| （摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 职业教导是古代化教导的主要构成部门，是公民经济与社会成长的主要基本。绝对通俗教导，职业教导人才造就目的的特别性向职教教员提出了更高的请求。若何完美职教员资造就形式，扶植一支高本质的师资部队是我国职教界面对的一个主要课题。作为职业教导强国，经由多年成长，德国已构成了一套周全体系的职教员资的造就培训系统，德语论文范文，个中有很多有益经历值得自创。文章具体引见了德国2017年最新改造后的职教员资造就系统。以马格德堡年夜学为例从退学前提、专业构造、课程设置等方面着手对职教员资专业停止了详细论述。并联合详细案例对准备练习、国度测验、退职培训等阶段停止了深刻研究。在此基本上对德国职教员资造就培训系统的经历与特色停止了总结。经由多年的尽力，我国职教员资造就培训系统已根本树立。文章对我国职教员资造就培训的现状停止了归纳综合剖析，总结个中存在的成绩。进而自创德国先辈、迷信的经历，联合我国国情，提出完美我国职业教导师资部队的相干对策建议，德语毕业论文，以期对我国职教员资造就能有所启发。 Abstract: Vocational education is the main component of ancient education, and it is the main basis of civil economy and social development. Absolutely easy to teach, teach the occupation personnel training purpose special aptitude vocational education teacher put forward higher request. It is a major task for the vocational education in our country to build up a high quality teacher force in the form of perfect vocational teacher. As a professional teaching power, through years of growth, Germany has formed a comprehensive system of vocational education teacher training system, there are many useful experience to create. This article specifically introduces the German in 2017 after the transformation of the new vocational training system. To Magdeburg University as an example from the premise to drop out of school, professional construction, curriculum setting start of vocational teacher professionalization in detail. And the details of the case for training, on-the-job training, test country stage stop deep research. In this basically, the experience and characteristics of the training system for the German vocational teacher training system has been summarized. Through many years of efforts, our country vocational teacher training system has been set up. The article on the status quo of China's vocational training for teachers to make a comprehensive analysis of the status quo, summed up the results of the existence of. In order to create the German advanced and scientific experience, combined with China's national conditions, put forward the perfect our country professional teaching staff of the relevant countermeasures and suggestions, with a view to our country vocational teachers can be inspired. 目录: 摘要 3-4 ABSTRACT 4 第一章 绪论 7-12 1.1 论文探讨的背景和理由 7-8 1.2 论文探讨的意义和措施 8-9 1.2.1 探讨意义 8 1.2.2 论文探讨的思路和基本措施 8-9 1.3 相关概念、范围界定 9 1.3.1 范围界定 9 1.3.2 概念界定 9 1.4 探讨综述 9-12 第二章 德国职业学校教师培养培训体系的探讨 12-32 2.1 德国的教育体系 12-13 2.2 培养培训体系概述 13-15 2.3 大学学习阶段 15-21 2.3.1 本科学习阶段 15-18 2.3.2 学习阶段 18-21 2.4 预备实习阶段 21-23 2.4.1 教师进修学院 22 2.4.2 职业学校实习培训 22-23 2.5 国家考试 23 2.6 在职培训 23-27 2.6.1 在职培训体系简介 23-25 2.6.2 在职培训案例 25-27 2.7 德国职业学校教师培养培训体系的特点 27-32 第三章 我国职业学校教师培养培训体系近况及问题 32-41 3.1 我国职业学校教师培养培训体系近况 32-35 3.1.1 职前培养模式 32-33 3.1.2 在职培训体系 33-34 3.1.3 政府对职业学校教师培养的高度重视 34-35 3.2 我国职业学校教师培养培训体系的若干问题 35-37 3.2.1 职前培养 35-36 3.2.2 在职培训 36-37 3.3 我国职业学校教师队伍存在的若干问题 37-41 第四章 完善我国职业学校教师培养培训体系的对策 41-47 4.1 完善职前师范教育 41-42 4.2 提高教师资格要求及待遇 42-43 4.3 加强入职前的培训 43-44 4.4 完善在职培训 44-47 4.4.1 培训内容的合理确立 44-45 4.4.2 培训承担者的多样化 45 4.4.3 培训途径的多样化 45-47 参考文献 47-49 致谢 49 |
