摘 要
中等職業教育作爲我國教育體系重要組成部分，是我國中等教育大衆化的主要承擔者，在我國經濟和文明建設中承擔着不可推卸的責任。當前，我國正處於社會轉型期重要階段，各種矛盾都集結於社會公正性，然而實現社會公正性首先應體現在教育資源的公正性。改革開放 30 年，我國中等職業教育，雖然一直被喊口號，但卻一直處於沉默中；國家政策雖然從沒有忽略它的存在，卻也沒有給他應有的地位，自然就不可能發揮他應有的作用。我國中等職業教育在整個教育體系中就像三等公民被歧視，即使它每年要承擔接近1/2 的中考畢業落榜生的培育工作。培養這樣一批綜合素質相對較低的學生按說是一件相對於其他任何一個教育環節更加困難的事，而且這批學生畢業後本應成爲社會主義現代化建設生產製造業和服務業的中堅力量，但卻因爲他們的學業被忽視，學歷被歧視，我們的中等職業教育培養的學生只能是社會主義建設中簡單且素質較低的勞動力。
18 世紀末，第一次產業革命以來，西方發達國家就開始重視職業教育的發展並通過對其功能和作用的研究給予理論支持進而對其發展模式進行研究。但由於我們國家上下 5000年“學而優則仕”的思想根深蒂固，人們普遍認爲“把書本學好的人”纔有資格成爲國家“棟樑之才”。改革開放後，雖然教育的每一個環節都有突飛猛進的進展，但是我們國家卻只把高中和高等教育作爲發展教育的重中之重。作爲被高中階段教育分流的一支，我們無可否認，中等職業教育面對的是被我們的教育政策忽略的一羣人。就像我們國家以往任何一個年代和時代一樣，我們的教育政策把這羣人明確歸爲一類，放任他們的學習和生活或好或壞，甚至沒有多少研究是針對他們現狀、發展模式和生存狀態的研究。這種低素質低能量的長期積累已經成爲我們國家與發達國家拉開差距的一個再也無法迴避的因素，這是本文研究的主要動機。
中等職業教育發展滯後問題是我們國家整個教育環節長期以來的發展詬病，當前不僅需要國家在整體策略方針上大力支持和引導，更需要結合各地區不同的經濟發展狀況和人文狀況，具體問題具體分析，在對本區域中等職業教育的發展現狀進行深入剖析的基礎上尋求該地區中等職業教育健康有序的成長之路。鑑於我國中等職業教育長期滯後於經濟發展需要的現狀，2010 年秋季起，國家相繼出臺一系列大力發展中等職業教育的利好政策。
各地市也隨後根據本地區經濟發展狀況相繼出臺了具體實施方案。山東省屬於內陸地區，是我國的人口大省和農業大省同時享有孔孟之鄉的盛譽，自然受孔孟思想影響更甚於其他省份。所以山東省雖然已成爲職業技術教育大省，但是由於長期的職業教育思想過於陳舊，職業教育模式過於單一，長期積累的勞動者素質偏低和技能型人才緊缺等問題已逐漸凸顯，職業教育作爲現代經濟發展中的關鍵環節已經遠遠不能滿足我省經濟社會持續發展的需要。
本文的研究對象是我省中等職業教育現狀及問題並試圖提出幾點建議。我省中等職業學校的學生大多由於小學、初中失敗被迫選擇中職教育，而且在接受中職教育過程中，中職學校多年形成的慵懶散風氣讓這些學生互相傳染、放大了自己先前的壞習慣，中等職業學校作爲教育的`主體對中職生的管理雖有無奈但仍有失職之嫌（這主要因爲中職生的學業與學校的收入無關）。另外有一組數據我們不得不重新審視，我省初中畢業後選擇中職教育的學生和升入高中的學生人數相當（12 年的數據是：40.47 萬人和 58.18 萬人）；我省每年走上社會的中職教育畢業生已經和大中專畢業生人數相當（12 年的數據是 38.05 萬人和 48.26 萬人）。如果我們仍然固守現有的中職教育模式，那麼我們年復年積累的將是每年將近一半隻能從事簡單操作、創新能力和發展都比較低的勞動力，而且這些勞動力絕大多數來自農村家庭，那麼我們國家整體富強、國際競爭能力的提高、國內貧富差距的消除將要靠誰來實現呢？單純依靠我們不斷擴招的高等教育嗎？直接放棄這些初中階段學習失敗選擇上中職的學生，任其生長嗎？帶着這樣的問題，我開始收集相關的數據、資料和理論來證實我們的中等職業教育不僅沒有有效行使教育應“以人爲本”的教育理念，而且中職教育質量已經嚴重阻礙我省經濟發展對人才整體素質提升的內在要求。
本文試圖從歷史的角度，以中等職業教育的特定對象——中等職業學校學生爲研究主線，結合相關理論依據，在分析我省中等職業教育發展現狀的基礎上找出影響我省中等職業教育長期發展緩慢的諸多因素，並從政府、教師、學校管理和學生自身四個方面入手深入剖析我省中等職業教育在發展過程中存在的主要問題和困境，繼而在借鑑國內外先進經驗的基礎上仍然從以上四個方面着手提出促進我省中等職業教育發展的對策和建議。
關鍵詞：中等職業教育 山東 問題與對策
ABSTRACT
Secondary vocational education as an important part of our education system is the mainbearer of secondary education popularization, bear an inescapable responsibility in building theeconomy and culture of our country. At present, China is in an important stage of socialtransition, various contradictions are assembled in social justice, but to achieve social justiceshould be reflected in the fairness of the first educational resources. 30 years of reform andopening up, China's secondary vocational education, although has been shouting slogans, but ithas been in silence; although there is no national policy to ignore its existence, but did not givehis rightful place, naturally, impossible to play him should some effect. Of secondary vocationaleducation as third-class citizens are discriminated against in the entire educational system, evenif it is close to half of the year to undertake graduate exam test students in development work.
Develop such a relatively low number of the overall quality of students supposedly is a relativeto any other part of an education more difficult, but these students after graduation should be thesocialist modernization of production backbone of manufacturing and services, but because theyneglected their studies, education being discriminated against students of secondary vocationaleducation and training we can only be socialist construction is simple and low quality of thelabor force.
18th century, for the first time since the industrial revolution, Western countries began toattach importance to the development of vocational education and to study its function and roleby giving theoretical support and then study its development model. But because our country5000 years "excellent learning Shi" thinking deeply rooted, it is generally believed, "the book tolearn the man" to be eligible to become the national "pillars of." After the reforms, althoughprogress in every aspect of education has leaps and bounds, but we only put the country in highschool and higher education as the most important development of education. As a high schooleducation to be a diversion, we undeniably secondary vocational education faced by oureducation policy neglected group of people. Like one of our country's and the era ever, oureducation policies put these people clearly classified as a class, letting them learn and live betteror worse, not even a little research for their situation, development patterns and survival studystates. Long-term accumulation of such low quality low energy has become a factor in ourcountry can no longer be avoided widen the gap with the developed countries, which is the mainmotivation for this study.
Secondary vocational education development lag is part of the whole education in ourcountry has long been criticized for development, not only the current needs of the country tosupport and guide the overall strategic direction, but also requires a combination of differentregional economic development and cultural conditions, specific analysis of specific issues ,based on the current development of secondary vocational education in the region carried outin-depth analysis on the growth path seeking a healthy and orderly secondary vocationaleducation in the region. In view of our long-term secondary vocational education lags behind theeconomic development needs of the status quo, since the fall of 2010, the state has issued a seriesof favorable policies to develop secondary vocational education. Around the city also followedaccording to the economic development of the region have issued a detailed implementation plan.
Shandong Province belong to the inland areas, is China's most populated province and a majoragricultural province while enjoying the reputation of Confucius and Mencius, Confucius andMencius naturally affected by even more than other provinces. So although Shandong Provincehas become the province of vocational and technical education, but due to the long thought tooold vocational education, vocational education model over a single, long-term accumulation ofthe low quality of workers and skilled personnel shortages and other problems have beenincreasingly prominent, vocational education as modern economic development has been a keypart of the province can not meet the needs of economic and social sustainable development.
The research object of this paper is my secondary occupation education present situationand the problems and tries to put forward some suggestions. Our province of medium occupationschool students mostly due to primary school, junior high school failure forced choice ofsecondary vocational education, but also in the process of accepting secondary vocationaleducation, secondary vocational schools formed years lazy loose atmosphere so that thesestudents each other, amplifying their previous bad habits, medium occupation schools as themain body of education on Vocational Students' management although the helpless but there arestill duty (this is mainly because the school and School of vocational students income unrelated).
Another set of data we had to re-examine our province after graduating from junior high schoolchoice is quite number of students in secondary vocational education students and senior highschool (12 years of data are: 404700 and 581800); every year in our province to take socialvocational education graduates and college graduates have a considerable number of (12 years ofdata is 380500 and 482600). If we still cling to the existing model of secondary vocationaleducation, then we year after year accumulation will be each year nearly half only engaged insimple operation, innovation ability and development are relatively low labor, and these laborfrom the vast majority of rural households, so our country overall prosperity, improve the abilityof international competition, the domestic gap between rich and poor elimination would dependson who to achieve? We continue to rely solely on the higher education enrollment? Direct giveup these junior high school stage learning failure of secondary vocational students choose, let itgrow? With such a question, I began to collect relevant data, information and theory to confirmthe secondary vocational education is not only the effective exercise of our education should be"people-oriented" philosophy of education, and the education quality of secondary vocationalschool has seriously hindered the economic development of our province overall quality of talentpromotion of the inherent requirements.
This paper attempts from a historical perspective, a particular object of secondaryvocational education - secondary vocational school students to study the main line, combinedwith relevant theory, identify the impact of secondary vocational education in the province basedon the analysis of long-term career development of the province's status quo on secondaryeducation the slow development of a number of factors, and from the government, teachers,school administrators and students themselves four aspects in-depth analysis of secondaryvocational education in our province in the development process the main problems anddifficulties, and then learn from the advanced experience on the basis of still from the above fouraspects put forward countermeasures and suggestions to promote the development of secondaryvocational education in our province.
Keywords : secondary vocational education， Shandong ，Problems and Solutions
目 錄
摘 要
ABSTRACT
第一章 緒論
1.1 研究背景和意義
1.2 國內外研究現狀
1.2.1 國外研究現狀
1.2.2 國內研究現狀
1.3 研究思路與研究方法
1.3.1 研究思路
1.3.2 研究方法
1.4 本文創新之處
第二章 中等職業教育研究的相關概念及理論基礎
2.1 中等職業教育研究的相關概念
2.1.1 職業與職業教育的概念
2.1.2 中等職業教育的內涵
2.2 中等職業教育研究的相關理論基礎
2.2.1 需求層次理論及其應用
2.2.2 選擇與機會成本論理論及其應用
2.2.3 產業發展理論及其應用
2.2.4 企業戰略管理理論及其應用
第三章 我國中等職業教育發展歷史變遷
3.1 我國中等職業教育發展的路徑綜述
3.2 我國中等職業教育產生輝煌的原因淺析
第四章 山東省中等職業教育發展的現狀分析及問題探究
4.1 山東省中等職業教育發展概況
4.2 山東省中等職業教育發展的現狀分析
4.2.1 學生現狀分析
4.2.2 教師現狀分析
4.2.3 政策現狀分析
4.3 山東省中等職業教育發展存在的問題探究
4.3.1 政府方面的問題
4.3.2 教師方面的問題
4.3.3 學生管理方面的問題
4.3.4 學生方面的問題
4.4 山東省中等職教育發展的必要性、緊迫性和可行性
第五章 國內外中等職業教育先進辦學模式及啓示
5.1 國外中等職業教育先進辦學模式及啓示
5.2 國內中等職業教育先進辦學經驗及啓示
第六章 促進山東省中等職業教育發展的對策建議和展望
6.1 促進山東省中等職業教育發展的對策建議
6.1.1 關於政府需要改進對策及建議
6.1.2 關於教師需要改進對策及建議
6.1.3 關於學生管理需要改進對策及建議
6.1.4 關於學生自身需要改進對策及建議
6.2 我省中等職業教育發展的前景展望
結 語
參考文獻
致 謝
