改革开放以来我国农村职业教育政策分析

发布时间：2018-01-20 15:30

本文关键词： 农村农村职业教育农村职业教育政策　出处：《陕西师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：农村职业教育是与“三农”问题紧密相关的教育,而农村职业教育的良好发展需要通过政策的支持,政策对农村职业教育发展进行着指导和规范,决定着我国农村职业教育的发展方向。因此,进行政策研究,认识和理解政策中不同表达和内在涵义对更好的规范和实施农村职业教育至关重要。而现阶段我国农村职业教育政策的研究都缺乏深层次的剖析,不能很好的反映我国农村职业教育政策的发展状况。因此,本研究通过“编码”分析,通过对政策核心内容进行逐级的归纳、总结,力求能够更加清晰的呈现我国农村职业教育政策的特征、内涵及变迁过程。为了理清我国农村职业教育政策的变迁过程,本研究将我国农村职业教育政策的发展分为三个时期,第一阶段从1978年到1990年,第二阶段从1991年到2001年,第三阶段由2002年至今。借用“扎根理论”主要的研究方法“编码”分析的方法对三个阶段主要的农村职业教育政策文本进行逐级分析。本研究通过一级编码将三个阶段的农村职业教育政策中所涉及的核心内容全部挑选出来,为二级编码的归纳总结做好准备。通过二级编码将一级编码的核心内容纳入八个概念类属中,包括农村职业教育的管理机构、教育组织、相关个人、教育资源、教育权力、教育权利和机会、教育制度和教育活动八个方面。通过三级编码将二级编码的概念类属进一步归纳为三个核心概念类属,包括农村职业教育政策活动主体、农村职业教育政策涉及的问题和其他。在各阶段独立“编码”分析之后,对三个阶段的农村职业教育政策的变迁进行全面的梳理,对三个阶段的分析结果进行归纳和比较。并从我国经济的发展、社会的发展、教育自身的发展及教育政策价值取向的变化这四个方面探索我国农村职业教育政策变迁的原因。本文对改革开放以来农村职业教育政策归纳分析的过程中,一方面看到了我国农村职业教育政策在不断完善,管理体制逐渐明确,教育制度逐渐完善、教育资源不断丰富、教育机会不断增多,对农村职业教育的发展给予了极大的关注和支持,对我国农村职业教育事业的发展意义重大。另一方面也发现了农村职业教育政策存在的问题,需要继续进行变革和改善。因此,本研究针对我国现阶段农村职业教育政策的不足,对农村职业教育政策进行了未来走向分析,为政策的发展和完善提供方向。相信通过政策的不断的完善,我国农村职业教育会越办越好。
[Abstract]:Rural vocational education is closely related to the problems of agriculture, countryside and farmers, and the good development of rural vocational education needs the support of policies, which guide and standardize the development of rural vocational education. It determines the development direction of rural vocational education in China. Therefore, policy research is carried out. It is very important to recognize and understand the different expressions and inner meanings of the policy to better standardize and implement the rural vocational education. However, at present, the research of rural vocational education policy in our country is lack of deep analysis. It can not reflect the development of rural vocational education policy. Therefore, this study through the "code" analysis, through the policy core content of induction, summary. Strive to be able to more clearly present the characteristics of rural vocational education policy, connotation and vicissitude process. In order to clarify the changing process of rural vocational education policy, this study divides the development of rural vocational education policy into three periods, the first stage from 1978 to 1990. The second phase is from 1991 to 2001. The third stage is from 2002 to now. By using the method of "coding", the main research method of "rooted theory" is used to analyze the policy texts of rural vocational education in three stages step by step. In this study, the three stages of rural vocational education policy involved in the core content is selected by the first level coding. Through the second level coding, the core content of the first level code will be incorporated into the eight concept categories, including rural vocational education management institutions, education organizations, relevant individuals, educational resources. Education power, educational rights and opportunities, education system and educational activities. Through the three-level coding, the concept category of secondary coding is further classified into three core concept categories. Including rural vocational education policy activities, rural vocational education policy issues and other. After each stage of independent "coding" analysis. The three stages of rural vocational education policy changes in a comprehensive comb, the three stages of the analysis of the results are summarized and compared. And from the economic development of China, social development. The development of education itself and the change of educational policy value orientation are four aspects to explore the reasons for the change of rural vocational education policy in China. In the process of summing up and analyzing the rural vocational education policy since the reform and opening up, on the one hand, I see that the rural vocational education policy in our country is constantly improving, the management system is gradually clear, and the education system is gradually improving. With the increasing of educational resources and opportunities, great attention and support have been paid to the development of rural vocational education. It is of great significance to the development of rural vocational education in China. On the other hand, the problems of rural vocational education policy are found, which need to continue to change and improve. This study aims at the deficiency of rural vocational education policy at present in our country, and analyzes the future trend of rural vocational education policy, and provides the direction for the development and perfection of the policy. I believe that through the continuous improvement of the policy. China's rural vocational education will be better and better.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G719.2

【引证文献】