旅游管理专业本科“双师型”教师能力提升路径研究

发布时间：2018-03-15 08:35

本文选题：旅游管理专业　切入点：本科　出处：《沈阳师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：近年来，随着旅游业的不断发展，越来越多的旅游管理专业本科院系将应用型人才培养作为培养目标，注重学生实践技能与理论素养的共同培养。高等旅游教育的发展，离不开旅游管理专业教师这一核心主体。而要培养应用型旅游人才，提升旅游管理专业“双师型”教师能力是一个必要条件。提升旅游管理专业本科“双师型”教师能力，既是培养应用型旅游专业人才的需要，也是改善旅游管理专业教师队伍结构的需要，同时还是满足高等旅游院校生存和发展的需要。然而，我国旅游管理专业本科教师存在着专业实践能力不足，专业教师来源渠道单一，“双师”培训质量不高，，教师挂岗实习可行度差，实践课程评价不规范等方面的问题，这些问题如果不解决必将阻碍高等旅游教育的发展。因此，有必要借鉴国际经验，针对我国旅游管理专业教师培养过程中存在的问题以及旅游管理专业的特点，构建旅游管理专业“双师型”教师培养模式。英国在专业教师培养中形成了“三段结合”的稳固的教育链条；并整合了学校、企业、个人等各种社会资源形成“社会化”的教师培养，这套模式层次清晰、适用范围广泛、实效性极强。将英国专业教师培养模式合理引入到我国旅游管理专业本科“双师型”教师培养中，即将“三段结合”（职前、入职、在职三阶段结合）与“三方参与”（旅游管理专业院系、旅游企业、旅游管理专业教师三方参与）有机融合，构建出中国旅游管理专业本科“双师型”教师的“三三”培养模式。为了保证这一模式的实施，首先应当整合现有教育资源，注重教师职前培养，包括重视“社会化”教师培养、实行阶段性教师培养；其次，重视旅游管理专业教师入职培养，积极组织教师参加实践性教学、保障实践性教学质量、有效开展“产学研”合作；再次，加强旅游管理专业教师在职培训，包括分层次培训“双师型”教师能力、加快“双师型”培训基地建设；最后，推进校企互动与合作，包括深化旅游业校企合作办学，构建校企合作长效机制。总之，通过构建科学合理的旅游管理专业本科“双师型”教师培养模式，并探索提升“双师型”教师能力的有效策略，以促进旅游管理专业教师队伍建设以及高等旅游教育发展，从而为旅游业培养出更多优秀的专业人才。
[Abstract]:In recent years, with the continuous development of tourism, more and more colleges and departments of tourism management take the cultivation of applied talents as the goal, pay attention to the cultivation of students' practical skills and theoretical literacy, and the development of higher tourism education. It is necessary to cultivate applied tourism talents and to improve the ability of "double qualified" teachers in tourism management major, which is the core subject of tourism management major. To improve the ability of "double qualified" teachers of tourism management majors is not only the need to train applied tourism professionals, but also the need to improve the structure of tourism management teachers. At the same time, it still meets the needs of the survival and development of tourism colleges and universities. However, the undergraduate teachers of tourism management major in our country have insufficient professional practical ability, a single source of professional teachers, and the quality of "double teachers" training is not high. The problems of poor practicability of teachers' practical practice and non-standard evaluation of practical courses will hinder the development of higher tourism education if these problems are not solved. Therefore, it is necessary to draw lessons from international experience. In view of the problems existing in the training process of tourism management teachers in China and the characteristics of tourism management major, The "double type" teacher training mode of tourism management major has been constructed. The United Kingdom has formed a stable educational chain of "three stages of integration" in the training of professional teachers, and has integrated schools and enterprises. Various social resources, such as individuals, form "socialized" teacher training. This set of models has a clear hierarchy and a wide range of applications. It is very effective to introduce the British professional teacher training mode into the training of "double qualified" teachers of tourism management majors in China, that is to say, "three stages" (pre-service, entry, etc.). The combination of three stages of in-service and "tripartite participation" (tourism management professional departments, tourism enterprises, tourism management teachers participate in the tripartite) organic integration, In order to ensure the implementation of this model, we should first integrate the existing educational resources and pay attention to the pre-service training of teachers. It includes paying attention to "socialized" teacher training and implementing phased teacher training. Secondly, we should pay attention to the entry training of tourism management teachers, actively organize teachers to participate in practical teaching, and ensure the quality of practical teaching. Third, strengthen in-service training for teachers majoring in tourism management, including the ability to train "double-qualified" teachers at different levels, and speed up the construction of "double-qualified" training bases. Finally, promote the interaction and cooperation between schools and enterprises. It includes deepening the cooperation between schools and enterprises in tourism industry and constructing a long-term mechanism of cooperation between schools and enterprises. In a word, by constructing a scientific and reasonable training model for undergraduate "double qualified" teachers in tourism management major, and exploring effective strategies to enhance the ability of "double qualified" teachers, In order to promote the construction of tourism management teachers and the development of higher tourism education, so as to train more excellent professionals for the tourism industry.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：F590-4

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