| 跟着科技的迅猛成长、常识更新速度加速和职业的频仍改换，人才市场将不再知足休息者只具有一无所长；跟着家当构造的调剂和市场经济的日趋完美，势必激发休息者的任务活动；跟着进修型社会的涌现，法语毕业论文，职业教导将随同人的全部职业成长进程。一切这些都将使得将来社会的休息者，须要具有较宽厚的智能基本、较强的进修才能，那些以常识灌注贯注为主，或许纯真强调技巧与适用常识的传统教授教养已左支右绌。同时生计成绩是时期的主题，职业教导是人的本真生计的开显，但实际职业教导却遗忘了人的本真生计。传统职业教导课程是一种实存职业教导不雅，将职业教导对象看做是“机械人”，此种职业教导不雅指点下的教导理论寻求功利化教导目标、以“职业”规训课程内容，职业黉舍生涯缺少活力和活气。职业教导遗忘人的生涯世界，法语毕业论文，淡薄人的生计意义和寻求；同化先生的个别生计；疏忽职业教导的本体功效。毕生教导思惟下的中等职业教导改造的价值取向是为受教导者职业生活奠基基本，力争变传统的“常识中间”教导为可连续成长的“人的自我完美”教导，并经由过程进修者个别进修自发性的调动，进修习气的养成，进修才能的赓续进步来修建面向新的常识经济时期的进修型社会。再有，从本真生计对职业教导价值停止商量也很有需要，这类商量对引诱职业教导成长偏向、晋升职业教导质量和建构职业教导根本实际具有主要的实际价值和实际意义。法国今朝是这两种实际的思惟提议者和有用贯彻者，同时岂论是从汗青的视野照样现代的眼力来看，中国和法都城是世界上两个有作用的年夜国，具有各自的平易近族文明传统和实际须要，作为汗青遗产和现代社会的主要构成部门之一，两国的中等职业教导表示出了诸多的个性和差别性。本文基于此，在经由过程卖力研究剖析21世纪法国中等职业教导课程改造的基本上，自创法国的先辈课程改造理念和理论经历，提出加速我国中等职业教导课程改造的构思。全文重要由三部门构成：第一部门：根本实际。包含第一章的选题启事、概念界定及实际基本等重要阐述；第二章法国中职教导课程改造国际与国际配景下的成长与实际须要；第三章21世纪法国中职教导课程改造的根本概述和笔者查询拜访剖析。第二部门：改造评析。重要为第四章，集中对法国中职教导课程改造的特点及办法停止剖析，同时包含改造中发明的缺乏和面对的窘境。第三部门：启发及对策思虑。包含第五章我国中职教导课程存在的成绩和缘由剖析，自创法国经历，提出针对我国中职教导课改的构思与对策，表达笔者存眷人的生计与成长的职业教导课程不雅。 Abstract: Along with the rapid growth of technology, knowledge update speed and frequent change of occupation, the talent market will no longer satisfied only with the skills to rest; follow the industrial structure adjustment and the market economy is gradually perfect, will stimulate the rest task; followed by learning the emerging society, occupation teach with all the growth process of human occupation. All these will make the rest of society in the future, need to have a more generous basic intelligence, strong learning ability, those to instill knowledge, perhaps laying emphasis on traditional parenting skills and application of common sense has been professor in straitened circumstances. At the same time, it is the theme of the period, the vocational education is the real life of the people, but the actual vocational education has forgotten the real life of people. The traditional occupation teaching curriculum is a kind of existential occupation teaches indecent, the occupation as "robot" teaching object, the teaching occupation indecent under the guidance of teaching theory for utilitarian goals, to teach "occupation" discipline curriculum, school occupation career lack of vigor and vitality. Career guidance for the world, the meaning and the pursuit of the people's livelihood, the individual's livelihood of the assimilation, the effectiveness of the negligence of the professional education. The value orientation of lifelong education thought of the medium occupation education reform is to teach their occupation life foundation, and strive to change the traditional "common sense" to teaching can develop continuously "self perfection" teaching, through the process of learning and individual learning of spontaneous moves, develop study habits, learning ability continue to progress to build learning society for the new era of knowledge economy. Then, from the real life to the value of vocational education is also very important to discuss the need to discuss this kind of consultation on the temptation to lure career guidance, career guidance and construction quality and construction of vocational education is the fundamental practical value and practical significance. France is currently the two kinds of practical thinking proponents and useful implementation, at the same time, whether it is from a historical perspective as modern view, and Chinese method is the capital of the world's two influential country, has its own national cultural tradition and practical needs, as one of the main part of historical heritage and in modern society, the medium occupation teach expressed many individuality and difference. Based on this, in the course of research and analysis of the secondary vocational education curriculum reform in France in twenty-first Century, we have to create the concept and theory of the advanced curriculum reform in France. The full text is made up of three parts: the first part: the basic reality. Including the first chapter of the topics, the concept definition and the actual basic and other important elaboration; the second chapter of the French secondary vocational education curriculum reform international and international background of the development and practical needs; the third chapter of the twenty-first Century French vocational education curriculum reform of the basic overview and the author inquires the. Second departments: analysis of reform. In the fourth chapter, the characteristics and methods of the secondary vocational education curriculum reform in France are concentrated, and the lack of the invention and the dilemma in the face of the reform are also included. Third departments: inspiration and countermeasures. Including the fifth chapter of our country's vocational education curriculum in the results and reasons analysis, the French experience, put forward to solve our country's secondary vocational education curriculum reform ideas and countermeasures, expressing the author's livelihood and growth of vocational education curriculum. 目录: |
