALECONOMICANDSOCIALDEVELOPMENTANDSPEEDUPCHINASSOCIALISTAGRICULTURALMODERNIZATIONBUILDINGANEWSOCIALISTCOUNTRYSIDEASTHEMAJORPOLICYOFTHECPCCENTRALCOMMITTEEISASYSTEMATICPROJECT，INVOLVINGTHEBALANCINGOFURBANANDRURALECONOMICDEVELOPMENTTHECOREOFTHETHREEISSUESISOFTHEPEASANTRYWHILETHEPEASANTSARETHEMAINPARTICIPANTINBUILDINGNEWCOUNTRYSIDETHEBUILDINGOFTHENEWRURALAREASISINNEEDOFHI曲一QUALITYSKILLEDPERSONNELONAGRICULTURE，WHOARETOBETRAINEDTHROUGHEDUCATIONTHEREFORE，VOCATIONALEDUCATIONINAGRICULTUREISTHEVITALWAYTODEVELOPAGRICULTURALSCIENTIFICANDTECHNOLOGICALSTAFFVOCATIONALEDUCATIONINAGRICULTURESHOULDPLAYABASICGUIDINGANDTHEOVERALLROLE，INTHEWHOLEPROCESSOFBUILDINGNEWRURALAREASSHOULDPLAYABASIC，GUIDINGROLEANDTHEOVERALLSITUATIONATTHESAMETIMETHEQUESTIONONHOWTOSERVEANEWSOCIALISTCOUNTRYSIDEISALLIMPORTANTPROJECTOFVOCATIONALEDUCATIONREFORMATTHISSTAGEFROMHISTORIC，THEORETICANDREALISTICASPECTS，THISCOMPARATIVESTUDYISUNDERTAKENTOFULLYEVALUATETHEROLEVOCATIONALEDUCATIONOFJIANGSUPROVINCEINAGRICULTUREHASPLAYEDINTHEDEVELOPMENTOFNEWAGRICULTURE，THECULTURINGOFNEWFARMERS，ANDTHEBUILDINGOFANEWCOUNTRYSIDEONTHEBASISOFTHEANALYZINGOFTHEDIFFERENCESINVOCATIONALEDUCATIONINAGRICULTUREAMONGSOUTHERNJIANGSUNORTHERNJIANGSUANDCENTREJIANGSUTOPROMOTEHEALTHYANDHARMONIOUSDEVELOPMENTOFVOCATIONALEDUCATIONINAGRICULTURE，F(xiàn)IRSTOFALL，THESTRENGTHENEDROLEOFGOVERNMENTSHOULDBETHERIGHTONE，INCLUDINGFROMINCREASINGTHEPUBLICITYINTHEDEVELOPMENTOFVOCATIONALEDUCATIONINAGRICULTURE，SPEEDINGUPTHECONSTRUCTIONOFTHEEXTERNALENVIRONMENTOFTHEAGRICULTURALVOCATIONAL