| （摘要内容经过系统自动伪原创处理以避免复制，德语论文网站，下载原文正常，内容请直接查看目录。） 我国社会经济的成长对高级职业教导提出了更高、更新的请求，而高职教导的成长很年夜水平上取决于人才造就形式的公道与否。“双元制”是德国很具代表性的职业教导人才造就形式，已被汗青证实很异常胜利的，“2/1”形式也是我国今朝被普遍采取的一种高职人才造就形式。本研究就是对这两种形式停止比拟，提醒德国“双元制”胜利的经历纪律，找出“2/1”形式的缺乏及成长误区，摸索有用的改造办法，增进其进一步成长完美。文章共分为五个部门。第一部门，重要论述了本研究的研究配景、研究目标、研究意义，研究现状、研究办法、研究立异。第二部门重要是梳理了“双元制”和“2/1”形式的的概念、成长过程和特色，对两种形式有一个年夜体上的清楚熟悉。第三部门，对“双元制”和“2/1”形式从社会情况、教授教养系统设计、师资力气、实行进程、保证系统五方面停止比拟，得出雷同点和分歧点。第四部门，在第三部门比拟的基本上，比较“双元制”，发明我国“2/1”形式存在成长理念落伍，缺乏优越社会情况支撑、教授教养组织自觉，系统设计不公道、教员体系体例落伍，师资部队软弱、实行途径单一，缺掉有用协作机制、治理体系体例欠妥，保证系统不完美五年夜成绩，针对这五个成绩，自创“双元制”，提出了更新教导理念，优化“2/1”社会情况、重视职业才能，扶植迷信教授教养系统、造就特点教员，组建高职教员部队、搭建校企协作机制，丰硕实行途径、构建良性治理体系体例，完美保证系统五年夜晋升对策。第五部门，对本研究停止了归纳综合，提出了后续研究希冀。 Abstract: The development of our country's social economy puts forward higher and newer request to the higher vocational education, and the development of higher vocational education depends on the reasonable form of talent training. "Dual system" is a representative of the German vocational education talent training form, has been confirmed by history is very unusual, "2/1" form is now widely adopted in our country a type of Higher Vocational talents. This study is on the two forms compared remind of the German "dual system" victory of the experience discipline, find the "2 / 1" form of deficiency and growth errors, tries to find out the useful ways to transform and promote its further growth. The article is divided into five departments. The first part discusses the research background of this study, research goal, research significance, research status, research methods and research innovation. The second sector is important to sort out the "dual system" and "2/1" form of the concept, growth process and characteristics of the two forms have a large body of clear knowledge. The third sector, the "dual system" and "2/1" form from the social situation, teaching system design, teaching staff, the implementation process, to ensure that the system five aspects of comparison, draw the same points and differences. The fourth sector, compared in the third sector basically, compared to the "dual system", the invention of China's "2/1" form development philosophy behind, lack of social support, superior situation teaching organization consciousness, system design is not reasonable, the teacher system is backward, weak, teachers force way to implement a single, lack of effective cooperation governance mechanism, system defect, guarantee system is not perfect five scores for these five grades, from the "dual system", put forward to renew teaching ideas, optimize the "2/1" society, pay attention to occupation, foster the teaching system and cultivating characteristics of superstition teachers, vocational teachers organized forces, build school enterprise cooperation mechanism rich, way to implement and build healthy governance system, perfect guarantee system of five big promotion countermeasures. The fifth sector, the study of the summary of the comprehensive, put forward the follow-up study hope. 目录: 摘要 3-4 ABSTRACT 4-5 第1章 导言 8-15 1.1 问题的提出 8-9 1.2 探讨目的和意义 9-10 1.2.1 探讨目的 9 1.2.2 探讨意义 9-10 1.3 探讨近况 10-13 1.4 探讨措施 13-14 1.5 探讨创新 14-15 第2章 “双元制”与“2/1”模式概述 15-23 2.1 “双元制”概述 15-20 2.1.1 “双元制”的概念 15 2.1.2 “双元制”的发展历程 15-18 2.1.3 “双元制”的特点 18-20 2.2 “2/1”模式的概述 20-23 2.2.1 “2/1”模式概念 20 2.2.2 “2/1”模式的发展历程 20-22 2.2.3 “2/1”模式的特点 22-23 第3章 “双元制”与“2/1”模式比较 23-41 3.1 “双元制”与“2/1”模式社会环境比较 23-26 3.1.1 “双元制”的社会环境 23-25 3.1.2 “2/1”模式的社会环境 25-26 3.1.3 社会环境的比较 26 3.2 “双元制”与“2/1”模式的教学体系设计比较 26-30 3.2.1 “双元制”的教学体系设计 27-28 3.2.2 “2/1”模式的教学体系设计 28-29 3.2.3 教学体系设计的比较 29-30 3.3 “双元制”与“2/1”模式的师资队伍比较 30-34 3.3.1 “双元制”的师资队伍 30-32 3.3.2 “2/1 ”模式的师资队伍 32-33 3.3.3 师资队伍的比较 33-34 3.4 “双元制”和“2/1”模式的实施过程比较 34-37 3.4.1 “双元制”模式的实施过程 34-36 3.4.2 “2/1”模式的实施过程 36-37 3.4.3 实施过程的比较 37 3.5 “双元制”和“2/1”模式的保障体系 37-41 3.5.1 “双元制”的保障体系 37-39 3.5.2 “2/1”模式的保障体系 39 3.5.3 保障体系的比较 39-41 第4章 对比“双元制”，“2/1”模式的问题及提升对策 41-52 4.1 对比“双元制”，“2/1”模式存在的问题 41-46 4.1.1 发展理念落后，缺少良好社会环境支持 41-42 4.1.2 教学组织盲目，教学体系不合理 42-43 4.1.3 教师体制落后，教师队伍薄弱 43-44 4.1.4 实施路径单一，缺失有效合作机制 44-45 4.1.5 管理体制不当，保障体系不完善 45-46 4.2 借鉴“双元制”，“2/1”模式的提升对策 46-52 4.2.1 更新教育理念，优化“2/1”社会环境 46-47 4.2.2 注重职业能力，建设科学教学体系 47-48 4.2.3 培养特色教师，德语论文范文，组建高职教师队伍 48-49 4.2.4 搭建校企合作机制，丰富实施路径 49-50 4.2.5 构建良性管理体制，完善保障体系 50-52 结论 52-53 参考文献 53-57 致谢 57-58 攻读学位期间的探讨成果 58 |
