上海市现代化标志性中等职业技术学校建设与发展研究

【作者】 马丽；

【导师】 钱景舫；

【作者基本信息】 华东师范大学 ， 职业技术教育学， 2003， 硕士

【摘要】 1998年，上海市教委出台了关于建设现代化标志性中等职业技术学校的政策。2000年底，10所这样的学校落成。这一举措在国内是第一次。在既缺乏可供借鉴的经验，又缺乏理论指导的情况下，10所新建学校边摸索、边实践、边建设、边发展。迄今为止，它们既取得了一些成绩，也面临许多问题。本论文研究上海市10所现代化标志性中等职业技术学校的建设和发展。论文通过访谈校长、咨询职业技术教育行政领导、专家和学者、发放教师问卷和学生问卷以及查阅相关文献资料，初步摸清了这些问题，提出了建设和发展现代化标志性中等职业技术学校的一些方略。 本论文将各方殷切关注的焦点化为本研究的五个研究点。第一，从知识经济时代职业技术教育面临的挑战，传统职业技术教育的不适应性和滞后性，以及上海市职业技术教育发展的新要求出发，引出上海市建设现代化标志性中等职业技术学校的动因。第二，首先从一般意义上探讨了中等职业技术教育的“现代化”和“标志性”：即“现代化”是指中等职业技术教育走向先进、科学、规范、一流的过程和目标；“标志性”是指代表、示范、标识和显示上海市现代化标志性中等职业技术学校的本质和特点的属性。其次从四个维度——物质、制度、实践和观念层面具体阐述上海市现代化标志性中等职业技术学校的内涵。最后解析了它们的动态特征。第三，分析了这些学校启动和保障运行的五个机制，它们分别是以遴选入围学校的校际竞争机制、多渠道的投资机制、市场化运作的机制、灵活开放的办学机制和政府宏观调控的区域(行业)推进机制。第四，从物质、制度、实践和观念层面来查找、分析现代化标志性中职校面临的建设和发展的主要任务；第五，对现代化标志性中职校的建立和发展所引发的效应进行了分析，认为这一举措扩大了上海职业技术教育的影响，树立了形象；扩大了现代化标志性中职校生源和学校规模；改变了人们对中等职业技术教育的偏见；在国内起到了一流的示范作用、与国外交流的表率作用；凸现了学校的主体与转换了政府的权威。同时对正确界定和宣传现代化标志性中职校的内涵；职业技术教育“效率与公平”；关于现代化标志性中职校入围条件等问题进行了的讨论。更多还原

【Abstract】 The Commission of Education in Shanghai made a decision about constructing the modernized secondary vocational and technical model schools in 1998. At the end of 2000, 10 such schools were established. This was the first in our country. Given lack of experience to learn and appropriate theory to guide, these schools have been undergoing exploration, practice, construction and development. So far they have not only made some achievements, but also faced many problems. Therefore the construction and development of these schools is selected as the theme of my dissertation. Through analyzing the information from my interview with the schoolmasters, my consultation with the governors and scholars responsible for vocational and technical education, my sending out the questionnaires of teachers and students and my searching for literature, this dissertation initially clarifies these problems and puts forward some suggestions.This dissertation identifies the focus concerned by various circles as five research problems. Firstly, the reasons why Shanghai Municipal government constructed the modernized secondary vocational and technical model schools are discussed. They are the challenges vocational and technical education will face in knowledge-based economy era, the non-adaptability and backwardness of conventional vocational and technical education and the new requirements of development of vocational and technical education in Shanghai. Secondly, the modernization and model of vocational and technical education are explored generally. Modernization amounts to the process and goal that the secondary vocational and technical education tends towards advance, science and criterion, and model means the attributes that represent, demonstrate, mark and display the nature and characteristic of the modernized secondary vocational and technical model schools in Shanghai. Then the connotation of the modernized secondary vocational and technicalmodel schools in Shanghai is expounded specially at four different levels------physical,institutional, practical and ideal level, which is followed by the explanation of its dynamic characters. Thirdly, the paper analyzes the 5 mechanisms how these schools were launched and how they worked. They are the competition mechanism among schools to identify those that reached certain standards, the investment one with diverse channels, the marketization working one, the flexible and open one that runs a school and the one that areas and industries propel the development of vocational and technical education under the macroscopic supervision of governments at all levels. Fourthly, the main tasks of construction and development that these schools have faced are found and analyzed at four levels. Finally, the effects that resulted from the construction and development of these schools are discussed. They are as follows: enlarging the influence of the vocational and technical education in Shanghai and setting up a good example; increasing the number of students and the size of schools; changing people’s prejudice against the secondary vocational and technical education; taking the leading role in constructing the secondary vocational schools and in cooperation between home and abroad; emphasizing the schools’ subjectivity and lessening the government’s authority. Meanwhile, there are some issues such as how to correctly define and publicize these schools, efficiency and equity of vocational and technical education, the basic requirements of the modernized secondary vocational and technical school.更多还原