簡(jiǎn)介：曲阜師范大學(xué)碩士學(xué)位論文我國(guó)成人教育管理者專業(yè)知能建設(shè)探析姓名林世員申請(qǐng)學(xué)位級(jí)別碩士專業(yè)成人教育學(xué)指導(dǎo)教師杜以德20070401ABSTRACTWITHTHEDEVELOPMENTOFADULTEDUCATION，ITSPROFESSIONALIZATIONHASBECOMEALLCURRENTTHATCAN’TBECONVERSEDWHILEINTHISCOURSE，THEKEYLIESINTHEPROFESSIONALIZATIONOFADULTEDUCATIONWORKERS，WHICHINEVITABLYINCLUDESTHEPROFESSIONALIZATIONOFADULTEDUCATIONMANAGERSTHISPAPERACCORDINGTOEXPLANATIONOFRELATEDCONCEPTSANDTHEORIES，AIMSATINVESTIGATINGTHECONTENTANDTHEORETICALGROUNDWORKOFTHESEMANAGERS’PROFESSIONALKNOWLEDGEANDSKILLCONSTRUCTIONANDTHENTHEPAPERTRIESTOPUTFORWARDTHE’SHOULD”STATEOFTHESEMANAGERS’PROFESSIONALKNOWLEDGEANDSKILLSTRUCTRUEONTHEBASISOFCOMPARATIVERESEARCHANDPRACTICALRESEARCH，ITINTROSPECTSOURPRESENTCONDITONOFADULTEDUCATIONMANAGERS’PROFESSIONALKNOWLEDGEANDSKILLCONSTRUCTION，SUBSEQUENTLYPUTTINGFORWARDTHESOLUTIONSINTHEREADINGOFCONCEPTS，THEPAPEREMPHASIZESTHEEXPLANATIONOFTWOCONCEPTSPROFESSIONALMANAGERSOFADULTEDUCATIONANDPROFESSIONALKNOWLEDGEANDSKILLOFADULTEDUCATIONMANAGERS’，DIVIDINGTHEPROFESSIONALMANAGERSOFADULTEDUCATIONINTOFIVETYPESADULTEDUCATIONMANAGERS，CONSIDERINGTHEPROFESSIONALKNOWLEDGEANDSKILLOFADULTEDUCATIONMANAGERS’ADEVELOPINGCONCEPTINTHECONSTRUCTIONOF”SHOULD”STATEOFTHESEMANAGERS’PROFESSIONALKNOWLEDGEANDSKILLSTMCTRUE，ITCLASSIFIESTHISPROFESSIONALKNOWLEDGESTRUCTUREINTOPROFESSIONALKNOWLEDGECONDITIONALKNOWLEDGEANDPRACTICALKNOWLEDGE，ANDTHENCLASSIFIESTHEIRSKILLSTRUCTUREINTOPROFESSIONALCOROSKILL，PROFESSIONALGENERALSKILLANDPROFESSIONALSPECIALSKILLBESIDES，THEPAPERISDIRECTEDATCONCRETEDISCUSSIONABOUTEVERYTYPEOFKNOWLEDGEANDSKILL，PUTTINGFORWARDTHEMOREDETAILEDANDMORECORRECTSTRUCTUREOFPROFESSIONALKNOWLEDGEANDSKILLOFADULTEDUCATIONMANAGERS’INTHEINTROSPECTIONOFPRESENTCONDITION，WEFINDTWOPROBLEMS，THATIS，LOWLEVELANDUNRATIONALSTRUCTUREOFPROFESSIONALKNOWLEDGEANDSKILLOFADULT

簡(jiǎn)介：中山人學(xué)碩J二學(xué)位論文成人高等醫(yī)學(xué)教育學(xué)生學(xué)爿動(dòng)機(jī)與學(xué)習(xí)成績(jī)相關(guān)性分析采用利克特4點(diǎn)記分法，從“很符合”、“符合”、“不符合”、“很不符合”在最符合自己情況的選項(xiàng)上打“√”的單選回答，得分依次為4、3、2、I。計(jì)算學(xué)習(xí)動(dòng)機(jī)水平的總得分，參照同類調(diào)查統(tǒng)計(jì)分析的慣例將學(xué)習(xí)動(dòng)機(jī)水平分為低、中和高共三級(jí)。采用整群抽樣、整班施測(cè)的方法調(diào)查了在中山大學(xué)接受成人高等醫(yī)學(xué)教育的51個(gè)班級(jí)學(xué)生中隨機(jī)選取的13個(gè)班級(jí)的941名學(xué)牛的學(xué)習(xí)動(dòng)機(jī)水平。采用被調(diào)查對(duì)象當(dāng)學(xué)期的5門閉卷考試課程成績(jī)的卷面分?jǐn)?shù)，把這些分?jǐn)?shù)換算成標(biāo)準(zhǔn)分，然后計(jì)算5門課程的標(biāo)準(zhǔn)分平均分，用標(biāo)準(zhǔn)分平均分作為學(xué)習(xí)成績(jī)指標(biāo)。從不同年齡、性別、婚姻狀況、工作性質(zhì)、工作年限和收入水平六個(gè)影響因素探討成人醫(yī)學(xué)生學(xué)習(xí)動(dòng)機(jī)水平與學(xué)習(xí)成績(jī)的關(guān)系。結(jié)果和討論1求知興趣和職業(yè)進(jìn)展動(dòng)機(jī)水平較高、占主導(dǎo)地位成人醫(yī)學(xué)生學(xué)習(xí)動(dòng)機(jī)表現(xiàn)在求知興趣、職業(yè)進(jìn)展、外界期望、社會(huì)服務(wù)、社會(huì)接觸和逃避或刺激等六個(gè)方面，但求知興趣和職業(yè)進(jìn)展兩個(gè)動(dòng)機(jī)得分較高，表現(xiàn)得較強(qiáng)烈。這一方面反映了成人醫(yī)學(xué)生表現(xiàn)出對(duì)專業(yè)知識(shí)的濃厚興趣，另一方面是出于自身職業(yè)的考慮、個(gè)人利益的追求。說(shuō)明隨著社會(huì)的發(fā)展，衛(wèi)生服務(wù)體系和衛(wèi)生服務(wù)模式的深刻變革，衛(wèi)生領(lǐng)域各種準(zhǔn)入制的建立，人民群眾日益增長(zhǎng)的衛(wèi)生服務(wù)需求，對(duì)衛(wèi)生技術(shù)人員的技能、文憑提出了越來(lái)越高的要求。作為學(xué)歷層次較低的在職衛(wèi)生技術(shù)人員需要通過(guò)接受教育，通過(guò)不斷地學(xué)習(xí)來(lái)充實(shí)和完善自己，掌握急需的知識(shí)和技能，提高專業(yè)理論水平和文憑，獲取各種衛(wèi)生準(zhǔn)入資格。因此，成人醫(yī)學(xué)生為知識(shí)、文憑而學(xué)習(xí)的動(dòng)機(jī)具有一定的現(xiàn)實(shí)性和合理性。2各種學(xué)習(xí)動(dòng)機(jī)彼此關(guān)聯(lián)，具有一定的可變性成人醫(yī)學(xué)生由于他們所處的年齡階段、職業(yè)及社會(huì)地位等的不同，具有角色的多重性和社會(huì)多層次性的特點(diǎn)，他們承擔(dān)著對(duì)家庭、工作、事業(yè)的不同責(zé)任，他們?cè)趦r(jià)值觀念、認(rèn)知水平和目標(biāo)追求上也會(huì)有不同的表現(xiàn)，這些內(nèi)容在一定程度上影響著他們學(xué)習(xí)動(dòng)機(jī)的不同表現(xiàn)和要求。因此在學(xué)習(xí)動(dòng)機(jī)上表現(xiàn)山求知型、發(fā)展型、交往型和服務(wù)型等差異。但這些學(xué)習(xí)動(dòng)機(jī)并不是孤立存在的，而是彼此關(guān)聯(lián)，在一定條件下互相依存，互相促進(jìn)的。3學(xué)習(xí)動(dòng)機(jī)與學(xué)習(xí)成績(jī)的關(guān)系學(xué)習(xí)動(dòng)機(jī)水平處于在中等程度時(shí)，學(xué)習(xí)成績(jī)最好，學(xué)習(xí)成績(jī)的差異與求知興趣、職業(yè)進(jìn)展兩個(gè)動(dòng)機(jī)水平強(qiáng)度的高低有密切

簡(jiǎn)介：陜西師范大學(xué)碩士學(xué)位論文社區(qū)成人教育研究姓名楊高玕申請(qǐng)學(xué)位級(jí)別碩士專業(yè)成人教育學(xué)指導(dǎo)教師史志謹(jǐn)20070501COMMUNITYADULTEDUCATIONSTUDIESYANGGAOGANABSTRACTADULTEDUCATIONISALLIMPORTANTCOMPONENTINTHEEDUCATIONSYSTEM，ITISAFORWARDPOSITIONOFLIFELONGEDUCATIONANDONEKINDOFFLEWMODEIEDUCATIONALSCHEMECARRYEDOUTAFIELD．ITISADEVELOPMENTFORMTRADITIONSCHOOLEDUCATIONTOLIFELONGEDUCATION．COMMUNITYADULTEDUCATIONISTHEFRONTIERTHATADULTEDUCATIONDEVELOPS，ITISALSOTHEIMPORTANTTHATTHECOMMUNITYEDUCATIONBECARRIEDOUTALLROUND．STUDYINGHOWTOBASEONTHECHARACTERISTICOFADULTS．ANDCONBINEADNITCDUCATIONWITHCOMMUNITYADULTEDUCATIONSOASTOSERVETHEADULTBETTER,ISANEDUCATIONPROBLEMDEMANDINGPROMPTSOLUTION．硼KAUTHORWIELDSTHEMETHODTHEORYTOCOMMUNITYADULTEDUCATIONSUCHASQUESTIONNAIREINVESTIGATION，CASEANALYSISANDEXPOUNDSTHEPOSITIVEROLEINTHEDEVELOPINGPROGRESSTOADULTEDUCATION，DISCUSSINGANDANALYSINGCOMMUNITYANDSOCIETYADULTEDUCATION．NCMAINBODYOFTHISPAPERANALYSEDCOMMUNITYADULTEDUCATIONFROMFOURASPECTSTHEFWSTCHAPTER，INTRODUCTION，TAKESTHECOMMUNITYEDUCATESASPLATFORM，BYSTUDYINGCURRENTSITUATIONANDTHETRENDOFCOMMUNITYEDUCATION，MAKINGTHESIGNIFICANCEOFCOMMUNITYADULTEDUCATIONCLEARER．THEINTENTIONISTOMAKETHEDIRECTIONANDVALUEOFTHISSTUDYCLEARERANDSTRENGTHENTHECONFIDENCEINSTUDYING，SEEINGCLEARLY．INTHESECONDCHAPTER,COMMUNITYADULTEDUCATIONTHEORYAREDISCUSSED．CONCEPTISTHEFOUNDATIONSTONEOFTHEORYSTUDIES，THISCHAPTERONEBYONEEXPLAINSCONCEPTSRELEVANTTOCOMMUNITYADULTEDUCATION，MAKINGEVERYEFFORTTOMAKETHETHECONCEPTSBECOMENEWTHEORYSTUDY’SPILLAR,ANDINITIATESTHETHINKINGTOCOMMUNITYADULTEDUCATIONCONNOTATION．11HCRETROSPECTANDREALITYANALYSEOFCOMMUNITYADULTEDUCATIONHISTORYISINCHAPTERTHREE．皿EHISTORYANDARETROSPECTOFCOMMUNITYADULTEDUCATIONDEVELOPSINCHINAANDFOREIGNCOUNTRIES．THISREASERCHISCARRIEDOUTBORNTHREEANGLES，ANALYSETHECERTAINTYTHATCOMMUNITYADULTEDUCATIONDEVELOPSFROMINDIVIDUAL，GROUPANDSOCIETY．SYSTEMCARDINGISCARRIEDOUTTOGETHERWITHINVESTIGATIONQUESTIONNAIRE．THEFOURTHCHAPTERCARRIESOUTTHETHINKINGSONCOMMUNITYADULTEDUCATION．FROMOURCOUNTRYCOUNTRY’SSPECIFICNATIONALCONDITION，CONCEPTCHANGES，ANDSYSTEMGUARANTEEANDPRACTICEEFFORTS，ITTHOROUGHLYANALYSISINTHESETHREEASPECTSHOWTOCARRYⅡ

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簡(jiǎn)介：山東師范大學(xué)碩士學(xué)位論文高等教育大眾化背景下山東省成人高等教育發(fā)展?fàn)顩r及對(duì)策研究姓名姜東菲申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)原理指導(dǎo)教師唐漢衛(wèi)20071018山東師范人學(xué)碩士學(xué)位論文高等教育大眾化背景下，山東省成人高等教育發(fā)展?fàn)顩r及對(duì)策研究中文摘要高等教育理念是人們對(duì)高等教育的內(nèi)涵、存在方式、發(fā)展途徑等基本問題的價(jià)值判斷。從精英教育到大眾化教育，進(jìn)而實(shí)現(xiàn)高等教育的普及，是我國(guó)高等教育發(fā)展的規(guī)律，也是我國(guó)社會(huì)發(fā)展的必然選擇。我國(guó)已經(jīng)逐步進(jìn)入高等教育大眾化時(shí)期，高等教育大眾化既有量的增長(zhǎng)，又有質(zhì)的變化。隨著我國(guó)高等教育發(fā)展的大眾化趨勢(shì)，構(gòu)建終身教育體系和學(xué)習(xí)型社會(huì)成了現(xiàn)代社會(huì)的大教育觀，而成人高等教育的發(fā)展進(jìn)度及其程度起著不可忽視的作用。然而成人高等教育應(yīng)有的重要性及其現(xiàn)實(shí)關(guān)注度和現(xiàn)實(shí)社會(huì)當(dāng)中成人高等教育實(shí)踐及效果極不相符。本論文通過(guò)對(duì)高等教育大眾化這一現(xiàn)實(shí)的社會(huì)背景進(jìn)行解讀，來(lái)厘清成人高等教育與高等教育大眾化兩者間的相互關(guān)系，分析成人高等教育在高等教育過(guò)程中的地位與作用，認(rèn)識(shí)到成人高等教育作為繼續(xù)教育任務(wù)的主要承擔(dān)者，是終身教育體系中的重要組成部分。它在高等教育發(fā)展的各個(gè)階段，特別是大眾化階段中做出了巨大貢獻(xiàn)，滿足了公民接受高等教育的多樣化需求，滿足了不同社會(huì)群體的學(xué)習(xí)，使他們?cè)谥R(shí)獲取的同時(shí)，達(dá)到能力培養(yǎng)的目的，是實(shí)現(xiàn)終身教育目標(biāo)的最有效的教育方式。高等教育大眾化帶來(lái)了成人高等教育受眾數(shù)量的增多，更帶來(lái)其質(zhì)量和水平的提高，推動(dòng)成人高等教育的可持續(xù)發(fā)展，這是高等教育大眾化給成人高等教育的發(fā)展帶來(lái)的難得的機(jī)遇。而同時(shí)高等教育大眾化影響了成人高等教育生源的數(shù)量和質(zhì)量，使成人高等教育發(fā)展空間受到嚴(yán)重威脅，這也是高等教育大眾化給成人高等教育的發(fā)展帶來(lái)的前所未有的挑戰(zhàn)。在此基礎(chǔ)上，本論文分析了高等教育大眾化對(duì)山東省成人高等教育發(fā)展提出的新要求，山東省成人高等教育已有半個(gè)多世紀(jì)的發(fā)展歷史，近幾年，隨著普通高等教育的快速發(fā)展，山東省成人高等教育也實(shí)現(xiàn)了歷史性的跨越，逐步發(fā)展壯大起來(lái)，初步形成了成人高等教育與普通高等教育“兩條腿走路”、共

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