中瑞旅游本科教育比较研究

Comparative study on the undergraduate education of the Swiss tourism

摘要:(摘要内容经过系统自动伪原创处理以避免复制,下载原文正常,内容请直接查看目录。)

旅游业是世界上公认的旭日家当,最近几年下世界旅游业蓬勃成长,且跟着2008年北京奥运会、2010年上海世博会等年夜型国际嘉会在中国的举行,中国旅游业也获得了敏捷的成长,结合国世界旅游组织猜测2015年中国将成为世界上最年夜的出境旅游国、第四年夜出境旅旅客源国,构成世界上最年夜的国际旅游市场,届时高本质的旅游治理人才将成为国际旅游业最热点抢手的资本,为我国旅游业的成长供给源源赓续的后续动力。旅游行业的旺盛成长须要旅游教导的后续支撑,2012年10月新的通俗高级黉舍本科专业目次颁布,旅游治理专业类不再附属于工商治理,与工商治理专业类平行自力设立,旅游治理类下设旅游治理、酒店治理、会展经济与治理三个专业,还有一个特设专业:旅游治理与办事教导。学科归属的改变,意味着我国旅游教导的相干专业课程设置等也势必随之改变。而我国旅游高级教导的人才造就与行业需求连续严重错位,旅游本科生行业内失业率较低且流掉率较高成为广泛景象,先生在黉舍学的常识不克不及外行业内获得很好的施展应用,这既糟蹋了教导资本,也晦气于旅游业的成长。故本论文旨在经由过程剖析研讨世界上享有很高盛誉且行业失业率高达98%的瑞士旅游教导,自创接收其成熟的旅游教导经历,以增进我国旅游教导的成长。本论文分离从造就目的、课程设置、办学特点、教员状态和教授教养形式等五个方面临中瑞两国旅游本科教导停止了比较,剖析了二者之间存在的差别,并对其差别构成的缘由停止了剖析,包含汗青与社会、教导体系体例、师资力气、行业企业等方面的影响身分,最初,为了我国旅游教导程度的进步,教导轨制的进一步完美,论文联合我国国情及我国旅游教导的成长近况情形,提出了一些扶植性的建议和对策,愿望可认为我国旅游人才造就供给一些参考建议,增进我国旅游本科教导的成长。

Abstract:

Tourism is the world recognized sun possessions, in recent years, the world tourism vigorous growth and followed the 2008 Beijing Olympic Games will, the 2010 World Expo in Shanghai, and large international Jia will held in China, China's tourism industry also obtained the swift growth, the United Nations World Tourism Organization guesses by 2015, China will become the world the largest outbound tourist country, the fourth big outbound travel passenger source country, which in the world the most of the eve of the international tourism market, then high quality tourism management talents will become the hot sought after the capital of the international tourism industry, as China's tourism industry supply growth steady stream continuously follow-up impetus. Tourism industry thriving need tourism teaching follow-up support, 2012 October the new popular senior school happen the undergraduate professional directory issued, tourism management professional class is no longer attached belongs to the Administration for Industry and commerce, and business administration professional class of parallel independent set, three professional tourism management consists of the management of tourism, hotel management, exhibition economy and management and an ad hoc professional: Tourism Management and service teachings. Discipline ownership change, means that China's tourism education specialized curriculum must be coherent change. And China's tourism higher education talent makes with industry needs continuous severe dislocation, Tourism Undergraduates in the industry unemployment rate is low and the drain rate higher become universal phenomenon, Sir in school happen knowledge means than outside the industry to obtain a good display, which not only spoil the teaching guide capital, adverse also to the growth of the tourism industry. So the aim of this paper is to through the analysis of research in the world enjoy very high reputation and industry unemployment rate up to 98% of the Swiss tourism teaching, homemade receives its mature tourism teaching experience, to improve China's tourism education of growth. This paper has separated from the aim, curriculum, school characteristics, teacher status and teaching form five faces of two countries in the tourism undergraduate were compared between teaching, analyzes the difference between the two, and the reason to its difference is analyzed, including the influence on history and society, education system teachers, strength, industries and enterprises such as identity, initially, to our country tourism education progress, further perfect education system, combined with the situation of our country and China's tourism education development situation, put forward some constructive suggestions and countermeasures, can make that desire to provide some reference suggestions for China's Tourism China's tourism undergraduate talents, promote the education development.

目录:

摘要4-5
Abstract5
一、 绪论8-13
    (一) 研究背景8
    (二) 研究意义8-9
    (三) 研究综述9-11
    (四) 研究框架11-12
    (五) 研究方法12-13
二、 中瑞旅游教育现状及其样本院校的选择13-28
    (一) 瑞士旅游教育现状13-15
    (二) 中国旅游教育现状15-18
    (三) 样本院校的选择及其基本情况18-28
三、 中瑞旅游教育的比较分析28-32
    (一) 培养目标28-29
    (二) 课程设置29
    (三) 办学方式29-30
    (四) 教师状况30-31
    (五) 教学模式31-32
四、 中瑞旅游教育差异形成的原因32-35
    (一) 历史与文化32
    (二) 教育体制32-33
    (三) 师资力量33-34
    (四) 行业与企业34-35
五、 我国旅游教育优化改革对策35-39
    (一) 明确培养目标,与国际接轨35
    (二) 优化课程设置,与市场需求对接35
    (三) 校企合作办学,理论与实践相结合35-36
    (四) 加强师资力量的建设,发展双师教育36-37
    (五) 紧跟行业变化趋势,突出办学特色37-39
六、 结论与展望39-40
    (一) 研究的主要观点及基本结论39
    (二) 研究的不足与展望39-40
参考文献40-43
附录 A 高等院校旅游专业行政管理者访谈纲要43-44
附录 B 旅游企业管理者访谈纲要44-45
致谢45