山東省中等職業(yè)教育問題研究論文
摘 要
中等職業(yè)教育作為我國教育體系重要組成部分，是我國中等教育大眾化的主要承擔(dān)者，在我國經(jīng)濟(jì)和文明建設(shè)中承擔(dān)著不可推卸的責(zé)任。當(dāng)前，我國正處于社會轉(zhuǎn)型期重要階段，各種矛盾都集結(jié)于社會公正性，然而實現(xiàn)社會公正性首先應(yīng)體現(xiàn)在教育資源的公正性。改革開放 30 年，我國中等職業(yè)教育，雖然一直被喊口號，但卻一直處于沉默中；國家政策雖然從沒有忽略它的存在，卻也沒有給他應(yīng)有的地位，自然就不可能發(fā)揮他應(yīng)有的作用。我國中等職業(yè)教育在整個教育體系中就像三等公民被歧視，即使它每年要承擔(dān)接近1/2 的中考畢業(yè)落榜生的培育工作。培養(yǎng)這樣一批綜合素質(zhì)相對較低的學(xué)生按說是一件相對于其他任何一個教育環(huán)節(jié)更加困難的事，而且這批學(xué)生畢業(yè)后本應(yīng)成為社會主義現(xiàn)代化建設(shè)生產(chǎn)制造業(yè)和服務(wù)業(yè)的中堅力量，但卻因為他們的學(xué)業(yè)被忽視，學(xué)歷被歧視，我們的中等職業(yè)教育培養(yǎng)的學(xué)生只能是社會主義建設(shè)中簡單且素質(zhì)較低的勞動力。
18 世紀(jì)末，第一次產(chǎn)業(yè)革命以來，西方發(fā)達(dá)國家就開始重視職業(yè)教育的發(fā)展并通過對其功能和作用的研究給予理論支持進(jìn)而對其發(fā)展模式進(jìn)行研究。但由于我們國家上下 5000年“學(xué)而優(yōu)則仕”的思想根深蒂固，人們普遍認(rèn)為“把書本學(xué)好的人”才有資格成為國家“棟梁之才”。改革開放后，雖然教育的每一個環(huán)節(jié)都有突飛猛進(jìn)的進(jìn)展，但是我們國家卻只把高中和高等教育作為發(fā)展教育的重中之重。作為被高中階段教育分流的一支，我們無可否認(rèn)，中等職業(yè)教育面對的是被我們的教育政策忽略的一群人。就像我們國家以往任何一個年代和時代一樣，我們的教育政策把這群人明確歸為一類，放任他們的學(xué)習(xí)和生活或好或壞，甚至沒有多少研究是針對他們現(xiàn)狀、發(fā)展模式和生存狀態(tài)的研究。這種低素質(zhì)低能量的長期積累已經(jīng)成為我們國家與發(fā)達(dá)國家拉開差距的一個再也無法回避的因素，這是本文研究的主要動機(jī)。
中等職業(yè)教育發(fā)展滯后問題是我們國家整個教育環(huán)節(jié)長期以來的發(fā)展詬病，當(dāng)前不僅需要國家在整體策略方針上大力支持和引導(dǎo)，更需要結(jié)合各地區(qū)不同的經(jīng)濟(jì)發(fā)展?fàn)顩r和人文狀況，具體問題具體分析，在對本區(qū)域中等職業(yè)教育的發(fā)展現(xiàn)狀進(jìn)行深入剖析的基礎(chǔ)上尋求該地區(qū)中等職業(yè)教育健康有序的成長之路。鑒于我國中等職業(yè)教育長期滯后于經(jīng)濟(jì)發(fā)展需要的.現(xiàn)狀，2010 年秋季起，國家相繼出臺一系列大力發(fā)展中等職業(yè)教育的利好政策。
各地市也隨后根據(jù)本地區(qū)經(jīng)濟(jì)發(fā)展?fàn)顩r相繼出臺了具體實施方案。山東省屬于內(nèi)陸地區(qū)，是我國的人口大省和農(nóng)業(yè)大省同時享有孔孟之鄉(xiāng)的盛譽，自然受孔孟思想影響更甚于其他省份。所以山東省雖然已成為職業(yè)技術(shù)教育大省，但是由于長期的職業(yè)教育思想過于陳舊，職業(yè)教育模式過于單一，長期積累的勞動者素質(zhì)偏低和技能型人才緊缺等問題已逐漸凸顯，職業(yè)教育作為現(xiàn)代經(jīng)濟(jì)發(fā)展中的關(guān)鍵環(huán)節(jié)已經(jīng)遠(yuǎn)遠(yuǎn)不能滿足我省經(jīng)濟(jì)社會持續(xù)發(fā)展的需要。
本文的研究對象是我省中等職業(yè)教育現(xiàn)狀及問題并試圖提出幾點建議。我省中等職業(yè)學(xué)校的學(xué)生大多由于小學(xué)、初中失敗被迫選擇中職教育，而且在接受中職教育過程中，中職學(xué)校多年形成的慵懶散風(fēng)氣讓這些學(xué)生互相傳染、放大了自己先前的壞習(xí)慣，中等職業(yè)學(xué)校作為教育的主體對中職生的管理雖有無奈但仍有失職之嫌（這主要因為中職生的學(xué)業(yè)與學(xué)校的收入無關(guān)）。另外有一組數(shù)據(jù)我們不得不重新審視，我省初中畢業(yè)后選擇中職教育的學(xué)生和升入高中的學(xué)生人數(shù)相當(dāng)（12 年的數(shù)據(jù)是：40.47 萬人和 58.18 萬人）；我省每年走上社會的中職教育畢業(yè)生已經(jīng)和大中專畢業(yè)生人數(shù)相當(dāng)（12 年的數(shù)據(jù)是 38.05 萬人和 48.26 萬人）。如果我們?nèi)匀还淌噩F(xiàn)有的中職教育模式，那么我們年復(fù)年積累的將是每年將近一半只能從事簡單操作、創(chuàng)新能力和發(fā)展都比較低的勞動力，而且這些勞動力絕大多數(shù)來自農(nóng)村家庭，那么我們國家整體富強(qiáng)、國際競爭能力的提高、國內(nèi)貧富差距的消除將要靠誰來實現(xiàn)呢？單純依靠我們不斷擴(kuò)招的高等教育嗎？直接放棄這些初中階段學(xué)習(xí)失敗選擇上中職的學(xué)生，任其生長嗎？帶著這樣的問題，我開始收集相關(guān)的數(shù)據(jù)、資料和理論來證實我們的中等職業(yè)教育不僅沒有有效行使教育應(yīng)“以人為本”的教育理念，而且中職教育質(zhì)量已經(jīng)嚴(yán)重阻礙我省經(jīng)濟(jì)發(fā)展對人才整體素質(zhì)提升的內(nèi)在要求。
本文試圖從歷史的角度，以中等職業(yè)教育的特定對象——中等職業(yè)學(xué)校學(xué)生為研究主線，結(jié)合相關(guān)理論依據(jù)，在分析我省中等職業(yè)教育發(fā)展現(xiàn)狀的基礎(chǔ)上找出影響我省中等職業(yè)教育長期發(fā)展緩慢的諸多因素，并從政府、教師、學(xué)校管理和學(xué)生自身四個方面入手深入剖析我省中等職業(yè)教育在發(fā)展過程中存在的主要問題和困境，繼而在借鑒國內(nèi)外先進(jìn)經(jīng)驗的基礎(chǔ)上仍然從以上四個方面著手提出促進(jìn)我省中等職業(yè)教育發(fā)展的對策和建議。
關(guān)鍵詞：中等職業(yè)教育 山東 問題與對策
ABSTRACT
Secondary vocational education as an important part of our education system is the mainbearer of secondary education popularization, bear an inescapable responsibility in building theeconomy and culture of our country. At present, China is in an important stage of socialtransition, various contradictions are assembled in social justice, but to achieve social justiceshould be reflected in the fairness of the first educational resources. 30 years of reform andopening up, China's secondary vocational education, although has been shouting slogans, but ithas been in silence; although there is no national policy to ignore its existence, but did not givehis rightful place, naturally, impossible to play him should some effect. Of secondary vocationaleducation as third-class citizens are discriminated against in the entire educational system, evenif it is close to half of the year to undertake graduate exam test students in development work.
Develop such a relatively low number of the overall quality of students supposedly is a relativeto any other part of an education more difficult, but these students after graduation should be thesocialist modernization of production backbone of manufacturing and services, but because theyneglected their studies, education being discriminated against students of secondary vocationaleducation and training we can only be socialist construction is simple and low quality of thelabor force.
18th century, for the first time since the industrial revolution, Western countries began toattach importance to the development of vocational education and to study its function and roleby giving theoretical support and then study its development model. But because our country5000 years "excellent learning Shi" thinking deeply rooted, it is generally believed, "the book tolearn the man" to be eligible to become the national "pillars of." After the reforms, althoughprogress in every aspect of education has leaps and bounds, but we only put the country in highschool and higher education as the most important development of education. As a high schooleducation to be a diversion, we undeniably secondary vocational education faced by oureducation policy neglected group of people. Like one of our country's and the era ever, oureducation policies put these people clearly classified as a class, letting them learn and live betteror worse, not even a little research for their situation, development patterns and survival studystates. Long-term accumulation of such low quality low energy has become a factor in ourcountry can no longer be avoided widen the gap with the developed countries, which is the mainmotivation for this study.
Secondary vocational education development lag is part of the whole education in ourcountry has long been criticized for development, not only the current needs of the country tosupport and guide the overall strategic direction, but also requires a combination of differentregional economic development and cultural conditions, specific analysis of specific issues ,based on the current development of secondary vocational education in the region carried outin-depth analysis on the growth path seeking a healthy and orderly secondary vocationaleducation in the region. In view of our long-term secondary vocational education lags behind theeconomic development needs of the status quo, since the fall of 2010, the state has issued a seriesof favorable policies to develop secondary vocational education. Around the city also followedaccording to the economic development of the region have issued a detailed implementation plan.
Shandong Province belong to the inland areas, is China's most populated province and a majoragricultural province while enjoying the reputation of Confucius and Mencius, Confucius andMencius naturally affected by even more than other provinces. So although Shandong Provincehas become the province of vocational and technical education, but due to the long thought tooold vocational education, vocational education model over a single, long-term accumulation ofthe low quality of workers and skilled personnel shortages and other problems have beenincreasingly prominent, vocational education as modern economic development has been a keypart of the province can not meet the needs of economic and social sustainable development.
The research object of this paper is my secondary occupation education present situationand the problems and tries to put forward some suggestions. Our province of medium occupationschool students mostly due to primary school, junior high school failure forced choice ofsecondary vocational education, but also in the process of accepting secondary vocationaleducation, secondary vocational schools formed years lazy loose atmosphere so that thesestudents each other, amplifying their previous bad habits, medium occupation schools as themain body of education on Vocational Students' management although the helpless but there arestill duty (this is mainly because the school and School of vocational students income unrelated).
Another set of data we had to re-examine our province after graduating from junior high schoolchoice is quite number of students in secondary vocational education students and senior highschool (12 years of data are: 404700 and 581800); every year in our province to take socialvocational education graduates and college graduates have a considerable number of (12 years ofdata is 380500 and 482600). If we still cling to the existing model of secondary vocationaleducation, then we year after year accumulation will be each year nearly half only engaged insimple operation, innovation ability and development are relatively low labor, and these laborfrom the vast majority of rural households, so our country overall prosperity, improve the abilityof international competition, the domestic gap between rich and poor elimination would dependson who to achieve? We continue to rely solely on the higher education enrollment? Direct giveup these junior high school stage learning failure of secondary vocational students choose, let itgrow? With such a question, I began to collect relevant data, information and theory to confirmthe secondary vocational education is not only the effective exercise of our education should be"people-oriented" philosophy of education, and the education quality of secondary vocationalschool has seriously hindered the economic development of our province overall quality of talentpromotion of the inherent requirements.
This paper attempts from a historical perspective, a particular object of secondaryvocational education - secondary vocational school students to study the main line, combinedwith relevant theory, identify the impact of secondary vocational education in the province basedon the analysis of long-term career development of the province's status quo on secondaryeducation the slow development of a number of factors, and from the government, teachers,school administrators and students themselves four aspects in-depth analysis of secondaryvocational education in our province in the development process the main problems anddifficulties, and then learn from the advanced experience on the basis of still from the above fouraspects put forward countermeasures and suggestions to promote the development of secondaryvocational education in our province.
Keywords : secondary vocational education， Shandong ，Problems and Solutions
目 錄
摘 要
ABSTRACT
第一章 緒論
1.1 研究背景和意義
1.2 國內(nèi)外研究現(xiàn)狀
1.2.1 國外研究現(xiàn)狀
1.2.2 國內(nèi)研究現(xiàn)狀
1.3 研究思路與研究方法
1.3.1 研究思路
1.3.2 研究方法
1.4 本文創(chuàng)新之處
第二章 中等職業(yè)教育研究的相關(guān)概念及理論基礎(chǔ)
2.1 中等職業(yè)教育研究的相關(guān)概念
2.1.1 職業(yè)與職業(yè)教育的概念
2.1.2 中等職業(yè)教育的內(nèi)涵
2.2 中等職業(yè)教育研究的相關(guān)理論基礎(chǔ)
2.2.1 需求層次理論及其應(yīng)用
2.2.2 選擇與機(jī)會成本論理論及其應(yīng)用
2.2.3 產(chǎn)業(yè)發(fā)展理論及其應(yīng)用
2.2.4 企業(yè)戰(zhàn)略管理理論及其應(yīng)用
第三章 我國中等職業(yè)教育發(fā)展歷史變遷
3.1 我國中等職業(yè)教育發(fā)展的路徑綜述
3.2 我國中等職業(yè)教育產(chǎn)生輝煌的原因淺析
第四章 山東省中等職業(yè)教育發(fā)展的現(xiàn)狀分析及問題探究
4.1 山東省中等職業(yè)教育發(fā)展概況
4.2 山東省中等職業(yè)教育發(fā)展的現(xiàn)狀分析
4.2.1 學(xué)生現(xiàn)狀分析
4.2.2 教師現(xiàn)狀分析
4.2.3 政策現(xiàn)狀分析
4.3 山東省中等職業(yè)教育發(fā)展存在的問題探究
4.3.1 政府方面的問題
4.3.2 教師方面的問題
4.3.3 學(xué)生管理方面的問題
4.3.4 學(xué)生方面的問題
4.4 山東省中等職教育發(fā)展的必要性、緊迫性和可行性
第五章 國內(nèi)外中等職業(yè)教育先進(jìn)辦學(xué)模式及啟示
5.1 國外中等職業(yè)教育先進(jìn)辦學(xué)模式及啟示
5.2 國內(nèi)中等職業(yè)教育先進(jìn)辦學(xué)經(jīng)驗及啟示
第六章 促進(jìn)山東省中等職業(yè)教育發(fā)展的對策建議和展望
6.1 促進(jìn)山東省中等職業(yè)教育發(fā)展的對策建議
6.1.1 關(guān)于政府需要改進(jìn)對策及建議
6.1.2 關(guān)于教師需要改進(jìn)對策及建議
6.1.3 關(guān)于學(xué)生管理需要改進(jìn)對策及建議
6.1.4 關(guān)于學(xué)生自身需要改進(jìn)對策及建議
6.2 我省中等職業(yè)教育發(fā)展的前景展望
結(jié) 語
參考文獻(xiàn)
致 謝
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