【作者】 王会莉；

【导师】 石伟平；

【作者基本信息】 华东师范大学 ， 教育博士（专业学位）， 2022， 博士

【摘要】 现代职业教育正朝着高质量发展的方向迈进,发展重心已从规模发展转移到内涵建设上来。当前职业教育的课程、教学、师资、政策等关键要素仍是发展中的短板,更是推进现代职业教育高质量发展亟待突破的重点和难点。职教教研员作为职业教育发展中的一支特殊力量,在职业教育课程建设、教学改革、师资引领、政策落实等方面发挥着独特而重要的作用。然而,职教教研员队伍建设目前面临着角色不明、无标可依和专业发展路径不清的三重困境。加强职教教研员队伍建设,充分发挥其在职业教育理论与实践之间、政策与实践之间的桥梁和中介作用,使其成为现代职业教育高质量发展中的重要推动力量,成为亟待解决的现实问题。基于上述背景,本研究以职教教研员的职业能力模型构建为主线,主要探讨了以下问题:为什么要开发职教教研员职业能力模型?职教教研员的职业能力模型应该是什么样的?职教教研员的职业能力模型应该如何开发?开发出来的职教教研员职业能力模型怎么样?该模型在实际中有哪些用途以及如何应用?为回答以上问题,本研究以整体能力观为理论基础,运用实证主义范式,综合使用质性和量化的多种具体研究方法,对职教教研员职业能力的模型开发、模型验证、模型应用展开了深入的研究。为构建一个科学合理、特色鲜明的职教教研员职业能力模型,首先要明确职教教研员的角色定位。本研究通过纵向分析不同历史发展阶段职教教研员角色,以及横向比较职教教研员与相关人员的角色定位,确定了职教教研员“六位一体”的角色定位,即职教教研员是职教教学实践研究者、职教教学理论转化者、职教课程教学指导者、职教教师发展引领者、职教教研活动组织者和职教政策咨询者。基于以上角色定位,本研究采用关键事件访谈法,使用已有访谈工具,对20位职教教研员开展了深度访谈。在整理访谈资料的基础上,采用编码技术,对访谈资料分组编码归并,从中提炼出14个领域的85项能力要素。为开发出特色鲜明的职教教研员职业能力要素,本研究又采用工作任务分析法对职教教研员的工作岗位进行了全面深入的分析,提炼出了职教教研员的6个工作领域、26项工作任务、95项能力要素。在此基础上,将两种方法开发出来的能力要素进行整合,最终凝练成三大领域,即教研品质、教研知识和教研行为三个领域的职业能力要求。教研品质包含个性品质、成就动机和职业认同三个要素。教研知识包含本体性知识、条件性知识和实践性知识三个要素。教研行为包含职业教育课堂教学指导、职业教育课程建设指导、职业教育专业建设指导、职业教育师资队伍引领、职业教育教研活动组织、职业教育教学研究和职业教育行政决策咨询七个要素。为验证上述职教教研员职业能力模型的科学性和有效性,基于访谈资料和工作任务分析资料,设计生成职教教研员职业能力模型测量量表,在全国15个省(市、区)针对专职职教教研员开展了问卷调查。经过项目分析、信度分析和因素分析,职教教研员职业能力的理论模型得到了实际的验证。经过验证的职业能力模型是职教教研员队伍建设和管理的重要依据和参考。能力模型可应用到职教教研员的选任考核和绩效管理中,解决职教教研员角色不明和选聘、考核无标可依的问题。能力模型可用于职教教研员在职培训设计,建立真正符合职教教研员的培训课程体系,解决职教教研员专业发展路径不清晰的问题。在强化职业教育类型教育地位的时代背景下,本研究选择职教教研员这一尚未引起学术界关注的特殊群体,对其职业能力进行了深入的研究。本研究的创新之处主要体现在:一是通过纵向历史分析和横向比较分析,明确了职教教研员作为专业人员“六位一体”的角色定位;二是在实证调研的基础上,运用质性和量化相结合的研究方法,构建了职教教研员的职业能力模型,揭示了职教教研员职业能力的不同维度组成要素;三是将职教教研员职业能力模型应用到职教教研员队伍建设中,并根据实际提出了运用的方法策略。更多还原

【Abstract】 Modern vocational education is moving towards the direction of high quality development,and the focus of development has shifted from scale development to connotation construction.At present,the curriculum,teaching,teachers and other key elements of vocational education are still the short board in the development,but also the key and difficult point to be broken through to promote the high-quality development of modern vocational education.As a special force in the development of vocational education,vocational education teaching-research staff plays a unique and important role in curriculum construction,teaching reform,teacher guidance and policy implementation.However,the construction of vocational education teaching-research staff is facing the triple dilemma of "unclear role","no standard to follow" and "no way out".Strengthen the construction of vocational education teaching-research staff,give full play to their bridge and intermediary role between vocational education theory and practice,between policy and practice,so as to make them become an important driving force in the high-quality development of modern vocational education,and become a practical problem to be solved urgently.Based on the above background,this study focuses on the construction of vocational education teaching-research staff’s occupational competency model,and mainly discusses the following questions: Why should vocational education teaching-research staff’s occupational competency model be developed? What should be vocational education teaching-research staff’s occupational competency model?How to develop vocational education teaching-research staff’s occupational competency model? How about vocational education teaching-research staff’s occupational competency model developed? What are the practical uses of this model and how can it be applied? In order to answer the above questions,this study,based on the theory of holistic competence,uses positivism paradigm and a variety of specific research methods,such as qualitative and quantitative methods,to conduct in-depth research on the model development,model verification and model application of vocational education teaching-research staff’s occupational competency model.In order to construct a scientific,reasonable and distinctive model of vocational education teaching-research staff’s occupational competency model,the role positioning of vocational education teaching-research staff should be clarified first.Through longitudinal analysis of roles of vocational education teaching-research staff in different historical development stages,and horizontal comparison of roles of vocational education teaching-research staff and relevant personnel,this study determined the role positioning of vocational education teaching-research staff as "six in one".The vocational education teaching-research staff is the researcher of vocational education teaching practice,the transformation of vocational education teaching theory,the instructor of vocational education curriculum and teaching,the leader of vocational education teacher development,the organizer of vocational education research activities and the adviser of vocational education policy.Based on the above role positioning,this study adopted the critical event interview method and the existing interview tools to conduct in-depth interviews with20 vocational education teaching-research staff.On the basis of sorting out the interview data,using coding technology,the interview data are grouped,coded and merged,from which 85 competency elements in 14 fields are extracted.In order to develop distinctive elements of vocational education teaching-research staff’s occupational competency,this study also uses task analysis method to conduct a comprehensive and in-depth analysis of vocational education teaching-research staff ’s job,and extracts 6 work fields,26 work tasks,95 competency elements of vocational education teaching-research staff.On this basis,the competency elements developed by the two methods are integrated,and finally condensed into three areas of occupational competency requirements,namely,teaching-research quality,teaching-research knowledge and teaching-research behavior.Teaching-research quality consists of personality quality,achievement motivation and professional identity.Teaching-research knowledge includes three elements: ontological knowledge,conditional knowledge and practical knowledge.Teaching-research behavior includes classroom teaching guidance,curriculum construction guidance,professional construction guidance,teaching staff guidance,organization of teaching and research activities,teaching research and administrative decision-making consultation of vocational education.In order to verify the scientificity and validity of the occupational competency model of vocational education teaching-research staff mentioned above,based on the interview data and job task analysis data,the occupational competency model measurement scale of vocational education teaching-research staff was designed and generated,and a questionnaire survey was carried out for full-time vocational education teaching-research staff in 15 provinces(cities and autonomous regions)of China.Through item analysis,reliability analysis and factor analysis,the theoretical model of vocational education teaching-research staff ’s occupational competency has been verified in practice.The verified vocational competency model is an important basis and reference for the construction and management of vocational education teaching-research staff.The competency model can be applied to the evaluation and performance management of vocational education teaching-research staff,so as to solve the problems of "unclear role" and "no criterion to follow" in the selection and evaluation of vocational education teaching-research staff.The competency model can be used to design the in-service training of vocational education teaching-research staff,establish a training curriculum system that truly conforms to vocational education teaching-research staff,and solve the "no way out" problem of professional development of vocational education teaching-research staff.In strengthening the status of vocational education type education background,this research choose the vocational education teaching-research staff this special group of people in academia has not caused,carried on the thorough research on their professional ability,the innovation of this research is mainly reflected in: first,through longitudinal historical analysis and horizontal comparative analysis,the role positioning of vocational education teaching-research staff as professionals is clarified;Secondly,using qualitative and quantitative research methods,the model of vocational education teaching-research staff’s occupational competency is constructed,and the different dimensions of the components of vocational education teaching-research staff’s occupational competency are revealed.Thirdly,the model of vocational education teaching-research staff’s occupational competency is applied to the construction of vocational education teaching-research staff,and the methods and strategies are put forward according to the reality.更多还原