簡(jiǎn)介：天津大學(xué)碩士學(xué)位論文高等職業(yè)教育專業(yè)設(shè)置研究姓名謝勇旗申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育經(jīng)濟(jì)與管理指導(dǎo)教師劉春生20040701ABSTRACTTHESPECIALITYOFFEREDISTHEPIVOTOFHIGHVOCATIONALUNIVERSITIESANDCOLLEGESANDSOCIETYTHENUCLEUSOFHIGHVOCATIONALEDUCATIONALACTIVITIESANDONEOFTHEBESTBREAKTHROUGHPOINTSEXPLORINGTHERULESOFHIGHVOCATIONALEDUCATIONANDSOLVINGTHEPROBLEMSOFHIGHVOCATIONALEDUCATIONTHISTHESISDEEPLYHASRESEARCHEDTHESPECIALITYOFFEREDANDMANAGEMENTOFHIGHVOCATIONALEDUCATIONBYWAYOFFIELDINVESTIGATIONCASEANALYSISANDMETHODOFRELATIVESTUDYTHETHESISINCLUDESFIVECHAPTERSTHEFIRSTCHAPTERISTHEPREFACEWHICHHASEXPOUNDEDTHEBACKGROUNDTHEMEANINGTHESTUDYSTATUSQUOTHETHINKINGANDWAYSOFSTUDYOFTHESUBJECTTHESECONDCHAPTERCARRIESOUTRESEARCHINTOTHEBASICTHEORIESANDMETHODSOFSPECIALITYOFFEREDANDMANAGEMENTESPECIALLYDISCUSSESTHESPECIALITYINTENSIONTHESTRUCTURECLASSIFICATIONANDDEVELOPMENTOFSPECIALITYANALYSESTHEFACTORSINFLUENCINGTHESPECIALITYOFFEREDANDDESIGNSTHEPROCESSOFTHESPECIALITYOFFEREDHASPROPOSEDTHEMAINBODYCONTENTANDBASICPRINCIPLESOFTHESPECIALITYOFFEREDTHETHIRDCHAPTERHASMAINLYRESEARCHEDANDSUMMARIZEDTHESUCCESSFULEXPERIENCESANDBASICCHARACTERISTICSOFSPECIALITYOFFEREDOFHIGHVOCATIONALEDUCATIONINUSACANADAANDGERMANYSOTHATWECANSTUDYANDUSEFORREFERENCETAKINGTHEHEBEIPROVINCEASTHECOREGIVINGCONSIDERATIONTOTHESITUATIONOFTHEDEVELOPEDPROVINCESANDCITIESTHEFOURTHCHAPTERHASMADEINVESTIGATIONFROMSPECIFICITYTOGENERALITYHASGENERALIZEDTHESTATUSQUOANDCHARACTERISTICSOFSPECIALITYANDMANAGEMENTOFHIGHVOCATIONALEDUCATIONINOURCOUNTRYHASSUMMARIZEDANDANALYZEDTHEEXISTINGPROBLEMSASWELLASFURTHERPROBEDINTOTHESOURCEOFTHESEPROBLEMSTHEFIFTHCHAPTERHASPUTFORWARDTHEPROPOSALSFORSTRENGTHENINGTHESPECIALITYMANAGEMENTINOURCOUNTRYKEYWORDSHIGHVOCATIONALEDUCATIONTHESPECIALITYOFFEREDMANAGEMENTPROBLEMPROPOSAL

簡(jiǎn)介：在校園中“低頭族”可以說(shuō)是隨處可見(jiàn)，長(zhǎng)時(shí)間的盯著手機(jī)就會(huì)對(duì)健康造成傷害，可同學(xué)們對(duì)健康問(wèn)題不夠重視，沒(méi)有意識(shí)到事情的嚴(yán)重性，這是由于健康教育的不完善所造成的。體育健康教育是通過(guò)體育教育的手段，對(duì)學(xué)生體育知識(shí)、體育技術(shù)和體育技能的傳授，學(xué)習(xí)健康知識(shí)，使之掌握必要的體育健身的方式方法，通過(guò)健身活動(dòng)，提高學(xué)生體質(zhì)與身心的健康水平，促進(jìn)其健康意識(shí)的培養(yǎng)與完善，達(dá)到身心健康發(fā)展的一系列教育過(guò)程。體育健康教育課程把衛(wèi)生保健、運(yùn)動(dòng)知識(shí)等內(nèi)容與體育教學(xué)結(jié)合在一起，讓學(xué)生在體育課中獲得健康知識(shí)，培養(yǎng)學(xué)生養(yǎng)成良好的體育衛(wèi)生習(xí)慣，形成健康的行為和生活方式，可以改善學(xué)生存在的生活健康問(wèn)題，所以體育健康教育對(duì)中等職業(yè)學(xué)校學(xué)生有非常重要的意義。本文采用文獻(xiàn)資料法、問(wèn)卷調(diào)查法、數(shù)理統(tǒng)計(jì)法等研究方法，通過(guò)對(duì)邢臺(tái)市職業(yè)學(xué)校體育健康教育課程的開(kāi)展情況、校領(lǐng)導(dǎo)對(duì)體育健康教育認(rèn)識(shí)、學(xué)生對(duì)體育健康教育態(tài)度、體育健康教育教材使用、體育教師師資情況等問(wèn)題進(jìn)行調(diào)查，探尋在開(kāi)展過(guò)程中存在的問(wèn)題，并對(duì)問(wèn)題分析后提出解決的辦法，來(lái)促進(jìn)體育健康教育的開(kāi)展，增強(qiáng)廣大師生的健康意識(shí)，提高健康水平，改善和提高中職學(xué)校體育健康教育狀況，為正在實(shí)施的體育教學(xué)改革提供一些參考。本文研究得出的結(jié)論如下經(jīng)過(guò)調(diào)查三所學(xué)校都開(kāi)設(shè)了體育與健康課程，每周可按教學(xué)計(jì)劃進(jìn)行教學(xué)，同學(xué)們積極主動(dòng)配合教師完成教學(xué)目標(biāo)，從課堂中學(xué)到體育技術(shù)，并參與到鍛煉中。但是三所學(xué)校中極少有教師將健康知識(shí)滲透到教學(xué)中去，都是傳統(tǒng)的教學(xué)方式，只注重體育基本技術(shù)教學(xué)，體育健康教育沒(méi)有得到發(fā)展。體育健康教育課程還是以學(xué)會(huì)、會(huì)做為目標(biāo)，沒(méi)有確定“健康第一”的目標(biāo)課程內(nèi)容多在身體健康、社會(huì)適應(yīng)、體育知識(shí)方面講解，心理健康內(nèi)容講解較少課程實(shí)施仍按照傳統(tǒng)的教育方式、方法授課，運(yùn)用新手段較少，教材內(nèi)容陳舊，不能滿足需要。課程的評(píng)價(jià)上，大多數(shù)學(xué)生認(rèn)為課程對(duì)健康是有幫助的，但是對(duì)教師傳授內(nèi)容和學(xué)生所想得到的內(nèi)容有差距。促進(jìn)邢臺(tái)市中等職業(yè)學(xué)校體育健康教育課程開(kāi)展的對(duì)策轉(zhuǎn)變學(xué)校傳統(tǒng)觀念，重視體育健康教育，明確課程日標(biāo)，將“健康第一”作為教學(xué)目標(biāo)之一設(shè)計(jì)專門(mén)的體育健康教育教材，內(nèi)容多設(shè)計(jì)所學(xué)專業(yè)的保健知識(shí)，輕競(jìng)技內(nèi)容以學(xué)生為中心，體現(xiàn)學(xué)生的主要位置，課程要根據(jù)學(xué)生之間的差異及所學(xué)專業(yè)不同，設(shè)計(jì)教學(xué)內(nèi)容提高體育健康教育師資水平就要多進(jìn)行體育健康知識(shí)的培訓(xùn)，教師要轉(zhuǎn)變思想加強(qiáng)自身的學(xué)習(xí)舉辦有益心理健康的體育活動(dòng)，多進(jìn)行集體性的項(xiàng)目，讓問(wèn)題學(xué)生打開(kāi)心扉，糾正錯(cuò)誤心理開(kāi)展多種形式的健康教育活動(dòng)，營(yíng)造健康的學(xué)校氛圍。

簡(jiǎn)介：隨著我國(guó)經(jīng)濟(jì)社會(huì)的發(fā)展進(jìn)步，高等職業(yè)學(xué)校的發(fā)展也不斷發(fā)生新的變革，招生模式的變化及學(xué)生來(lái)源的多層次，使高等職業(yè)院校的教育管理工作出現(xiàn)了不少新情況、新問(wèn)題和新挑戰(zhàn)。因此，探索有效的教育管理模式成為高等職業(yè)院校工作的當(dāng)務(wù)之急。體育高職院校有別于其他類型的高等職業(yè)院校，它的特殊性更加迫切需要探索創(chuàng)新教育管理模式。在高職院校，探索實(shí)施導(dǎo)師制是一種全新的嘗試。所謂高等職業(yè)院校導(dǎo)師制是指高等職業(yè)院校將學(xué)校的培養(yǎng)目標(biāo)與各班級(jí)的諸多目標(biāo)、諸多任務(wù)分解到擔(dān)任導(dǎo)師的教職員工身上，形成一種全員育人、全程育人、全方位育人的育人模式。各班成立以輔導(dǎo)員為核心、任課教師為導(dǎo)師的導(dǎo)師組，負(fù)責(zé)整個(gè)班級(jí)建設(shè)和學(xué)生的教育管理。各班級(jí)按照導(dǎo)師人數(shù)把全班學(xué)生劃分成小組，每位導(dǎo)師負(fù)責(zé)對(duì)一個(gè)小組學(xué)生的學(xué)習(xí)、生活、技能、品德和心理方面提供個(gè)性化、親情化、全方位的指導(dǎo)和幫助。研究表明全國(guó)有關(guān)導(dǎo)師制的研究已有不少，部分大學(xué)已經(jīng)實(shí)施導(dǎo)師制，但高等職業(yè)院校實(shí)施導(dǎo)師制卻是寥寥無(wú)幾，因此本文通過(guò)湖南體育職業(yè)學(xué)院為個(gè)案，從理論和實(shí)踐層面對(duì)體育高等職業(yè)院校導(dǎo)師制進(jìn)行研究，為今后我國(guó)體育高等職業(yè)院校乃至其他普通高等職業(yè)院校普遍實(shí)施導(dǎo)師制提供理論依據(jù)和實(shí)踐參考。

簡(jiǎn)介：山東省中等職業(yè)學(xué)校教育評(píng)估研究RESEARCHONEDUCATIONALASSESSMENTINSECONDARYVOCATIONALSCHOOLSINSHANDONGPROVINCE天津大學(xué)碩士學(xué)位論文專業(yè)熬直絲渣皇筐堡研究生奎蘭蠶指導(dǎo)教師圍盔目4數(shù)援天津大學(xué)職教學(xué)院二OO八年七月ABSTRACTWITHTHERISINGOFNEWSCIENCEANDTECHNOLOGYREVOLUTION，DEEPTRANSFORMATIONANDGREATCHANGESHAVETAKENPLACEINOURSOCIALECONOMY．THEADJUSTMENTOFINDUSTRIALSNLLCTLIRESPAWNSGREATCHANGESINEMPLOYMENTS仃UCTURE．THESOCIALREQUIREMENTFORTHEELEMENTARYANDMIDLEVELTECHNICALPERSONNELANDSKILLEDWORKERSBECOMESGREATERANDGREATER．INMARCH2008，THEGOVEMRNENTWORKREPORTDELIVEREDBYTHEPRIMEMINISTER,WENJIABAOPROPOSEDDEVELOPINGTHEVOCATIONALEDUCATIONWITHGREATEFFORTS．WESHOULDPERSEVERETHATVOCATIONALEDUCATIONTREATSTHESERVICEASTHEPHILOSOPHY,THEEMPLOYMENTASTHEORIENTATION，THEIMPROVEMENTOFQUALITYASTHEEMPHASIS．THEREFORE，MINISTRYOFEDUCATIONSTARTSUPTHESCHEMEOFBUILDINGUPTHENATIONALDEMONSTRATINGSECONDARYVOCATIONALSCHOOLSANDCOMMENCESLAYINGDOWNTHECRITERIAANDORGANIZESTHEASSESSMENTWORK．THISRESEARCHBASEDONLOCALSHANDONGPROVINCEPRACTICEISSPREADOUT，STRIVINGTODEEPERTHEANALYSISOFTHEORYANDGIVINGPRIORITYTOCONCRETEEVIDENCEINVESTIGATION．ONTHETHEORETICALANDPRACTICALBASISOFSUMMARIZINGTHECONSTRUCTIONOFASSESSMENTSYSTEMOFOURCOUNTRY’SSECONDARYVOCATIONALEDUCATION,THEPRACTICALISSUEOFTHESECONDARYVOCATIONALEDUCATIONALASSESSMENTSYSTEMCONSTRUCTIONUNDERTHENEWSITUATIONISEXPLOREDSYSTEMATICALLYACCORDINGTOSTANDARDSYSTEM,MANAGEMENTSYSTEM，OPERATIONMECHANISM,INFORMATIONSYSTEMINORDERTOREVEALTECHNICALLIMITATIONOFCURRENTEDUCATIONALASSESSMENTANDANALYZETHEINDEPTHCAUSESOFTHEEDUCATIONALASSESSMENTSYSTEM．EVENTUALLY,WECHOOSETHEASSESSMENTSTANDARD，EVALUATIONPATTEMANDASSESSMENTTOOLTOELABORATEONSOMEUNDERSTANDINGANDSUGGESTIONSONASSESSMENTINCONFORMITYWITHLEGALPROVISIONS，INDEPENDENTASSESSMENTANDDYNAMICASSESSMENTRESPECTIVELY．THECREATIONISTHATWEHAVEPROPOSEDTHEGENERALDESIGNONSTANDARDEDUCATIONALASSESSMENTSYSTEM,BUILTGENERALPLANOFEDUCATIONASSESSMENTSYSTEM‘__。THEGOVERNMENTMACROSCOPICMANAGEMENT，THESCHOOLSELFASSESSMENTESTABLISHMENT，AGENTASSESSMENTSERVICEANDSOCIALDEMANDCONTR01．THEVALUEOFRESEARCHTHEORYISTHETHOUGHTOFEDUCATIONASSESSMENTLEGALPRINCIPLE，THEDISCUSSIONOFTHEPRACTICALMODELOFCHINESECHARACTERISTICEDUCATIONASSESSMENTSYSTEM,THEBASICESTABLISHOFTHEFRAMETHATFITSTHENATIONALCONDITIONS。ANDTHEDEVELOPMENTOFEDUCATIONASSESSMENTTHEORYRECOGNITIONTOSOMEEXTEND．INTHEASPECTOFPRACTICE，WEATTACHIMPORTANCETOTHECOMBINATIONWITHOURREALITY,LEAD

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簡(jiǎn)介：河北師范大學(xué)碩士學(xué)位論文澳大利亞中等職業(yè)教育的變遷（19491975年）姓名汪志杰申請(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)教師黃立志20090315ABSTRACTAFTERNEARLYAHUNDREDYEARSOFREFORMANDDEVELOPMENT，AUSTRALIAHASESTABLISHEDARICHCHARACTERISTICSECONDARYVOCATIONALEDUCATIONSYSTEMOFITSOWN，WHICHHASEFFECTIVELYPROMOTEDITSSOCIALPROGRESSANDECONOMICDEVELOPMENTBASEDONTHEBURTONCLARK’S”COORDINATIONTRIANGLE”THEORYTHISPAPERANALYZESTHEDEEPREASONSOFTHESYSTEMCHANGESOFAUSTRALIA’SSECONDARYVOCATIONALEDUCATIONFROMTHEASPECTSOFGOVERNMENT，MARKETANDACADEMICPOWERH1ACCORDANCEWITHTHEYEARSOFTHEGOVEMMENTALTERNATION，ITNARRATESTHEHISTORYOFITSSECONDARYVOCATIONALEDUCATIONFROMTHEENDOFWORLDWARIITOTHELATTERHALFOFTHE20THCENTURYINTHREESTAGES，NAMELYPLANNINGSTAGE，IMPLEMENTATIONSTAGEANDPERFECTINGSTAGEPLANNINGSTAGE19491966，BASEDONTHEOVERVIEWOFTHEBEGINNING，RUDIMENTANDDEVELOPMENTOFTHESECONDARYVOCATIONALEDUCATIONSINCETHE19THCENTURYTHISPAPEREXPOUNDEDTHEINFLUENCEOFPOLITICS，ECONOMYANDSOCIETYESPWYNDHAMREPORTTOTHESECONDARYVOCATIONALEDUCATIONTHISSTAGEMADENECESSARYPREPARATIONSFORTHEREFORMDEVELOPMENTANDITSSYSTEMESTABLISHMENTIMPLEMENTATIONSTAGE19661971，F(xiàn)ROMTHEDEVELOPMENTALPROCESSOFTHEPOSTWARSECONDARYVOCATIONALEDUCATION，THEAUTHORARGUESABOUTESTABLISHMENTANDPOPULARITYOFTHECOMPREHENSIVESECONDARYSCHOOLSASWELLASTHEIRCURRICULUMREFORMTHISPAPERMAKESALLOVERALLINTRODUCTIONTOTHESITUATIONOFTHESECONDARYVOCATIONALEDUCATIONREPRESENTEDBYTHESTATEOFVICTORIAANDMAKESAPROFOUNDANALYSISOFASERIESOFMEASURESTOTHEVOCATIONALEDUCATIONREFORMANDTHECURRICULUMPROVISIONINTHISPERIOD，SECONDARYVOCATIONALEDUCATIONWASDEVELOPEDBYLEAPSANDBOUNDSANDAMORECOMPLETESECONDARYVOCATIONALEDUCATIONSYSTEMWITHSTRONGAUSTRALIACHARACTERISTICSWASINITIALLYSETUPMOREOVERITSDEVELOPMENTWASNOTEASYANDITWASACCOMPANIEDWITHBOTHSUPPORTERSANDOPPONENTSPERFECTINGSTAGE19711975，ANALYZINGTHENEWSITUATIONANDPROBLEMSINTHEPROCESSOFTHESECONDARYVOCATIONALEDUCATIONREFORMTHEPAPERFOCUSEDONANOVERALLPRESENTATIONTHATTHEGOVERNMENTSTARTEDWITHTHELEGISLATIONANDPOLICIESTOSTRENGTHENTHEMACROMANAGEMENTANDINCREASEDTHEINVESTMENTINEDUCATIONTHEACADEMICGROUPSPLAYEDANIMPORTANTROLEINTHECOURSETHEREFORE，INORDERTOMAKETHESECONDARYVOCATIONALEDUCATIONSYSTEMMOREIV

簡(jiǎn)介：中圖分類號(hào)中圖分類號(hào)G718單位代碼單位代碼10231學(xué)號(hào)號(hào)2014350106中職弱勢(shì)孤困學(xué)生教育問(wèn)題研究以黑龍江省民政職業(yè)技術(shù)學(xué)校為例學(xué)科專業(yè)科專業(yè)教育管理教育管理研究方向研究方向教育管理教育管理作者姓名作者姓名周瑛哲周瑛哲指導(dǎo)教師指導(dǎo)教師溫恒福溫恒福教授教授哈爾濱師范大學(xué)二〇一七年十一月ATHESISSUBMITTEDFTHEDEGREEOFMASTERRESEARCHONTHEEDUCATIONOFDISADVANTAGEDSTUDENTSINSECONDARYVOCATIONALSCHOOLSTAKINGHEILONGJIANGCIVILAFFAIRSVOCATIONALTECHNICALSCHOOLASANEXAMPLECIDATEZHOUYINGZHESUPERVISWENHENGFUPROFESSSPECIALITYEDUCATIONMANAGEMENTDATEOFDEFENCENOVEMBER2017DEGREECONFERRINGINSTITUTIONHARBINNMALUNIVERSITY

簡(jiǎn)介：西南師范大學(xué)碩士學(xué)位論文重慶市職業(yè)中學(xué)心理健康教育內(nèi)容與途徑探討姓名吳偉申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育管理指導(dǎo)教師劉云艷200251RESEARCHOFTHEPSYCHOLOGICALHEALTHEDUCATION’SCONTENTSANDMEANSLNCHONGQINGPROFESSIONALMIDDLESCHOOLMAJOREDUCATIONMANAGEMENTRESEARCHDIRECTIONMANAGEMENTINPRIMARYANDJUNIORHIGLLSCHOOLSUPERVISORPROFLIUYUNYANGRADUATEWUWEIJ99013ABSTRACTAT21“CENTURYTHEWORLDHASENTEREDINTOANEWINFORMATIONECONOMICERAANDTHECOMPETITIONBETWEENTHECOUNTRIES，THELOCALAREAS，THETRADESANDTHESANLETRADESHASBECOMETHECOMPETITIONOFTHETALENTSAFLERTHECHINESEENTRYOFWTO，THISKINDOFCOMPETITIONISTENDINGSERIOUSINCHINAIT’SMOREEASILYFORTHEPERSONSWHOHAVEACCEPTEDGOODBASICED、1CALIONPROFESSIONALSKILLSTRAININGANDEXCELLENTPSYCHOLOGICALSTATETOOBTAINEMPLOYMENTHOWEVERTHEPROFESSIONALMIDDLESCHOOLINCHONGQINGONLYEMPHASIZETHECONVEYOFTHEKNOWLEDGE，THESKILLSANDTHEEXHORTATIONOFMORALEDUCATIONBUTNEGLECTTHEPSYCHOLOGICALEDUCATIONINTHISPERIOD，STUDENTSFACEVARIOUSPSYCHOLOGICALPRESSES，WHICHINFLUENCETHEGROWINGOFTHEM，EVENPREVEMTHEMFROMCONFRONTINGTHECOMPETITIONS，RECEIVINGTHECHALLENGESFROMTHEWORK，THESTUDYANDTHELIVINGANDUNDERTAKINGTHETESTINGOFTHEPRESSES，CONFRONTATIONSANDTHECONJUNCTURESTHISRESEARCHTRIESTOUSETHERELATEDTHEORIESOFPEDAGOGYPSYCHOLOGYSOCIOLOGYTHROUGHTHECONVEYOFTHEPSYCHOLOGICALEDUCATIONANDTHERELEVANTPROBLEMSINTHEPROFESSIONALMIDDLEOFCHONGQING，DRAWSLESSONSFROMTHEDOMESTICANDINTERNATIONALEXPERIENCEOFPSYCHOLOGICALEDUCATION，ANDBRINGSFORWARDTHEPROJECTTHEGREENEDUCATIONOFPSYCHOLOGICALHEALTHINCHONGQINGPARTONEWCSHOULDDEVELOPETHEGREENPSYCHOLOGICALHEALTHEDUCATIONSPECIFICALLYINTHREEMAINASPECTSINTHEPROFESSIONALMIDDESCH001THEYARETHELEARNINGPSYCHOLOGICALEDUCATION，THEINTERCOMMUNICATIONPSYCHOLOGICALEDUCATIONANDTHEJOBHUNTINGPSYCHOLOGICALCOMMUNICATIONPARTTWOTHEMEANSOFDEVELOPINGTHEGREENPSYCHOLOGICALHEALTHEDUCATIONINCLUDETHECONSTRUCTIONOFTHE‘‘GREENSTEREOSCOPICNETWORK’SYSTEMANDTHEMAINCARRIEROFTHISPROJECT2

簡(jiǎn)介：學(xué)校代碼10663學(xué)號(hào)4201110400197貴州師范大學(xué)碩士學(xué)位論文素質(zhì)教育背景下高職院校美育的現(xiàn)狀及對(duì)策研究以貴州輕工職業(yè)技術(shù)學(xué)院為例THERESEARCHONAESTHETICSITUATIONANDCOUNTERMEASURESOFHIGHERVOCATIONALSCHOOLSUNDERTHEBACKGROUNDOFQUALITYEDUCATIONFOREXAMPLEOFGUIZHOULIGHTINDUSTRYVOCATIONALTECHNICALCOLLEGE專業(yè)名稱教育學(xué)原理專業(yè)代碼040101研究方向教育基本理論申請(qǐng)人姓名郭艷麗導(dǎo)師姓名龍玲玲副教授二零一四年五月二十一日目錄摘要IABSTRACTII第一章緒論111選題緣由112研究綜述2121美育概念的研究2122美育目標(biāo)的研究5123美育價(jià)值的研究7124美育實(shí)施的研究813研究意義11131理論意義11132實(shí)踐意義1114研究方法11141文獻(xiàn)研究法11142問(wèn)卷調(diào)查法12143訪談?wù){(diào)查法12第二章第二章高職院校美育基本理論概述1321高職院校美育的目的1322高職院校美育的內(nèi)容1423高職美育的途徑1624高職院校美育意義17

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簡(jiǎn)介：華中師范大學(xué)碩士學(xué)位論文師范類五年一貫制高等職業(yè)教育中開(kāi)展數(shù)學(xué)研究性學(xué)習(xí)的探索與實(shí)踐姓名毛琪莉申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)數(shù)學(xué)指導(dǎo)教師郭熙漢20060501ABSTRACTINQUIRINGLEAFLLIN參PLAYSANIMPONAILTROLEINDEVELOPIILG咖DCNTS’CRCATIVECONSCIOUSNCSSANDPRACTICALABILITIESHOWTOIMPIEMCNTITHASBECOMEONEOFTHEEMPH舔ESJILTHEN撕ONALELEMENTARYE“CATIONCIIRRICULUMREF0珊皿E丘VEYEARSYSTEMILLTEACHERSINSTITUTESTAL【ESTLLEIMPORT趾TMISSI咖OFPRCPARINGTEACHERSFOREL鋤EⅡTARYEDUCATIONFORALONGTIME，THE?！癈ATIONINTEACHERSHASBECNOUTOF洲WITH也ETEACHILLGPRACTICEIILCIEMENTARYSCHOOLS鋤DHASBECNLAGGEDBEHILLDTHEEDUCATIONALRCFB鋤HLRCSPONDTO證QUIRJNGLE柵曲GINELEMENTARYSCH001WHERCTLLETEACHERTRAILLEES州UGO，WEALSONCEDTOCA】吖OUTINQUIRINGLEAMINGTOTHEMW色HOPETHEYWILLDOTHESAMEMINGINDEM∞TAQSCHOOLSINFUTLLREWHAT’SMOREIMP嗽AILTIS也ATWEHOPC也EYCAILⅡUNILRCMODEMEDUCATIOⅡALVISIONSANDGAIN血E嘲LSC0FMODEMT髓CHIⅡGANDCURRICULA，AILDFLLRTHE螄0RETOENFORCETLLEELEMEMARYCDUCA石ONREFOM11LELITERATUREREVIEWSECTION百VESABRIEFOFTHEHISTORYOFINQU塒NG1EAMINGANDTLLEDEVELOPMENTSTATIISINVARIOUSCOLLLL試ESBASEDONAIL強(qiáng)ALYSISOFTLLEMATHEMATICSLEANLINGSTATUSIⅡTEACHERSINSTITUTCS，WEEXPLORETHETHEORYOFINQILIIINGLE鋤INGIN丘VEYEARSYSTEMTEACHCR嘣NGPROGRAMANDITSPRACTICALOBJECTIVESF主NALLYWEDISCLLSSSOMEPMBLEMSRCGARDJNGTLLEPOSSIBLEPRQECTS也ATTLLESLUDENTS啪CHOOSEAND山EORG雄IZATIOILOFINQUIDNGLEARILINGPFACTICEKEYWORDSFIVEYEARSYST唧NOMALINSTITILTE；MALH鋤ATICS；INQUIRIILGLEA功IILG

簡(jiǎn)介：河南大學(xué)碩士學(xué)位論文試論杜威的“泛職業(yè)教育觀”姓名王永強(qiáng)申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育史指導(dǎo)教師李申申20050501在操作層面上，杜威提出職業(yè)教育目標(biāo)制定的社會(huì)化、職業(yè)教育課程體系建設(shè)的綜合化、職業(yè)教育實(shí)施途徑的多樣化的觀點(diǎn)。論文進(jìn)而把杜威“泛職業(yè)教育觀”的主要特征歸結(jié)為四方面教育對(duì)象上的平民主義，使其教育范圍體現(xiàn)出廣泛性教育過(guò)程上的行動(dòng)主義，使其教育運(yùn)行表現(xiàn)出實(shí)踐性；教育制度上的大教育觀，使其教育理想呈現(xiàn)出前瞻性教育功能上的工具主義，使其教育價(jià)值彰顯出實(shí)用性。在對(duì)杜威的“泛職業(yè)教育觀”的思想內(nèi)容與基本特征的輪廓描述的基礎(chǔ)上，論文超出了對(duì)這種職業(yè)教育觀點(diǎn)本身的靜態(tài)考察，對(duì)杜威“泛職業(yè)教育觀”問(wèn)世后在美國(guó)教育發(fā)展中的命運(yùn)及其對(duì)教育的實(shí)際影響進(jìn)行了考察。通過(guò)對(duì)二十世紀(jì)初期以杜威為代表的廣義職業(yè)教育觀和以斯尼登、普魯澤為代表的狹義職業(yè)教育觀的共識(shí)與爭(zhēng)鳴，以及二十世紀(jì)前半期人們對(duì)這兩種職業(yè)教育觀的實(shí)踐與得失和二十世紀(jì)后半期人們對(duì)職業(yè)教育問(wèn)題的反思與抉擇三個(gè)階段的考察，認(rèn)為杜威“泛職業(yè)教育觀”代表了當(dāng)代世界職業(yè)教育改革的基本走勢(shì)，對(duì)杜威“泛職業(yè)教育觀”基本精神的挖掘、研究、弘揚(yáng)成為當(dāng)代職業(yè)教育改革的一大主題。在論文的最后一部分，作者對(duì)杜威“泛職業(yè)教育觀”的貢獻(xiàn)與局限作出了簡(jiǎn)明、客觀的評(píng)價(jià)，認(rèn)為杜威通過(guò)對(duì)職業(yè)與職業(yè)教育的寬泛理解，確立了職業(yè)教育在現(xiàn)代社會(huì)中的重要地位；倡導(dǎo)自由教育與職業(yè)教育的融通，推動(dòng)了教育民主化、平等化的歷史進(jìn)程；但其改良主義的世界觀，決定了其職業(yè)教育理論只能是適應(yīng)美國(guó)壟斷資產(chǎn)階級(jí)需要的改良主義教育理論；他的唯心主義的經(jīng)驗(yàn)論哲學(xué)，使其活動(dòng)課程削弱了知識(shí)的系統(tǒng)性。論文最后還對(duì)杜威“泛職業(yè)教育觀”對(duì)當(dāng)前職業(yè)教育改革的現(xiàn)實(shí)意義進(jìn)行了思考。關(guān)鍵詞杜威；泛職業(yè)教育；內(nèi)容；特征；歷史回響

簡(jiǎn)介：山東師范大學(xué)碩士學(xué)位論文東?？h中等職業(yè)教育與人力資源開(kāi)發(fā)之研究姓名李忠申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育管理指導(dǎo)教師金傳寶20061018山東師范大學(xué)碩士學(xué)位論文CONTENTSUMMARY，INRECENTYEARSVOCATIONALEDUCATIONASTHEMAINBODYOFTHEOCCUPATIONEDUCATIONFACESTHERAREOPPORTLLNITYOFDEVELOPMENTWITLLTHENATION’STHINKINGHIGHLYOFIT，ANDTHERESEARCHOFITHASBEENPUTONTHEORDEROFTHEDAYTHEPROBLEMOFTHEVOCATIONALEDUCATIONANDDEVELOPINGHUMANRESOURCEISANIMPORTANTTOPICTHATVOCATIONALEDUCATIONMUSTSERVETHELOCALECONOMYINTHEPAST20YEARS，DONGHAIVOCATIONALEDUCATIONHASHADACERTAINDEVELOPMENTANDMADEALITTLEGREATERCONTRIBUTIONTOEXPLOITINGDONGHAIHUMANRESOURCESBUTITSSCALEWASATROPHIEDITSSTRUCTUREWASOUTOFBALANCEPROFESSIONCONSTITUTIONWASSTAGNANTJOBHUNTINGWASDIFFICULTANDTHEVOCATIONALEDUCATIONWENTTOTHESTAGNATIONITWASA虹ILDOFVICIOUSCIRCLETHATEOULDN’TCOORDINATETHEPOLICYTOTHEDEVELOPMENTOFCURRENTSOCIETYPOLITICALECONOMYHUMANBEINGANDVOCATIONALEDUCATIONWHICHTOULON’TSATISFYSOCIALECONOMICDEVELOPMENTOFDONGHALCOUNTYANDCOULDN’TMEETTHENEEDSOFHUMANBEINGSANDWHICHDESTROYSOCCUPATIONSYSTEMTHISMAKESMETHINKHOWTOIMPROVEDONGHAIVOCATIONALEDUCATIONANDDEVELOPTHEHUMANRESOURCESTHISARTICLEISBASEDONSTUDIESTHEORYRESULTSTHEORYSYSTEMTHEORYECONOMICTHEORYSYSTEMSCIENCEANDPEDAGOGYTHEORYINTHEDISTRICT，COMBININGTHEACTUALCONDITIONOFDONGHAIVOCATIONALEDUCATIONANDTHEDEVELOPMENTOFHUMANRESOURCESTHISRESEARCHFULLYANALYZESITANDACTIVELYFORMEDABASICPRINCIPLEANDMETHODWHICHAREMOREMANEUVERABLEANDMORECOMPLETEANDCOUNTERSDONGHAIOCCUPAFIONEDUCATIONHOWTOIMPROVETHEDEVELOPMENTOFHUMANRESOURCESTHESTUDYFOLLOWSTWOGREATEDUCATIONALBASICPRINCIPLEWHICHARETHATEDUCATIONHASTOADAPTANDPROMOTETHESOCIETYDEVELOPMENTANDTHEDEVELOPMENTOFHUMANRCSOLJLCESITSTICKSTOTHEREQUESTOFDEVELOPINGVIEWOFSCIENCE，MAKINGDONGHAIVOCATIONALEDUCATIONANDTHEDEVELOPMENTOFHUMANRESOURCESPROMOTEMUTUALLYRELATIONSHARMORIZE，THEBURDENOFDONGHAIPOPULATIONINTOHUMANRESOURCEADVANTAGESGRADUALLYANDMAKINGDONGHAIVOCATIONALEDUCATIONBEINTHESERVICEOFCONSTRUCTINGANC57L，DONGHAIKEYWORDDONGHAICOUNTYVOCATIONALEDUCATIONTHEDEVELOPMENTOFHUMANRESOURCESRELATIONMETHODCLASSIFICATIONNUMBERG71II

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簡(jiǎn)介：上海師范大學(xué)碩士學(xué)位論文摘要I摘要摘要中職教育與普通教育本無(wú)高低優(yōu)劣之分，但由于社會(huì)觀念、中職教育自身等諸多原因，中職教育未被社會(huì)普遍認(rèn)可。在我國(guó)西部偏遠(yuǎn)地區(qū)，大部分中職學(xué)生就讀職校實(shí)則是在升學(xué)競(jìng)爭(zhēng)中未能勝出后的被迫選擇。因此，中職學(xué)校與普通高中在生源結(jié)構(gòu)上有極大差異。由于中職學(xué)校、教師自身的特點(diǎn)，致使師生關(guān)系有其特殊性。中職師生沖突猶如一面鏡子，不僅映照出師生關(guān)系中的問(wèn)題，還反應(yīng)了雙方各自的問(wèn)題，職業(yè)學(xué)校的問(wèn)題，乃至整個(gè)中職教育本身的問(wèn)題。因此，本研究聚焦師生交往中的沖突事件，采用教育人種志的研究方法，通過(guò)深入職校，現(xiàn)場(chǎng)觀察，深度訪談了解師生沖突對(duì)雙邊關(guān)系的影響，并以白描的手法最大限度地還原整個(gè)過(guò)程。意圖通過(guò)現(xiàn)場(chǎng)的還原、細(xì)節(jié)的描寫(xiě)，展現(xiàn)職業(yè)高中師生關(guān)系的現(xiàn)實(shí)狀況，以及職高教師的職業(yè)境遇，職高學(xué)生的生存境況，以及中職學(xué)校辦學(xué)的現(xiàn)實(shí)處境。通過(guò)田野考察發(fā)現(xiàn)中職師生沖突是普遍存在的，沖突對(duì)雙邊關(guān)系的影響是一個(gè)持續(xù)變化的過(guò)程。而沖突后雙邊關(guān)系的走向與雙方的應(yīng)對(duì)，以及先前的師生關(guān)系等因素有關(guān)。同時(shí)，激烈的師生沖突并沒(méi)有想象中的可怕，而易被師生忽視的長(zhǎng)期的隱性沖突對(duì)雙邊關(guān)系的破壞力是巨大的。最后，不管是何種性質(zhì)，何種激烈程度的沖突事件，不管師生雙方在沖突事件中作何行為選擇，不管沖突后雙邊關(guān)系的走向如何，風(fēng)波終會(huì)平息，師生的生活終會(huì)回歸常態(tài)。而師生沖突事件不管成為彼此成長(zhǎng)的養(yǎng)分，還是傷痕，都豐富著師生的人生。同時(shí)，研究還發(fā)現(xiàn)，師生沖突不是基于惡的，是溝通和理解的不充分造成的。學(xué)生在師生關(guān)系中應(yīng)承擔(dān)的責(zé)任是很難規(guī)約的。最終此責(zé)任落到相對(duì)充分社會(huì)化的教師身上。這方面教師責(zé)任的承擔(dān)正是其專業(yè)性的體現(xiàn)。同時(shí)，學(xué)生都是向善的，有自我完善的需要和能力。教師有責(zé)任幫助學(xué)生不斷完善，實(shí)現(xiàn)社會(huì)化，以自動(dòng)承擔(dān)身為學(xué)習(xí)者的責(zé)任。因此，師生關(guān)系中，教師要保持充分的理性，積極發(fā)展學(xué)生的理性，讓理性連接學(xué)生向善的內(nèi)在動(dòng)力與教師的職業(yè)責(zé)任，成就更好的師生關(guān)系。關(guān)鍵詞關(guān)鍵詞師生沖突，師生關(guān)系，教育人種志，職業(yè)高中SHANGHAINORMALUNIVERSITYMASTEROFEDUCATIONABSTRACTIIISTUDENTSSHOULDBEARINTHETEACHERSTUDENTRELATIONSHIPISDIFFICULTTOSTIPULATESOTHISRESPONSIBILITYFALLONTHETEACHERSWHOARERELATIVELYFULLYSOCIALIZEDANDITALSOEMBODIESTHETEACHERS’PROFESSIONALISMSTUDENTSAREGOODINNATURE，SOTHEYHAVETHENEEDSANDABILITIESTOIMPROVETHEMSELVESTEACHERSHAVETHERESPONSIBILITYTOHELPSTUDENTSTOIMPROVETHEMSELVESCONTINUELYANDACHIEVESOCIALIZATIONSOTHATTHEYCANAUTOMATICALLYASSUMETHERESPONSIBILITYASLEARNERSTHEREFORE,INTHETEACHERSTUDENTRELATIONSHIP,TEACHERSSHOULDMAINTAINSUFFICIENTRATIONALITYANDDEVELOPSTUDENTSRATIONALITYACTIVELYATTHESAMETIMEINORDERTOACHIEVEBETTERTEACHERSTUDENTRELATIONSHIPS,THETEACHERSSHOULDTRYTOCONNECTTHESTUDENTSINTERNALDRIVEFORGOODNESSWITHTEACHERSPROFESSIONALRESPONSIBILITIESBYRATIONALITYKEYWORDSTHECONFLICTBETWEENTEACHERSANDSTUDENTS,RELATIONSBETWEENTEACHERSANDSTUDENTS,ETHNOGRAPHYOFTHEEDUCATION,VOCATIONALHIGHSCHOOL