【作者】 董显辉；

【导师】 肖凤翔；

【作者基本信息】 天津大学 ， 职业技术教育学， 2013， 博士

【摘要】 职业教育层次结构合理与否事关其功能的正常发挥，成为职业教育结构理论的基本问题。职业教育层次结构研究的目的在于阐述职业教育层次结构构成因素之间的合理关系，助推建设有中国特色的现代职业教育结构体系，培养适应社会经济发展的技术技能人才。本研究以结构功能主义为视角，运用文献研究、历史研究、比较研究、调查研究等方法，在职业教育层次结构的历史与现实判断以及借鉴国外先进经验的基础上，形成职业教育层次结构的研究理论，通过对我国职业教育层次结构现状的实证，发现职业教育层次结构存在的问题，提出建设我国现代职业教育层次结构的建议。研究得出如下结论：首先，职业教育层次结构是在内外因素影响下不断发生变化的，在不同历史阶段各因素对职业教育层次结构的影响力不同。随着历史的发展，我国“显性”的政治因素的影响不断减弱，经济因素的影响不断增强，科技发展推动职业教育层次上移；第二，美国和台湾地区已逐步构建起层次完整，衔接畅通，与普通教育类型相互贯通的职业教育层次结构，适应了经济和人发展的需要；第三，当前我国职业教育层次结构存在层次间目标划分不明确、层次结构比例失调、衔接不畅以及各层次人才与社会需求的不相适应、不能满足学习者终身学习等问题；第四，职业教育层次划分的依据是人才类型和职业资格标准等级的结合。职业教育是培养技术型及技能型人才的教育，不同层次职业活动的内容是其教育的内容；第五，应用型本科教育和专业学位研究生教育是高层次的职业教育。职业教育、应用型本科教育和专业学位研究生教育的培养目标、教学内容、教学活动、师资队伍和教育评价具有趋同性，并呈现一体化趋势；第六，当前的职业教育层次的衔接是形式的衔接非实质的衔接。当前我国职业教育层次间的衔接主要集中在学制的衔接，其主要目的或是为了解决生源问题，通过政策是可以解决的，这是形式的衔接，而真正本质的衔接是课程衔接，只有建立健全职业教育课程衔接体系才可能实现中高职的本质衔接，满足学习者终身学习的需要，实现培养出适应社会需要的各层次技术技能人才。更多还原

【Abstract】 The rationality of the hierarchy structure of vocational education(HSVE) directlyaffects the development of vocational education function, which becomes the basicproblem of the theory of vocational education. The aim of research on the hierarchystructure of vocational education is to elaborate the reasonable relationship betweenthe elements of a hierarchy structure of vocational education and to boost to build amodern structural system of vocational education in China, which trains the technicaland skillful talents to adapt to the social and economic development. According to thetheory of structural functionalism, the paper analyses the hierarchy structure ofvocational education based on the research method of literature study, historical study,comparative study and survey study.The paper analyses the data from the history ofthe hierarchy structure of vocational education in China and the experience fromAmerica and Taiwan, puts forward some theories to study the hierarchy structure ofvocational education, and proposes some suggestions to adjust the hierarchy structureof modern vocational education in China.According to the above study, the following conclusions are drawn. Firstly, thehierarchy structure of vocational education is changing and is effected by external andinternal factors in different historical phrases. In China,with the development of socialhistory,the affect of political factors is less and less,and the affect of economic factorsis stronger and stronger. With the development of technology,the level of vocationaleducation must be higher and higher;Secondly, the hierarchy structure of vocationaleducation in America and Taiwan is connected with all muvanondecc ealteti aisto rhn aetadr laas poientcdaiiunbacglel a notitebooejn ed ct thtahienve edrsseo,t chadieraiesl pv soraooncmpdato eireo tmcniooaannlto,te meddriiussc ccedaoxetniiotsvitenn l ubolewiepvthtmeywelsi c,e n hteta;n hnTdce h a aigntlar’ldet l ellnmenyev,rt aeese lilsn etw, d phsCueouhcao cciphntial aoena’nss’st’bliyfe lothneg lceoamrnbiinnagt;iFoonu rtbheltyw, etehne htiheera rtcyhpye storuf cttuarleen otsf vaoncda tiothnea l leedvuecl atoiof n viso cdaitvioidneadlqualification standards;Fifthly,Secondary vocational education, short cycle vocationaleducation,applied undergraduate education and professional degree education arebelong to vocational education;Sixthly,the formal connection of educational systembetween different levels can be relealizeid by the government policy,but the real connection between different levels is realized by the system of vocational educationcurriculum.更多还原