現(xiàn)代職業(yè)教育體系視域下澳大利亞資格框架制度研究
發(fā)布時間：2019-04-25 13:45
【摘要】：現(xiàn)代職業(yè)教育體系的構(gòu)建是職業(yè)教育改革發(fā)展與質(zhì)量提升的制度保障,是經(jīng)濟結(jié)構(gòu)轉(zhuǎn)型與科技產(chǎn)業(yè)升級的必然要求。然而,以“產(chǎn)教融合、職普融通、終身學習”為核心要素的現(xiàn)代職業(yè)教育體系的構(gòu)建遭遇巨大障礙:一是勞動力市場的“用工荒”和職業(yè)教育學生“就業(yè)難”的二重悖論,二是職業(yè)教育與普通教育的不融通,職業(yè)教育淪為“二流”教育,三是職業(yè)教育止步于�？茖哟�,學習渠道的不暢通,成為“斷頭”教育。破解這些難題的有效途徑之一就是進行制度創(chuàng)新,建立健全支持現(xiàn)代職業(yè)教育體系建構(gòu)的制度體系,而其中國家資格框架制度建設(shè)是這一制度設(shè)計的基礎(chǔ)。目前我國尚未建立系統(tǒng)完整的國家資格框架,現(xiàn)行的職業(yè)資格證書制度存在諸多弊端,無法滿足我國現(xiàn)代職業(yè)教育體系構(gòu)建的制度要求�？v觀世界發(fā)達國家的現(xiàn)代職業(yè)教育體系發(fā)展歷程,國家資格框架制度的構(gòu)建是其共同選擇和發(fā)展趨勢,其中,最為具有代表性和可借鑒性的是澳大利亞資格框架制度。那么,澳大利亞資格框架制度是在怎樣的時代背景下產(chǎn)生的?它的目標、內(nèi)容和運行機制如何?在其現(xiàn)代職業(yè)教育體系中發(fā)揮著怎樣的作用和價值?它對我國現(xiàn)代職業(yè)教育體系建設(shè)有何借鑒?本文基于現(xiàn)代職業(yè)教育體系建設(shè)視角,運用文獻分析法、歷史分析法及比較研究法對澳大利亞資格框架進行文本的解讀和深層剖析。第一,運用結(jié)構(gòu)功能理論解析現(xiàn)代職業(yè)教育體系的內(nèi)涵和核心特征,即產(chǎn)教融合、職普融通、終身學習,并以此為觀測點來審視澳大利亞資格框架在其現(xiàn)代職業(yè)教育體系中的作用和價值。第二,返本溯源地對澳大利亞資格框架的歷史發(fā)展進行闡,解析了澳大利亞資格框架制度形成的動因。根據(jù)其發(fā)展過程中的不同特點將其分為萌芽期(1995年之前)、初創(chuàng)期(1995-2004年)、發(fā)展變革期(2005-2010年)和成熟期(2011-至今)四個階段。在此基礎(chǔ)上,對澳大利亞資格框架的宗旨和目標、等級和維度、資格類型等內(nèi)容以及其運行機制進行了探察。第三,在追索歷史與現(xiàn)實分析的基礎(chǔ)上,厘清了支撐澳大利亞資格框架的理論基礎(chǔ)和核心理念,即終身學習理念、新職業(yè)主義教育觀、多元智能理論、人本主義經(jīng)驗學習理論、學習成果導向和能力本位觀。第四,基于現(xiàn)代職業(yè)教育體系視域,解析澳大利亞資格框架的作用和價值。并發(fā)現(xiàn),在國家資格框架體系下,澳大利亞建構(gòu)了三位一體的現(xiàn)代職業(yè)教育體系,即:以政府引領(lǐng)和行業(yè)主導為基礎(chǔ),以需求導向和能力本位的課程設(shè)置為核心,以實踐驅(qū)動和環(huán)境優(yōu)化的教學實施為關(guān)鍵,以嚴格準入和規(guī)范培訓的師資為保障,實現(xiàn)“產(chǎn)教融合”,增強職業(yè)教育體系的“適應(yīng)性”;以資格證書銜接、課程銜接和學分銜接為載體,實現(xiàn)了“職普融通”,推進職業(yè)教育體系的“銜接性”;以對非正規(guī)、非正式學習認定的“先前學習認可”為紐帶,實現(xiàn)了職業(yè)教育終身學習渠道的暢通,促進職業(yè)教育體系的“開放性”。最后,借鑒澳大利亞資格框架的經(jīng)驗,反觀我國現(xiàn)行職業(yè)資格證書制度的發(fā)展歷程、現(xiàn)狀及面臨的問題,從現(xiàn)代職業(yè)教育體系建設(shè)的視角,對我國國家資格框架構(gòu)提出若干設(shè)想。從理念層面,要以終身學習和人本主義理念為指導,樹立大職業(yè)教育觀、學習成果導向、能力本位的觀念。在實踐層面,制定國家資格框架法,完善相關(guān)法律法規(guī);建立國家統(tǒng)一的資格體系管理制度,保障資格證書的權(quán)威性;暢通各級各類證書間的溝通和銜接,促進職普融通;發(fā)揮行業(yè)企業(yè)在資格證書制定中的主導作用和學校的主體作用,深化產(chǎn)教融合;擴大資格框架覆蓋范圍,認可學習者的先前學習,暢通終身學習渠道;逐漸增強國家資格框架的國際化程度。
[Abstract]:The construction of the modern vocational education system is the system guarantee of the development and quality improvement of the vocational education reform, which is the inevitable requirement of the transformation of the economic structure and the upgrading of the science and technology industry. However, the construction of the modern vocational education system taking "the integration of the production and education, the post-service and the lifelong learning" as the core factor has encountered great obstacles: one is the double paradox of the "labor shortage" of the labor market and the "difficulty in employment" of the vocational education students, the second is the non-accommodation of the vocational education and the general education, the vocational education is reduced to the "two-flow" education, Third, vocational education stops at the specialized level, the learning channel is not smooth, becomes the "decapitation" education. One of the effective ways to solve these problems is to carry on the system innovation, establish and perfect the system system supporting the construction of the modern vocational education system, and the construction of the national qualification framework is the basis of this system design. At present, our country has not set up a complete national qualification framework, and the current professional qualification certificate system has many disadvantages and can't meet the system requirements of the construction of modern vocational education system in our country. In view of the development of the modern vocational education system in the developed countries of the world, the construction of the national qualification framework system is its common choice and development trend, among which, the most representative and reference is the Australian qualification framework system. So, what's the background of the Australian qualification framework? What is its object, content, and operational mechanism? What role and value play in its modern vocational education system? What is the reference to the construction of modern vocational education system in China? This paper, based on the construction of modern vocational education system, uses the literature analysis method, the history analysis method and the comparative method to interpret and deeply analyze the Australian qualification framework. First, the structure function theory is used to analyze the connotation and core characteristics of the modern vocational education system, namely, the integration of production and education, the service and the lifelong learning, and the role and value of the Australian qualification framework in its modern vocational education system. Secondly, the paper analyzes the historical development of the Australian qualification framework, and analyzes the reasons for the formation of the Australian qualification framework system. According to the different characteristics of its development, it is divided into four stages: the bud period (before 1995), the initial period (1995-2004), the development change period (2005-2010) and the mature period (2011-to-date). On this basis, the purpose and goal, grade and dimension of the qualification framework of Australia and its operation mechanism are explored. Third, on the basis of the historical and realistic analysis of the recourse, the theoretical basis and the core idea of supporting the Australian qualification framework are clarified, that is, the life-long learning idea, the new professional education concept, the multi-intelligence theory, the humanism experience learning theory, the learning result orientation and the ability-based view. Fourth, based on the view of the modern vocational education system, the role and value of the Australian qualification framework are analyzed. It has been found that under the framework of national qualification, Australia has constructed a trinity of modern vocational education system, namely, on the basis of government-led and industry-led curriculum, with demand-oriented and competency-based curriculum as the core, and to implement the teaching and implementation of driving and environment optimization as the key. The "adaptability" of the "the integration of production and education" and the vocational education system is realized by using the qualified teachers with strict access and standard training as the guarantee, the "P & P" of the "cohesion" and the promotion of the vocational education system is realized through the connection of the qualification certificate, the link of the course and the credit connection as the carrier, The "previous learning and approval" of the informal learning and determination is the link, which realizes the smooth of the lifelong learning channel of the vocational education and promotes the "open-label" of the vocational education system. Finally, from the experience of the Australian qualification framework, the development course, the present situation and the problems of the current professional qualification certificate system in our country are reflected, and a number of ideas are put forward from the perspective of the construction of the modern vocational education system. Based on the concept of life-long learning and humanism, we should set up the concept of great vocational education view, learning result orientation and ability standard. At the practical level, the national qualification framework law is developed, relevant laws and regulations are improved, the national unified qualification system management system is established, the authority of the qualification certificate is guaranteed, the communication and the connection between various types of certificates at all levels are unblocked, and the service is promoted; Give full play to the leading role of the industry enterprise in the development of qualification certificate and the main role of the school, deepen the integration of production and education, expand the coverage of the qualification framework, recognize the learner's previous study, clear the channel of lifelong learning, and gradually enhance the degree of internationalization of the national qualification framework.
【學位授予單位】：陜西師范大學
【學位級別】：博士
【學位授予年份】：2016
【分類號】：G719.611
，
本文編號：2465164
[Abstract]:The construction of the modern vocational education system is the system guarantee of the development and quality improvement of the vocational education reform, which is the inevitable requirement of the transformation of the economic structure and the upgrading of the science and technology industry. However, the construction of the modern vocational education system taking "the integration of the production and education, the post-service and the lifelong learning" as the core factor has encountered great obstacles: one is the double paradox of the "labor shortage" of the labor market and the "difficulty in employment" of the vocational education students, the second is the non-accommodation of the vocational education and the general education, the vocational education is reduced to the "two-flow" education, Third, vocational education stops at the specialized level, the learning channel is not smooth, becomes the "decapitation" education. One of the effective ways to solve these problems is to carry on the system innovation, establish and perfect the system system supporting the construction of the modern vocational education system, and the construction of the national qualification framework is the basis of this system design. At present, our country has not set up a complete national qualification framework, and the current professional qualification certificate system has many disadvantages and can't meet the system requirements of the construction of modern vocational education system in our country. In view of the development of the modern vocational education system in the developed countries of the world, the construction of the national qualification framework system is its common choice and development trend, among which, the most representative and reference is the Australian qualification framework system. So, what's the background of the Australian qualification framework? What is its object, content, and operational mechanism? What role and value play in its modern vocational education system? What is the reference to the construction of modern vocational education system in China? This paper, based on the construction of modern vocational education system, uses the literature analysis method, the history analysis method and the comparative method to interpret and deeply analyze the Australian qualification framework. First, the structure function theory is used to analyze the connotation and core characteristics of the modern vocational education system, namely, the integration of production and education, the service and the lifelong learning, and the role and value of the Australian qualification framework in its modern vocational education system. Secondly, the paper analyzes the historical development of the Australian qualification framework, and analyzes the reasons for the formation of the Australian qualification framework system. According to the different characteristics of its development, it is divided into four stages: the bud period (before 1995), the initial period (1995-2004), the development change period (2005-2010) and the mature period (2011-to-date). On this basis, the purpose and goal, grade and dimension of the qualification framework of Australia and its operation mechanism are explored. Third, on the basis of the historical and realistic analysis of the recourse, the theoretical basis and the core idea of supporting the Australian qualification framework are clarified, that is, the life-long learning idea, the new professional education concept, the multi-intelligence theory, the humanism experience learning theory, the learning result orientation and the ability-based view. Fourth, based on the view of the modern vocational education system, the role and value of the Australian qualification framework are analyzed. It has been found that under the framework of national qualification, Australia has constructed a trinity of modern vocational education system, namely, on the basis of government-led and industry-led curriculum, with demand-oriented and competency-based curriculum as the core, and to implement the teaching and implementation of driving and environment optimization as the key. The "adaptability" of the "the integration of production and education" and the vocational education system is realized by using the qualified teachers with strict access and standard training as the guarantee, the "P & P" of the "cohesion" and the promotion of the vocational education system is realized through the connection of the qualification certificate, the link of the course and the credit connection as the carrier, The "previous learning and approval" of the informal learning and determination is the link, which realizes the smooth of the lifelong learning channel of the vocational education and promotes the "open-label" of the vocational education system. Finally, from the experience of the Australian qualification framework, the development course, the present situation and the problems of the current professional qualification certificate system in our country are reflected, and a number of ideas are put forward from the perspective of the construction of the modern vocational education system. Based on the concept of life-long learning and humanism, we should set up the concept of great vocational education view, learning result orientation and ability standard. At the practical level, the national qualification framework law is developed, relevant laws and regulations are improved, the national unified qualification system management system is established, the authority of the qualification certificate is guaranteed, the communication and the connection between various types of certificates at all levels are unblocked, and the service is promoted; Give full play to the leading role of the industry enterprise in the development of qualification certificate and the main role of the school, deepen the integration of production and education, expand the coverage of the qualification framework, recognize the learner's previous study, clear the channel of lifelong learning, and gradually enhance the degree of internationalization of the national qualification framework.
【學位授予單位】：陜西師范大學
【學位級別】：博士
【學位授予年份】：2016
【分類號】：G719.611
，
本文編號：2465164
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