基于胜任力的云南省中等职业学校“双师型”教师队伍建设研究

发布时间：2018-06-19 20:22

本文选题：“双师型”教师队伍 + 胜任力模型　；参考：《昆明理工大学》2017年硕士论文

【摘要】：加强“双师型”教师队伍建设是职业学校提高整体师资水平的关键之举。本研究通过调查云南省中等职业学校“双师型”教师队伍建设的现状,发现当前云南省中等职业学校“双师型”教师队伍建设过程中存在的问题。针对云南中职学校“双师型”建设队伍建设中存在的问题,本文以构建云南省中等职业学校“双师型”教师胜任力模型为突破口,运用行为事件访谈、问卷调查等方法筛选云南省中等职业学校“双师型”教师胜任力要素,并使用相关软件进行分析,最终建成模型。最后本研究将上文所构建的胜任力模型运用到云南省中职学校“双师型”教师队伍的构建上,得到以下结论:第一,云南省中等职业学校“双师型”教师缺乏统一的认定标准、“双师型”教师的聘任和配置不合理、“双师型”教师的培训和继续教育不到位,“双师型”教师的评价和激励制度不健全,上述问题严重制约了云南省中等职业教育的发展。第二,云南省中等职业学校“双师型”教师胜任力模型由基础理论知识、专业实践能力、职业教学能力、学术科研能力、个人性格特质、职业道德修养6个维度构成,包括基础文化知识、教育专业知识、专业实践技能、实践教学技能、企业工作经历、行业影响力、理论与实践相结合、压力承受能力、职业道德素养、爱岗敬业、行业职业素养、了解行业需求等33项胜任力特质。第三,将“双师型”教师胜任力模型作为评价和认定“双师型”教师标准的基础,从“双师型”教师评定的“入口”把关,制定云南省中职学校“双师型”教师招聘标准;对于已经在职的教师进行有针对性的教育与培训,一方面可以保证“双师型”教师的发展与成长,另一方面则促使非“双师型”教师向“双师型”教师发展;最后基于“双师型”教师胜任力模型,建立本省“双师型”教师评价体系,并与相关激励机制有机结合在一起,形成良好的“双师型”教师成长机制。
[Abstract]:Strengthening the construction of "double-qualified" teachers is the key to improve the overall level of teachers in vocational schools. By investigating the current situation of the construction of "double qualified" teachers in secondary vocational schools in Yunnan Province, this study finds out the problems existing in the construction of "double qualified" teachers in secondary vocational schools in Yunnan Province. In view of the problems existing in the construction of "double-qualified" teachers in secondary vocational schools in Yunnan, this paper takes the construction of "double-qualified" teacher competency model of secondary vocational schools in Yunnan Province as a breakthrough, and applies behavioral event interviews to the construction of the "double-qualified" teachers' competency model in secondary vocational schools in Yunnan Province. The competency factors of "double qualified" teachers in secondary vocational schools in Yunnan province were screened by questionnaire, and the relevant software was used to analyze them. Finally, the model was built. Finally, this study applies the competency model constructed above to the construction of "double-qualified" teachers in secondary vocational schools in Yunnan Province, and draws the following conclusions: first, the "double-qualified" teachers in secondary vocational schools in Yunnan Province lack a unified identification standard. The appointment and allocation of "double-qualified" teachers are unreasonable, the training and continuing education of "double-qualified" teachers are not in place, and the evaluation and incentive system of "double-qualified" teachers is not perfect. These problems have seriously restricted the development of secondary vocational education in Yunnan Province. Second, the competency model of "double-qualified" teachers in secondary vocational schools in Yunnan Province consists of six dimensions: basic theoretical knowledge, professional practice ability, vocational teaching ability, academic and scientific research ability, personal personality trait, and professional ethics accomplishment. Including basic cultural knowledge, educational professional knowledge, professional practical skills, practical teaching skills, enterprise work experience, industry influence, the combination of theory and practice, ability to bear pressure, professional ethics literacy, love and dedication, Industry professional literacy, understanding of industry needs and other 33 competency characteristics. Thirdly, the "double-qualified" teacher competency model is taken as the basis of evaluating and determining the "double-qualified" teacher standard, and the recruitment standard of the "double-qualified" teacher in Yunnan secondary vocational school is formulated from the "entrance" of the "double-qualified" teacher evaluation. On the one hand, it can ensure the development and growth of the "double-qualified" teachers, on the other hand, it can promote the development of non-" double-qualified "teachers to" double-qualified "teachers. Finally, based on the competency model of "double-qualified" teachers, the evaluation system of "double-qualified" teachers in this province is established, and combined with the relevant incentive mechanism, a good "double-qualified" teacher growth mechanism is formed.
【学位授予单位】：昆明理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G715.1

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