| （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。） 职业黉舍教员教导的程度是作用职业黉舍教导质量的症结和焦点。职业黉舍教员是为了赞助先生们经由过程职业教导到达预期的职业目的，是以职业黉舍教员应当具有职业专业才能和社会才能等综合行为才能。构建一个完全、构造明白、实际和理论慎密融会的教员教导系统是成长职业教导的条件和包管。本文的研究重点重要是德国职业黉舍教员在上岗之前阅历的教导进程年夜学教导阶段，练习准备期阶段和两次决议性的国度测验。经由过程对两个阶段教导的专业课程设置、构造和学分分派、教授教养措施、组织及运动支配和对于两次国度测验详细实行进程的描写剖析，引出了本文的主体思惟实际和理论的高度契合。这里的契合不只仅是实际常识和理论常识的慎密接洽，并且是实际和理论慎密联合的思惟不管从微观上照样微不雅上都很深刻地渗入渗出退职业黉舍教员的教导系统中。本文经由过程剖析德国职业黉舍教员教导的汗青成长和现状，研究德国职业黉舍教员的造就形式，略论德国职业黉舍教员教导第一阶段的退学前提、专业与职业的调和分歧性、和德国职业黉舍教员的国度测验轨制和中国职业黉舍教员的教员资历证轨制、年夜学阶段的参与练习模块和教员教导第二阶段练习准备期。运用古代教导实际，剖析其优缺陷。自创德国先辈的造就形式，提出合适于中国国情对于建构中国职业黉舍教员造就系统的建议，德语论文网站，而且追求中国“双师型”职教员资造就的对策。对中国通俗高校在20世纪90年月接踵参与职教员资造就这一新事物的配景及成长趋向作以深刻的剖析，德语论文，以期增进我国职教员资造就形式的进一步完美。对造就高程度的职教员资，进而对晋升职教程度具有很强的适用价值。 Abstract: Vocational school teachers to teach the extent of the impact of vocational schools to teach the quality of the crux of the problem and focus. Vocational school teachers in order to sponsor students through the process of career guidance to achieve the intended purpose, is a vocational school teachers should have a professional and social skills and other comprehensive behavioral ability. Constructing a completely, understand the structure, practical and theoretical cheek by jowl fusion faculty teaching system growth is vocational education conditions and guarantee. The focus of this research is important in German Vocational School happen the teacher in the post until experience teaching process in university teaching stage, practice stage and two resolutions of the state examination preparation. Settings via process of two stage teaching of professional courses, structure and allocation of credits, teaching methods, organization and movement domination and about two times national test with the implementation of the description of the process analysis, leads to the subject thought to the theory and practice of highly fit. Here the fit is not only contact cheek by jowl actual knowledge and theoretical knowledge, and is practical and theoretical cheek by jowl with thoughts regardless of from the micro still micro Ya are very deeply infiltrated back to vocational school happen the teacher education system. This paper through analysis of German vocational schools give teacher taught history, development and current situation, research of German Vocational Schools Teacher creating form, analysis of the German vocational schools teacher taught the first stage dropped out of the premise, the professional and career harmonic divergence, and Germany's vocational school happen to teach members of the State Examination system and the Chinese vocational school happen the teacher teacher qualification certificate system, the university stage in practice module and the teacher taught the second stage practice for a period. To analyze the advantages and disadvantages of the ancient teaching practice. To create the form of German predecessors, put forward suitable for China's national conditions on the construction of China's vocational school teachers to create a system of advice, but also the pursuit of China's "double teacher type" vocational school teachers and the countermeasures. Of Chinese popular in Colleges and universities in the 90 years of the 20th century in succession in teachers of vocational education makes this new thing background and development trend to profound analysis, in order to promote China's vocational education teacher information form to create further perfect. To create a high degree of vocational teachers, and then to promote the level of vocational education has a strong applicable value. 目录: 中文摘要 3-4 ABSTRACT 4 第一章 绪论 7-11 1.1 问题的提出 7 1.2 探讨的意义 7-8 1.3 探讨的思路、内容及主要措施 8-11 第二章 德国职业学校教师教育体系述评 11-25 2.1 德国职教师资教育体系的历史发展和近况 11-14 2.1.1 二十世纪三十年代前的德国职业教师教育 11-13 2.1.2 二十世纪三十年代后的德国职业教师教育 13-14 2.2 联邦统一立法与各联邦州自行立法 14-16 2.3 德国职业学校教师教育的实施阶段 16-21 2.3.1 第一阶段：德国职业学校教师教育的大学教育阶段及其特点 16-18 2.3.2 第二阶段：德国职业学校教师教育的实习预备年及其特点 18-20 2.3.3 教师教育阶段的国家考试制度 20-21 2.4 职业学校教师教育过程存在的问题 21-22 2.5 德国职业学校教师教育的改革 22-25 2.5.1 职业学校教师教育过程需要改革的前提条件 22-23 2.5.2 新职业学校教师教育结构的目标 23-25 第三章 职业学校教师教育实习学期制度和能力合作培养项目剖析 25-33 3.1 实习学期制度介入的背景和动机 25-26 3.2 “科斯坦模型”学校实践的职能和结构 26-27 3.2.1 第一模块的具体要求：获得最初的教学经验 26 3.2.2 第二、三模块的具体要求：专业教学法的习得和应用 26-27 3.3 教学法要求与“科斯坦模型” 27-28 3.4 实习学期的目标：实现理论和实践的紧密联系 28-29 3.5 巴登符腾堡商业学校与曼海姆大学职业教师职业技能培训合作项目 29-33 3.5.1 能力培训项目提出的背景和基础 29-31 3.5.2 曼海姆能力合作培养项目在大学教育阶段的实现 31-33 第四章 德国职业学校教师教育体系的特点 33-37 4.1 强调入学资格的严格性 33-34 4.2 加强大学教育阶段专业与职业的一致和协调 34 4.3 坚持贯彻理论与实践的紧密结合 34-35 4.4 通过严格的国家考试制度选拔未来职业学校的教师 35-36 4.5 实习学期—理论和实践的结合点 36-37 第五章 德国职业学校教育体系对中国教师教育的启示 37-45 5.1 中国职业学校教师教育的近况和问题 37-38 5.2 借鉴德国职业学校教师教育体系经验对中国的几点思考 38-45 5.2.1 加强职业学校教师教育专业教学法课程比重 38 5.2.2 大学阶段实习学期制度对中国职业教师教育大学教育的启示 38-40 5.2.3 加强实训实习机构间的合作 40-41 5.2.4 第二阶段实习预备期的引入和完善 41-42 5.2.5 严格规范中国的职业教师资格证考试制度 42-43 5.2.6 动态改革和静态改革方法相结合 43-45 参考文献 45-47 致谢 47 |
