【作者】 王利；

【导师】 潘海生；

【作者基本信息】 天津大学 ， 教育管理（职教）， 2019， 硕士

【摘要】 农村金融在我国金融体系中占据重要地位,农村金融人才的有效供给对于“三农”工作至关重要。当农村金融改革朝着纵、深领域延伸,农村金融人才紧缺的矛盾不断凸显。长期以来,由于行业特殊性使得金融企业与中等职业学校产教融合低,不愿意接收学生顶岗实习和工作。实施订单式的人才培养能较好地解决农村金融人才培养难并构建长效的校企合作机制,为我国农村金融改革和新型城镇化建设提供人才保障。研究沿着“理论一实证一优化”的研究思路,以中等职业学校为研究对象,首先梳理国内外学者相关的研究成果,分析以往研究的不足之处,提出研究问题。其次对“中等职业学校”、“农村金融人才”、“人才培养模式”和“‘订单式’人才培养”等核心概念进行界定,并根据“全面发展理论”、“能力本位教育”、“关键能力理论”以及“教学做合一”等人才培养的相关理论,基于海南省银行学校联合海南职业技术学院、海南省农村信用社联合社举办的“农村金融订单班”个案,运用访谈和问卷调查等研究方法对“农村金融订单班”进行数据多方收集和整理,对中等职业学校农村金融人才“订单式”培养现状分析,总结“农村金融订单班”实施中取得的成效,认为它符合我国职业教育发展客观规律,填补农村金融人才培养的不足,同时在实施过程中也暴露出一些问题。进而研究从人才培养目标不明确、人才培养运行机制不顺畅和人才培养保障机制不健全等三个方面进行成因分析,最后提出中等职业学校农村金融人才“订单式”培养的对策建议,即“内外兼修”。“内”是指从中职学校的角度,优化人才培养运行机制全过程,包括人才培养目标、订单来源、专业设置、课程设置、教学组织和教学评价等,“外”是指建立长效、健全的人才培养保障机制,包括学校内涵建设、企业参与度和政府运营机制等,以促进该校“农村金融订单班”持续健康发展,更好地服务于当地农村金融,同时为其他中等职业学校农村金融“订单式”人才培养的研究提供借鉴和参考。更多还原

【Abstract】 Rural finance plays an important role in China’s financial system.It’s crucial to the work of agriculture,rural areas and farmers that accesses to the effective supply.As the in-depth development of rural financial reform,the shortage of rural financial talents has become an increasingly prominent problem.Over the years,because of the special industry,the lower industry-education integration between financial enterprises and secondary vocational schools’ education and they are unwilling to recruit students to work or practice.Cultivating order-oriented talents can solve the shortage of rural financial talents and establish the long-term cooperation mechanism of vocational schools and enterprises as well as ensure the talents for China’s rural financial reform and new urbanization construction.This paper adopts “Theory-Empiricism-Optimization” as its idea,takes the secondary vocational school as its object.Firstly,it summarizes the existing research achievements from scholars at home and abroad,analyzing the inadequacy of previous research,and putting forward the study issues.Secondly,defining the core concepts such as “secondary vocational schools”,“rural financial talents”,“ talents cultivated mode” and “order-based” talents cultivated.According to the relevant theories of “comprehensive development theory”,“competency-based education”,“major competence theory” and “ integration of teach,study and practice” and based on the case of “rural financial order class” organized cooperatively by Hainan Provincial Banking School,Hainan College of Vocation and Technique and Hainan Rural Credit Cooperative Association,this paper collects and sorts the data of “rural financial order class” with interviews,questionnaires and other methods,analyzing the current situation of “order-mode” cultivation for rural financial talents in the secondary vocational schools,summarizing the achievements in the process of the "rural financial order class",we can basically regard it conforms to the rule of Vocational Education Development in China and filled the gap in rural financial talents.At the same time,some problems were exposed.Therefore,this paper analyzes the reasons from three aspects: the unclear objective targeting the talents,the unsmooth operational mechanism for talents training and the incomplete guarantee mechanism for talent training.Consequently,the author puts forward the countermeasures and suggestions for the “order-mode” cultivation for rural financial talents in the secondary vocational schools,that is “cultivate externally andinternally ”.“cultivate internally” refers to the whole process of optimizing the talent training operation mechanism from the perspective of secondary vocational schools,including talent training objectives,order sources,major settings,curriculum,teaching organization and teaching evaluation,etc.,“cultivate externally” means the establishment of a long-term,valid and sound talent training and guarantee mechanism,including school inner construction,enterprise participation and government operation mechanism,etc.,promoting the sustainable development of the“rural financial order class” and to further serve the local rural financial institutions and to provide an example or reference for the study of “order-mode” rural financial cultivation in other secondary vocational schools.更多还原