| （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。） 思惟是行为的先导。是以，要使教导质量真正发生质的奔腾，就须要一种新的指点思惟。德国的职业教导一向处于世界抢先位置，而在这一国土上构成与成长起来的设计导向职教思惟已逐步成长成为东方职业教导思惟的主流，并对近代东方职业教导实际和理论的成长起到了主要的推进感化。本论文的目标是经由过程剖析德国设计导向这一主流职教思惟，为中国的职业教导供给一些新的视角与无益的启发。环绕这一焦点目标，本论文以剖析“甚么是相符职业教导成长纪律的指点思惟”为切入点，德语论文范文，从其汗青沿革、根本实际、立论基本和实证综述等方面来剖析与论述这一指点思惟。本论文共分为六章。第一章提出了本论文研究的成绩、研究论题的实际与理论意义、及其研究思绪、重要内容和研究办法；第二章采取纵向时序剖析了这一思惟发生的配景及其实际和理论成长的汗青沿革；第三章论述了这一思惟的根本内在，并总结了它五年夜根本特点，即开放性、跨学科性、批评反思性、以工资本和前瞻性；第四章是从三年夜进修实际、天然客不雅纪律与人的客观能动性、现代社会与任务之新变更和“行为导向”这四个视角来透析这一主流职教思惟的实质；第五章展现了由德国有名的“柏林模子”成长而来“扩大教授教养模子”，它完成了职业黉舍教室教授教养筹划、实行与评价的可操作性；别的，自己理论的阅历和经历将作为这一章的辅证加以援用；第六章提出了中德职业教导各自所处配景的差别，德语论文网站，同时针对这些差别对德国设计导向职教思惟引入中国的需要性停止了论证，并总结了它对我国职业教导的启发，以期积极推动中国职业教导改造的过程。 Abstract: Thought is the forerunner of behavior. Is to teach, to make quality real qualitative leap, requires a new guiding ideology. German vocational education has been in a leading position in the world, and in the land composition and grew up in the design oriented vocational education thought has gradually grown to become the mainstream of the Oriental vocational education thought of, and the modern Oriental vocational teaching the theory and practice of the development to the main push into action. The objective of this thesis is through the process of analysis of the German design guide for the mainstream vocational education thought, enlightenment education supply some new perspectives for the occupation and use Chinese. Around the focus target, this paper to analyze "what is consistent with career guidance disciplined growth guiding ideology" as the breakthrough point, from its historical evolution, basic actual, argument and empirical review aspects to analyze and discuss the guiding ideology. This paper is divided into six chapters. The first chapter puts forward the research achievements, research topics of practical and theoretical significance, and research ideas, main content and research methods; the second chapter analyzes the vertical sequence of the thoughts and practical background and theory of the growth of the history of evolution; the third chapter is about the fundamental underlying this thought, and it summarizes the five basic characteristics, namely open, interdisciplinary, critical reflection, and in order to wage the prospective; the fourth chapter is the essence of the four perspectives of education practice, from three large natural objective discipline and people's subjective initiative, modern society and new changes of task and behavior "to guide the mainstream Vocational Education thought of dialysis; the fifth chapter shows by German famous" Berlin model "to" expand the growth teaching model ", it completed the occupation school classroom teaching Planning, implementation and operability of the evaluation; in addition, his theory of experience and experience will as this chapter supplementary evidence to be invoked; the sixth chapter proposed Sino German Vocational Education of their differences in background, at the same time, according to these differences of German design oriented vocational education thoughts into China of the need to stop the argument, and summarized its enlightenment to China's vocational education, in order to actively promote China's vocational education reform process. 目录: 中文摘要 3-4 ABSTRACT 4 第一章 绪论 7-12 1.1 问题的提出 7-8 1.2 论题的探讨意义 8-10 1.2.1 理论意义 8-9 1.2.2 现实意义 9-10 1.3 探讨思路与主要内容 10-11 1.4 探讨措施 11-12 第二章 德国设计导向职教思想的发展历史 12-20 2.1 萌芽与酝酿阶段 12-14 2.2 形成与发展阶段 14-16 2.3 获得法学地位并大力推广与实践阶段 16-18 2.4 不断发展完善并成为欧洲职教的主导思想阶段 18-20 第三章 设计导向职教思想的基本内容 20-29 3.1 设计导向职教思想的基本内涵 20-22 3.2 德国设计导向职教思想的特性 22-29 3.2.1 开放性 22-23 3.2.2 跨学科性 23-24 3.2.3 批判反思性 24-25 3.2.4 以人为本 25-27 3.2.5 前瞻性 27-29 第四章 若干视角中的设计导向职教思想 29-38 4.1 三大基本学习理论与设计导向职教思想 29-31 4.2 自然界的客观规律、人的主观能动性与设计导向职教思想 31-33 4.3 当代社会与工作的新变化与设计导向职教思想 33-35 4.4 行动导向与设计导向职教思想的对比 35-38 第五章 设计导向职教思想的实践 38-58 5.1 实践背景 38-39 5.2 从“柏林模型”到“扩展教学模型” 39-43 5.2.1 “柏林模型 39-40 5.2.2 “扩展教学模型 40-43 5.3 七步法 43 5.4 基于设计导向职教思想课堂单元设计的案例 43-58 第六章 德国设计导向职教思想对中国职业教育的启示 58-64 6.1 中德职业教育背景之对比 58-59 6.2 德国设计导向职教思想引入中国必要性的论证 59-62 6.3 启示 62-64 参考文献 64-68 论文和参加科研情况说明 68-69 致谢 69 |
