高职“双师型”教师资格认证标准的研究
|
摘要
自上世纪90年代“双师”概念诞生以来,“双师型”教师队伍建设一直是职业教育的热点。但有关理论及实践问题尚不明确,如“双师型”教师的内涵界定、“双师型”教师队伍的培养机制的建立,尤其是对“双师型”教师队伍的认证工作的研究和实施还处于探索阶段。迄今为止,国家还没有制定出集科学、实用、操作性于一体的“双师型”教师认证标准,这严重影响了“双师”教师队伍的建设,挫伤了教师“双师”化的积极性和工作热情。
标准是把关好质量关的前提,要提高高等职业教育人才培养的质量,对“双师型”教师资格认证标准的制定研究必须提上日程。本文采用文献研究、问卷调查、实地访谈、经典个案剖析、比较借鉴等研究方法,对当前“双师型”教师基本情况、认证标准的制定及实施效果进行了深入研究,系统探索“双师型”教师认证标准制定的必要性和迫切性以及“双师型”教师认证工作中存在的漏洞和不足。并以教师实践教学能力为基点,以学科专业为界限,以职称等级为平台,制定出技术应用型和管理服务型两类“双师型”教师认证标准体系,并对主要认证指标进行了量化规范。
围绕“双师型”教师资格认证标准这个中心,本研究具有以下几个新特点,一是对当前国际、国内各种“双师型”教师认证标准进行挖掘、整理、分类,选取最具有代表性的标准进行分析评价,并借鉴行业培训师职业标准,形成了研究的理论基础。二是通过大量的问卷调查、实地访谈,分析我国“双师型”教师认证标准制定及实施现状,对部分高职院校资格认证标准的制定并实施了校本“双师型”教师认证标准的绩效进行访谈,获得研究的实践基础。三是制定了以教师实践经历、实践教学能力为第一量化指标群的新的“双师型”教师认证标准,对认定“双师”教师资格具有借鉴作用。四是对已制定的标准全面进行意见征求,并对其实施的预期影响作了合理推测,增强了本“双师型”教师认证标准的实践性和操作性。
Since the concept of "Double-Competency" teacher was given birth in 90's of last century, the researching work on the building of "Double- Competency" teaching staffs have become the hot bit in society. But there still some practical problems exist: The common understanding about the connotation of "Double-Competency" teacher, as well as the establishment of the cultivating system and guaranteeing policies. But, the most outstanding problem is the "Double-Competency" teacher's qualifying standard. Up to now, we still haven't a scientific, practical, operational and nation-owned "Double-Competency" teacher' qualifying standard. This is bar for development of the high vocational education and seriously restrict the "Double- Competency" teachers' enthusiasm on the teaching work. ?
Standard is the premise of the quality. "Double-Competency" teacher's qualifying standard means the improvement of the quality of the higher vocational education. In the essay, the author using the way of study, investigation, interview, and observing on the sit spot, analysis on the classical individual etc., from the "Double-Competency" teacher's basic situation, the drawing up and performing action of the "Double-Competency" teacher's qualifying standard, to analyze and probe the drawbacks and loopholes. And also on the basis of the teacher's practical teaching abilities, according to the professional boundary and title, drawing up two operational qualifying standards: the technology-application "Double-Competency" teacher's qualifying standard and the management-service "Double-Competency" teacher's qualifying standard, and setting up the detail quantizing distortion for the major targets.
Encompassing drawing up the "Double-Competency" teachers' qualifying standard, the researching work has four new distinct innovation points: Formulating the theory foundation of the study by excavating, sorting out and classifying all the teachers' qualifying standards home and abroad ,giving the further studies on the typical examples, and taking the occupational standard of the professional training staff for the reference; Using the way of investigation and interview to probe the current problems and the inefficiency of implementing the college-made "Double-Competency" teachers' qualifying standard, to construct the practical platform for the further study; Drawing up a new "Double-Competency" teacher' s qualifying standard with the higher vocational teachers' practical experience and teaching abilities as the most important quantizing target. The related institution and department may draw lessons from it. Inquiring the suggestion and advice from the scholar, experts, higher vocational teachers as well on the newly-made "Double-Competency" teachers' qualifying standard, and calculating the coming effect in the future , it enhances the practicality and operational functions of the "Double-Competency" teacher's qualifying standard .
标准是把关好质量关的前提,要提高高等职业教育人才培养的质量,对“双师型”教师资格认证标准的制定研究必须提上日程。本文采用文献研究、问卷调查、实地访谈、经典个案剖析、比较借鉴等研究方法,对当前“双师型”教师基本情况、认证标准的制定及实施效果进行了深入研究,系统探索“双师型”教师认证标准制定的必要性和迫切性以及“双师型”教师认证工作中存在的漏洞和不足。并以教师实践教学能力为基点,以学科专业为界限,以职称等级为平台,制定出技术应用型和管理服务型两类“双师型”教师认证标准体系,并对主要认证指标进行了量化规范。
围绕“双师型”教师资格认证标准这个中心,本研究具有以下几个新特点,一是对当前国际、国内各种“双师型”教师认证标准进行挖掘、整理、分类,选取最具有代表性的标准进行分析评价,并借鉴行业培训师职业标准,形成了研究的理论基础。二是通过大量的问卷调查、实地访谈,分析我国“双师型”教师认证标准制定及实施现状,对部分高职院校资格认证标准的制定并实施了校本“双师型”教师认证标准的绩效进行访谈,获得研究的实践基础。三是制定了以教师实践经历、实践教学能力为第一量化指标群的新的“双师型”教师认证标准,对认定“双师”教师资格具有借鉴作用。四是对已制定的标准全面进行意见征求,并对其实施的预期影响作了合理推测,增强了本“双师型”教师认证标准的实践性和操作性。
Since the concept of "Double-Competency" teacher was given birth in 90's of last century, the researching work on the building of "Double- Competency" teaching staffs have become the hot bit in society. But there still some practical problems exist: The common understanding about the connotation of "Double-Competency" teacher, as well as the establishment of the cultivating system and guaranteeing policies. But, the most outstanding problem is the "Double-Competency" teacher's qualifying standard. Up to now, we still haven't a scientific, practical, operational and nation-owned "Double-Competency" teacher' qualifying standard. This is bar for development of the high vocational education and seriously restrict the "Double- Competency" teachers' enthusiasm on the teaching work. ?
Standard is the premise of the quality. "Double-Competency" teacher's qualifying standard means the improvement of the quality of the higher vocational education. In the essay, the author using the way of study, investigation, interview, and observing on the sit spot, analysis on the classical individual etc., from the "Double-Competency" teacher's basic situation, the drawing up and performing action of the "Double-Competency" teacher's qualifying standard, to analyze and probe the drawbacks and loopholes. And also on the basis of the teacher's practical teaching abilities, according to the professional boundary and title, drawing up two operational qualifying standards: the technology-application "Double-Competency" teacher's qualifying standard and the management-service "Double-Competency" teacher's qualifying standard, and setting up the detail quantizing distortion for the major targets.
Encompassing drawing up the "Double-Competency" teachers' qualifying standard, the researching work has four new distinct innovation points: Formulating the theory foundation of the study by excavating, sorting out and classifying all the teachers' qualifying standards home and abroad ,giving the further studies on the typical examples, and taking the occupational standard of the professional training staff for the reference; Using the way of investigation and interview to probe the current problems and the inefficiency of implementing the college-made "Double-Competency" teachers' qualifying standard, to construct the practical platform for the further study; Drawing up a new "Double-Competency" teacher' s qualifying standard with the higher vocational teachers' practical experience and teaching abilities as the most important quantizing target. The related institution and department may draw lessons from it. Inquiring the suggestion and advice from the scholar, experts, higher vocational teachers as well on the newly-made "Double-Competency" teachers' qualifying standard, and calculating the coming effect in the future , it enhances the practicality and operational functions of the "Double-Competency" teacher's qualifying standard .
引文
1笔者就“双师型”教师资格认证标准对杨司长进行访谈摘录--作者注
[1]王义澄.建设“双师型”专科教师队伍[N].中国教育报,1990-12-5
[2]国务院:关于大力推进职业教育改革与发展的决定(国发[2005]16),2005,5,28.
[3]刘育锋.论职业教育教师标准[J].职业技术教育(教科版),1998(09):20-22.
[4]国家教委:国家教委关于开展建设示范性职业大学工作的通知,教职[1995]号1995.12.
[5]教育部:《关于加强高职高专教育人才培养工作的意见》(教高[2000]2号),2000,1,17.
[6]教育部:《关于开展高职高专院校人才培养工作水平评估试点工作的通知》(教高司函[2003]16号),2003-2-12
[7]洪生伟.标准化管理.[M].中国计量出版社,1995,9.
[8]黄斌 毛松青.“双师型”教师资格标准体系初探[J]教育与职业,2006.10(30)
[9]卢双盈.职业教育“双师型”教师解析及其师资队伍建设[J].职业技术教育,2002(10)40-43
[10]国务院:《中共中央关于教育体制改革的决定》,国发[1985]15号,1985-5-27
[11]刘勇.高等职业教育“双师型”队伍的培养方案探讨[J].武汉职业技术学院学报,2004(02)16-19
[12]唐林伟、董桂玲、周明星.“双师型”教师专业标准解构与重构[J]职业技术教育,2005(10)
[13]张社字.我国职业教育“双师型”教师队伍建设的障碍与实现路径分析[J].教育发展研究,2004、7 116-118
[14]孟令臣.高等职业教育“双师型”师资队伍建设的若干问题[J].河北科技师范学院学报,2005(02)56-58
[15]杨士娟,刘朋 韩国职业教育管窥[J].现代远距离教育.2004.3(93)
[16]姜英敏.韩国教师制度[J].比较教育研究.1998(01)31-34
[17]王珍.国内外职业教育师资培养比较[J].天津职业技术师范学院学报,2000(04)40-44.
[18]杨 波 澳大利亚高等职业教育的能力培养体系对我国的启示[J].教育教学, 2003(05)Technical and Further Education,澳大利亚的技术与继续教育简称,TAFE,相当于我国的高等职业技术教育.
[19]Case Studies on Technical and Vocational Education in Asia and the Pacific-Technical and Vocational Training in Australia[M].Copyright UNESCO 1994,published by RMIT for UNESCO,1994.)
[20]Work and Organizational Psychology.2000 by Blackwell Publishing Ltd.Chapter Three(59-63),Job Analysis and Design,By Catherine.D.Lees and;John.L.Cordery.
[21]国务院:中共中央关于教育体制改革的决定(国发[1985]15号),1985,5,27.
[22]教育部:教育部办公厅关于加强高等职业(高专)院校师资队伍建设的意见(教高厅[2002]5号)2002年5月15日印发.
[23]教育部办公厅:关于全面开展高职高专院校人才培养工作水平评估的通知,高厅[2004]16号 附:高职高专院校人才培养工作水平评估方案2004年4月12日印发.
[24]教育教委:面向21世纪深化职业教育改革的意见(教职成[1998]1号)1998-2-16
[25]教育部:关于组织推荐全国重点建设职业教育师资培训基地的若干意见(教职成厅[1999]2号),1999,2,10.
[26]教育部:关于开展高职教育师资队伍专题调研工作的通知(教高司函[2000]36号),2000,3,23.
[27]国务院:2003-2007年教育整兴行动计划(国发[2004]5号),2004,2,10.
[28]国务院:关于大力推进职业教育改革与发展的决定(国发[2005]16),2005,5,28.
[29]黄立营.“双师型”教师知识与能力结构的目标设计[J].煤炭高等教育,2004(01):105-108
[30]唐锡海.高等职业教育“双师型”教师队伍建设的思考[J].广西高教研究,2002(08):21-22.
[31]姚贵平,姚贵平.解读职业教育“双师型”教师[J].中国职业技术教育,2002:(06).
[32]孟令臣.高等职业教育“双师型”师资队伍建设的若干问题[J].河北科技师范学院学报,2005(02):56-58.
[33]杨波.澳大利亚高等职业教育的能力培养体系对我国的启示[J].教育科学,2003:(05).
[34]钟梅珍.从澳大利亚的TAFC学院看职业教育[J].职业与教育,2004(12).
[35]韩毓昉.美国的师资教育改革[J].比较教育研究,1999(03).
[36]许明.美国教育教师专业标准概述[J].课程.教材.教法[J].2002:(12).
[37]黄日强,邓志军.澳大利亚职业教育的师资队伍建设[J].河南职业技术师范学院学报(职业教育版),2003(01):53-56.
[38]潘书阁.试论“双师型”职教师资队伍的建设[J].中国职业技术教育,2003:(20).
[39]沈美媛.台湾职业教育考察[J].职业与教育http.cnki.com:55-56.
[40]游涛.高等职业教育教师的素质特征及“32师型”教师队伍的建设[J].武汉工程职业技术学报,2004(06):84-87.
[41]夏建国,扬若帆,刘晓保.高职院校“校本教师培训”模式实践探索[J].职业技术教育,2003(31):53-55.
[42]余群英.高职“双师型”教师资格认定探析[J].教育与发展研究,2002(09):75-77.
[43]刘复国.高职院校师资队伍建设中几个问题的探讨[J].中国高等教育,2004:13-14.
[44]张铁岩,刘铁雷,吴兴伟,付杰英.高职高专“双师型”师资建设的几点思考[J].高等工程教育研究,2003,(6).
[45]马庆发.职业教育新论[M].上海:上海教育出版社,2002.
[46]陈雁.高职院校“双师型”教师德培养模式与评价机制[J].苏州大学学报,2005(02):19-22.
[47]段青河,卢月萍.高职“双师型”教师的素质评价www.cnki.com.
[48]王珂珍等.关于发展高等职业教育的几点探讨[J].中国冶金教育,1997(05).
[49]梁晓霞.谈“双师型”教师队伍建设[J].现代技能开发,2001(11).
[50]朱芝洲.论构建“双师型”教师队伍[J].辽宁教育学院学报,2002(12).
[51]金长星等.从实际出发加强高职高专师资队伍建设[J].中国高等教育,2003(03).
[52]姜振鹏.“双师型”师资队伍建设浅谈[J].中国职业技术教育,2002(6).
[53]李建求.论高职院校“双师型”教师队伍建设[J].职教论坛,2002(19).
[54]白兆盈.谈职业学校“双师型”教师队伍建设[J].中国成人教育,2002(02).
[55]颜明忠等.从国际比较角度看职教“双师型”师资培养[J].职业技术教育2002(19).
[56]张宝歌.正视问题,打造高职“双师型”教师[J].中国高等教育,2006(08):50-51.
[57]华明.走出“双师型”误区,加快师资队伍建设[J].教育与职业,2005(05).
[58]李芹.高职教师双师素质教师标准及培养模式探讨[J].河南职业技术师范学院学报,2006.5.
[59]黄尧.大力加强职教师资队伍建设努力造就一支高素质的职教师资队伍,中国职业技术教育,2000(10).
[60]贺应根,夏金星.职业教育“双师型”教师的内涵及建设途径[J].职业技术教育,2005(13):55-57.
[61]刘义.职教师资“双师型”教师的内涵及建设途径[J].武汉船舶职业技术学院学报,2004(03):1-4.
[62]刘建湘,周明星.探析“双师型”教师专业发展的管理策略[J].职业与教育,2005(02):25-27.
[63]孙玉萍.“双师型”教师成长过程探讨[J].高等职业教育.天津职业技术学院学报2006,04.
[64]刘飒.“双师型”教师管理体制探讨[J].武汉职业技术学院学报,2002(03):26-30.
[65]刘畅.论高职“双师型”教师专业素质的培养[J].中国成人教育,2005(11):106-107.
[66]路静,刘伟.高职“双师型”教师队伍问题及分析[J].教育理论与实践,2003(09):19-21.
[67]唐瑞海.高职“双师型”教师队伍建设探讨[J].机械职业教育,2005(06).
[68]王昆,于静.“双师型”教师内涵探究[J].长春师范学院学报,2005(10):142-144.
[69]Carter.K,Sabers.D,Cushing.K,Pinnegar.S,Berliner.D(1988).Expert-novice Differences in Perceiving and Processing Visual Classroom Information.Journal of Teacher Education.Vol.39.No.3.
[70]Work and Organizational Psychology.2000 by Blackwell Publishing Ltd.Chapter Three(59-63),Job Analysis and Design,By Catherine.D Lees and;John L.Cordery
[71]Designing Productive Learning Environments or Tomorrow's Teachers.by David B Zandaviliet.International Forum on Higher Vocational and Technical Education
[72]United Nation Educational.Scientific and cultural Organization:International Standard Classification.
[73]Mob Sub Kang(2003),Governmental Tasks of Developing Higher vocationa! Educational Korea,International Forum on Higher and Technical Education,Suina.J.S(1982),The learning Environment:As instructional Strategy,New York Teachers College Press.
[74]Foss.N.& Robertson.P(2000)Resource,technology and Strategy,Explorations in the resource-based perspective.London/New York:Rout ledge.
[75]United Nations Educational,Scientific and Cultural Organization:International Standard Classification of Education 1997,Original:English,March 1997.
[76]Yuliang.liu(2003),Online Education as an Effective Alternative Strategy for Higher Technical Education International Forum On Higher Vocational and Technical Educational,pp372-384.
[77]Ho-Jun-Kang.Policies to promote sport industry in Korea,天津体育学院,2003,18.
[78]陈祝林,徐朔,王建初.职教师资的培养的国际比较[M].同济大学出版社,2004(12):84-88。
[79](韩)韩国教育革新研究会编.教育改革的反省与发展方向[M].韩国教育科学社,1991:266-301.
[80]向伟.高职高专院校人才水平评估资料汇编[M].北京人民邮电出版社,2003,5:193-226.
[81]卢双盈,李向东.职业教育学[M].兵器工业出版社,2002(07):270-282.
[82]国家职教司、职教研究中心编.面向21世纪的职业教育教学改革[M].高等教育出版社,1998,2:170-178.
[83]顾明远,孟繁华.国际教育新理念[M].海南出版社,2004(03):23-25.
[84]王前新.高等职业教育管理学[M].红旗出版社,2003(07):177-199.
[85]李向东.职业教育学新编[M]高等教育出版社,2005.
[86]苏霍姆林斯基著.给教师的一百条建议[M].天津人民出版社.
[87]马庆发.职业教育新论[M].上海教育出版社,2002:189-221.
[88]Case Studies on Technical and Vocational Education in Asia and the Pacific-Technical and Vocational Training in Australia[M].Copyright UNESCO 1994,published by RMIT for UNESCO,1994.
[89]Knirk.F(1992),Facility Requirements for Integrated Learning Systems,Educational Technology,32(9)26-32
[1]王义澄.建设“双师型”专科教师队伍[N].中国教育报,1990-12-5
[2]国务院:关于大力推进职业教育改革与发展的决定(国发[2005]16),2005,5,28.
[3]刘育锋.论职业教育教师标准[J].职业技术教育(教科版),1998(09):20-22.
[4]国家教委:国家教委关于开展建设示范性职业大学工作的通知,教职[1995]号1995.12.
[5]教育部:《关于加强高职高专教育人才培养工作的意见》(教高[2000]2号),2000,1,17.
[6]教育部:《关于开展高职高专院校人才培养工作水平评估试点工作的通知》(教高司函[2003]16号),2003-2-12
[7]洪生伟.标准化管理.[M].中国计量出版社,1995,9.
[8]黄斌 毛松青.“双师型”教师资格标准体系初探[J]教育与职业,2006.10(30)
[9]卢双盈.职业教育“双师型”教师解析及其师资队伍建设[J].职业技术教育,2002(10)40-43
[10]国务院:《中共中央关于教育体制改革的决定》,国发[1985]15号,1985-5-27
[11]刘勇.高等职业教育“双师型”队伍的培养方案探讨[J].武汉职业技术学院学报,2004(02)16-19
[12]唐林伟、董桂玲、周明星.“双师型”教师专业标准解构与重构[J]职业技术教育,2005(10)
[13]张社字.我国职业教育“双师型”教师队伍建设的障碍与实现路径分析[J].教育发展研究,2004、7 116-118
[14]孟令臣.高等职业教育“双师型”师资队伍建设的若干问题[J].河北科技师范学院学报,2005(02)56-58
[15]杨士娟,刘朋 韩国职业教育管窥[J].现代远距离教育.2004.3(93)
[16]姜英敏.韩国教师制度[J].比较教育研究.1998(01)31-34
[17]王珍.国内外职业教育师资培养比较[J].天津职业技术师范学院学报,2000(04)40-44.
[18]杨 波 澳大利亚高等职业教育的能力培养体系对我国的启示[J].教育教学, 2003(05)Technical and Further Education,澳大利亚的技术与继续教育简称,TAFE,相当于我国的高等职业技术教育.
[19]Case Studies on Technical and Vocational Education in Asia and the Pacific-Technical and Vocational Training in Australia[M].Copyright UNESCO 1994,published by RMIT for UNESCO,1994.)
[20]Work and Organizational Psychology.2000 by Blackwell Publishing Ltd.Chapter Three(59-63),Job Analysis and Design,By Catherine.D.Lees and;John.L.Cordery.
[21]国务院:中共中央关于教育体制改革的决定(国发[1985]15号),1985,5,27.
[22]教育部:教育部办公厅关于加强高等职业(高专)院校师资队伍建设的意见(教高厅[2002]5号)2002年5月15日印发.
[23]教育部办公厅:关于全面开展高职高专院校人才培养工作水平评估的通知,高厅[2004]16号 附:高职高专院校人才培养工作水平评估方案2004年4月12日印发.
[24]教育教委:面向21世纪深化职业教育改革的意见(教职成[1998]1号)1998-2-16
[25]教育部:关于组织推荐全国重点建设职业教育师资培训基地的若干意见(教职成厅[1999]2号),1999,2,10.
[26]教育部:关于开展高职教育师资队伍专题调研工作的通知(教高司函[2000]36号),2000,3,23.
[27]国务院:2003-2007年教育整兴行动计划(国发[2004]5号),2004,2,10.
[28]国务院:关于大力推进职业教育改革与发展的决定(国发[2005]16),2005,5,28.
[29]黄立营.“双师型”教师知识与能力结构的目标设计[J].煤炭高等教育,2004(01):105-108
[30]唐锡海.高等职业教育“双师型”教师队伍建设的思考[J].广西高教研究,2002(08):21-22.
[31]姚贵平,姚贵平.解读职业教育“双师型”教师[J].中国职业技术教育,2002:(06).
[32]孟令臣.高等职业教育“双师型”师资队伍建设的若干问题[J].河北科技师范学院学报,2005(02):56-58.
[33]杨波.澳大利亚高等职业教育的能力培养体系对我国的启示[J].教育科学,2003:(05).
[34]钟梅珍.从澳大利亚的TAFC学院看职业教育[J].职业与教育,2004(12).
[35]韩毓昉.美国的师资教育改革[J].比较教育研究,1999(03).
[36]许明.美国教育教师专业标准概述[J].课程.教材.教法[J].2002:(12).
[37]黄日强,邓志军.澳大利亚职业教育的师资队伍建设[J].河南职业技术师范学院学报(职业教育版),2003(01):53-56.
[38]潘书阁.试论“双师型”职教师资队伍的建设[J].中国职业技术教育,2003:(20).
[39]沈美媛.台湾职业教育考察[J].职业与教育http.cnki.com:55-56.
[40]游涛.高等职业教育教师的素质特征及“32师型”教师队伍的建设[J].武汉工程职业技术学报,2004(06):84-87.
[41]夏建国,扬若帆,刘晓保.高职院校“校本教师培训”模式实践探索[J].职业技术教育,2003(31):53-55.
[42]余群英.高职“双师型”教师资格认定探析[J].教育与发展研究,2002(09):75-77.
[43]刘复国.高职院校师资队伍建设中几个问题的探讨[J].中国高等教育,2004:13-14.
[44]张铁岩,刘铁雷,吴兴伟,付杰英.高职高专“双师型”师资建设的几点思考[J].高等工程教育研究,2003,(6).
[45]马庆发.职业教育新论[M].上海:上海教育出版社,2002.
[46]陈雁.高职院校“双师型”教师德培养模式与评价机制[J].苏州大学学报,2005(02):19-22.
[47]段青河,卢月萍.高职“双师型”教师的素质评价www.cnki.com.
[48]王珂珍等.关于发展高等职业教育的几点探讨[J].中国冶金教育,1997(05).
[49]梁晓霞.谈“双师型”教师队伍建设[J].现代技能开发,2001(11).
[50]朱芝洲.论构建“双师型”教师队伍[J].辽宁教育学院学报,2002(12).
[51]金长星等.从实际出发加强高职高专师资队伍建设[J].中国高等教育,2003(03).
[52]姜振鹏.“双师型”师资队伍建设浅谈[J].中国职业技术教育,2002(6).
[53]李建求.论高职院校“双师型”教师队伍建设[J].职教论坛,2002(19).
[54]白兆盈.谈职业学校“双师型”教师队伍建设[J].中国成人教育,2002(02).
[55]颜明忠等.从国际比较角度看职教“双师型”师资培养[J].职业技术教育2002(19).
[56]张宝歌.正视问题,打造高职“双师型”教师[J].中国高等教育,2006(08):50-51.
[57]华明.走出“双师型”误区,加快师资队伍建设[J].教育与职业,2005(05).
[58]李芹.高职教师双师素质教师标准及培养模式探讨[J].河南职业技术师范学院学报,2006.5.
[59]黄尧.大力加强职教师资队伍建设努力造就一支高素质的职教师资队伍,中国职业技术教育,2000(10).
[60]贺应根,夏金星.职业教育“双师型”教师的内涵及建设途径[J].职业技术教育,2005(13):55-57.
[61]刘义.职教师资“双师型”教师的内涵及建设途径[J].武汉船舶职业技术学院学报,2004(03):1-4.
[62]刘建湘,周明星.探析“双师型”教师专业发展的管理策略[J].职业与教育,2005(02):25-27.
[63]孙玉萍.“双师型”教师成长过程探讨[J].高等职业教育.天津职业技术学院学报2006,04.
[64]刘飒.“双师型”教师管理体制探讨[J].武汉职业技术学院学报,2002(03):26-30.
[65]刘畅.论高职“双师型”教师专业素质的培养[J].中国成人教育,2005(11):106-107.
[66]路静,刘伟.高职“双师型”教师队伍问题及分析[J].教育理论与实践,2003(09):19-21.
[67]唐瑞海.高职“双师型”教师队伍建设探讨[J].机械职业教育,2005(06).
[68]王昆,于静.“双师型”教师内涵探究[J].长春师范学院学报,2005(10):142-144.
[69]Carter.K,Sabers.D,Cushing.K,Pinnegar.S,Berliner.D(1988).Expert-novice Differences in Perceiving and Processing Visual Classroom Information.Journal of Teacher Education.Vol.39.No.3.
[70]Work and Organizational Psychology.2000 by Blackwell Publishing Ltd.Chapter Three(59-63),Job Analysis and Design,By Catherine.D Lees and;John L.Cordery
[71]Designing Productive Learning Environments or Tomorrow's Teachers.by David B Zandaviliet.International Forum on Higher Vocational and Technical Education
[72]United Nation Educational.Scientific and cultural Organization:International Standard Classification.
[73]Mob Sub Kang(2003),Governmental Tasks of Developing Higher vocationa! Educational Korea,International Forum on Higher and Technical Education,Suina.J.S(1982),The learning Environment:As instructional Strategy,New York Teachers College Press.
[74]Foss.N.& Robertson.P(2000)Resource,technology and Strategy,Explorations in the resource-based perspective.London/New York:Rout ledge.
[75]United Nations Educational,Scientific and Cultural Organization:International Standard Classification of Education 1997,Original:English,March 1997.
[76]Yuliang.liu(2003),Online Education as an Effective Alternative Strategy for Higher Technical Education International Forum On Higher Vocational and Technical Educational,pp372-384.
[77]Ho-Jun-Kang.Policies to promote sport industry in Korea,天津体育学院,2003,18.
[78]陈祝林,徐朔,王建初.职教师资的培养的国际比较[M].同济大学出版社,2004(12):84-88。
[79](韩)韩国教育革新研究会编.教育改革的反省与发展方向[M].韩国教育科学社,1991:266-301.
[80]向伟.高职高专院校人才水平评估资料汇编[M].北京人民邮电出版社,2003,5:193-226.
[81]卢双盈,李向东.职业教育学[M].兵器工业出版社,2002(07):270-282.
[82]国家职教司、职教研究中心编.面向21世纪的职业教育教学改革[M].高等教育出版社,1998,2:170-178.
[83]顾明远,孟繁华.国际教育新理念[M].海南出版社,2004(03):23-25.
[84]王前新.高等职业教育管理学[M].红旗出版社,2003(07):177-199.
[85]李向东.职业教育学新编[M]高等教育出版社,2005.
[86]苏霍姆林斯基著.给教师的一百条建议[M].天津人民出版社.
[87]马庆发.职业教育新论[M].上海教育出版社,2002:189-221.
[88]Case Studies on Technical and Vocational Education in Asia and the Pacific-Technical and Vocational Training in Australia[M].Copyright UNESCO 1994,published by RMIT for UNESCO,1994.
[89]Knirk.F(1992),Facility Requirements for Integrated Learning Systems,Educational Technology,32(9)26-32