發(fā)布時(shí)間：2018-07-26 10:52

【摘要】：旅游業(yè)已成為當(dāng)今世界上最大的產(chǎn)業(yè)之一,并日益顯現(xiàn)出其巨大的發(fā)展?jié)摿�。旅游行業(yè)的巨大發(fā)展不但有力地促進(jìn)了地方經(jīng)濟(jì)的全面發(fā)展,成為經(jīng)濟(jì)發(fā)展的支柱產(chǎn)業(yè),同時(shí)對(duì)當(dāng)?shù)氐纳鐣?huì)文化、環(huán)境也產(chǎn)生了多方面的影響。由此可見(jiàn),旅游發(fā)展是一項(xiàng)復(fù)雜的活動(dòng)過(guò)程。而這個(gè)活動(dòng)過(guò)程則完全靠旅游人才來(lái)展開(kāi),否則再好的旅游資源和設(shè)施也只能在那望而興嘆。旅游人才是旅游事業(yè)發(fā)展、旅游業(yè)競(jìng)爭(zhēng)取勝的關(guān)鍵。在旅游業(yè)發(fā)展過(guò)程中,誰(shuí)擁有一支素質(zhì)好、技能精、業(yè)務(wù)強(qiáng)、知識(shí)新的旅游專業(yè)隊(duì)伍,誰(shuí)就能在激烈的競(jìng)爭(zhēng)中占有優(yōu)勢(shì),爭(zhēng)得更多的客源,獲得更好的經(jīng)濟(jì)、社會(huì)和環(huán)境效益。因此,旅游教育的重要性對(duì)于旅游業(yè)的可持續(xù)發(fā)展不言而喻,必須重視對(duì)旅游教育的研究。 世界上第一所專門(mén)培養(yǎng)酒店管理人才的學(xué)校創(chuàng)建于1893年,是由瑞土旅館管理者協(xié)會(huì)創(chuàng)辦的洛桑飯店管理學(xué)校,至今,國(guó)外旅游教育已有100多年的發(fā)展歷史。從總體上看,國(guó)外旅游教育,尤其是歐美等發(fā)達(dá)國(guó)家的旅游教育都積累了相當(dāng)多的經(jīng)驗(yàn)。英國(guó)是世界經(jīng)濟(jì)強(qiáng)國(guó)之一,也是現(xiàn)代旅游業(yè)發(fā)展最早的國(guó)家。依靠發(fā)達(dá)的經(jīng)濟(jì)、高質(zhì)量的教育背景和政府支持,不論在實(shí)踐還是理論研究方面,英國(guó)的旅游高等教育都走在世界的前列,值得我們借鑒學(xué)習(xí)。 英國(guó)不但是當(dāng)今世界上旅游業(yè)最發(fā)達(dá)的國(guó)家之一,也是世界上高等教育最發(fā)達(dá)的國(guó)家之一,歷經(jīng)幾百年的沿革,其教育質(zhì)量享有很高的聲譽(yù)。英國(guó)旅游高等教育是為了適應(yīng)快速發(fā)展的旅游業(yè)而產(chǎn)生,迄今為止有40多年的歷史。英國(guó)旅游高等教育目前得到了空前的繁榮,同時(shí)也引發(fā)了諸多的爭(zhēng)議。但英國(guó)旅游高等教育在滿足旅游業(yè)的需要,為學(xué)生提供多樣、高質(zhì)量的旅游教育和對(duì)政府的經(jīng)濟(jì)貢獻(xiàn)等方面所起到的巨大作用是毋庸置疑的。 進(jìn)入到21世紀(jì),世界形勢(shì)發(fā)生了新的變化,隨著經(jīng)濟(jì)全球化的進(jìn)一步深入,全球競(jìng)爭(zhēng)壓力的加劇,對(duì)諸如氣候變化等生態(tài)、環(huán)境保護(hù)問(wèn)題的更加關(guān)注,信息和通信技術(shù)持續(xù)的快速發(fā)展,全球性的力量已成為當(dāng)前成熟市場(chǎng)和供應(yīng)的主導(dǎo)力量,因此,同全球經(jīng)濟(jì)的所有部門(mén)一樣,旅游業(yè)目前也在經(jīng)歷著重大變革而且更加難以預(yù)測(cè)。面對(duì)這種不斷變化的環(huán)境,英國(guó)旅游高等教育如何生存和發(fā)展?是否出現(xiàn)了新的形勢(shì)和特點(diǎn)?還存在哪些主要問(wèn)題?未來(lái)將會(huì)面臨什么樣的挑戰(zhàn)和機(jī)遇?在目前的知識(shí)經(jīng)濟(jì)時(shí)代,知識(shí)的重要地位與日劇增,知識(shí)的多樣性將會(huì)成為競(jìng)爭(zhēng)優(yōu)勢(shì),未來(lái)的旅游人才需要掌握怎樣的知識(shí)和技能?這些問(wèn)題都是未來(lái)旅游高等教育發(fā)展不可忽視的方面。因此,加強(qiáng)對(duì)英國(guó)旅游高等教育的研究,具有重大的理論和實(shí)踐意義,有助于構(gòu)建更合理的旅游高等教育理論,以促進(jìn)旅游高等教育問(wèn)題的實(shí)際解決。 然而遺憾的是,國(guó)內(nèi)外學(xué)術(shù)界至今還沒(méi)有一部系統(tǒng)研究英國(guó)旅游高等教育的學(xué)術(shù)專著問(wèn)世,以此為專題的研究性論文也很少。尤其是目前國(guó)內(nèi)還沒(méi)有人對(duì)英國(guó)旅游高等教育的發(fā)展歷程、課程、質(zhì)量保障和存在問(wèn)題進(jìn)行全面、系統(tǒng)的研究。本文通過(guò)研讀英國(guó)旅游高等教育的相關(guān)文獻(xiàn)作品,對(duì)英國(guó)旅游高等教育的發(fā)展歷程、課程、質(zhì)量保障和存在問(wèn)題進(jìn)行較為全面、系統(tǒng)的闡述。 本論文的主要思路為：導(dǎo)言概述了英國(guó)旅游高等教育的研究背景、研究現(xiàn)狀、研究意義以及本文的研究方法和研究思路。第一章明確了英國(guó)旅游高等教育的相關(guān)概念,概述了英國(guó)旅游高等教育產(chǎn)生與發(fā)展的歷程。第二章分析了英國(guó)旅游高等教育的現(xiàn)有結(jié)構(gòu),從課程的目標(biāo)、內(nèi)容、課程實(shí)踐到課程國(guó)際化等各方面論述了英國(guó)旅游高等教育的課程這一核心問(wèn)題。第三章闡述了英國(guó)旅游高等教育的另一關(guān)鍵問(wèn)題—質(zhì)量保障。第四章對(duì)當(dāng)前英國(guó)旅游高等教育的存在問(wèn)題進(jìn)行剖析。第五章探討了英國(guó)旅游高等教育的發(fā)展趨勢(shì)及啟示。結(jié)語(yǔ)部分,對(duì)全文進(jìn)行了回顧與總結(jié),評(píng)價(jià)了英國(guó)旅游高等教育的價(jià)值和局限性。 本論文主體框架分為導(dǎo)言、正文及結(jié)語(yǔ)部分,主要內(nèi)容如下： 導(dǎo)言部分簡(jiǎn)要概述了英國(guó)旅游高等教育的研究背景、研究現(xiàn)狀、研究意義以及本文的研究方法和研究思路。本部分首先評(píng)述了英國(guó)旅游高等教育的研究背景；國(guó)內(nèi)外學(xué)者對(duì)英國(guó)旅游高等教育研究的總體情況；進(jìn)而闡述了英國(guó)旅游高等教育豐富補(bǔ)充當(dāng)今旅游高等教育的理論意義和有助于解決當(dāng)代旅游高等教育問(wèn)題的現(xiàn)實(shí)意義；指出本文是以跨學(xué)科的研究視野,采用文獻(xiàn)分析等研究方法,思索其中關(guān)于英國(guó)旅游高等教育的諸多方面；說(shuō)明了從分析英國(guó)旅游高等教育的產(chǎn)生與發(fā)展,到探討英國(guó)旅游高等教育的現(xiàn)狀,進(jìn)而論述英國(guó)旅游高等教育的存在問(wèn)題、發(fā)展趨勢(shì)及啟示的研究思路。 正文共分五部分： 首先,界定了英國(guó)旅游高等教育的相關(guān)概念,分析了英國(guó)旅游高等教育的發(fā)展歷程,展示了在變化動(dòng)蕩的社會(huì)環(huán)境下英國(guó)旅游高等教育生存發(fā)展的獨(dú)特過(guò)程。首先,對(duì)旅游高等教育及其相關(guān)概念做出界定。先后闡述了旅游教育的概念和分類；旅游高等教育的概念、特點(diǎn)和意義。其次,論述了英國(guó)旅游高等教育的產(chǎn)生與發(fā)展,這一部分分為三個(gè)階段,分別是職業(yè)階段、分化階段和基準(zhǔn)階段。英國(guó)旅游高等教育的第一個(gè)發(fā)展階段是職業(yè)階段,時(shí)間大約是從20世紀(jì)的60年代到70年代。職業(yè)階段的主要特點(diǎn)是大學(xué)所開(kāi)設(shè)旅游專業(yè)的目的和內(nèi)容高度職業(yè)化。英國(guó)旅游高等教育的第二個(gè)發(fā)展階段是分化階段,時(shí)間大約是從20世紀(jì)的80年代到90年代。這一階段又可分為兩部分,20世紀(jì)80年代到90年代初的動(dòng)蕩期和20世紀(jì)90年代中期到末期的不安期。分化階段的主要特點(diǎn)是院校規(guī)模、學(xué)生數(shù)量、課程數(shù)量在前期迅速增長(zhǎng),導(dǎo)致到后期供過(guò)于求；課程內(nèi)容出現(xiàn)分化與爭(zhēng)議。英國(guó)旅游高等教育的第三個(gè)發(fā)展階段是基準(zhǔn)階段,這個(gè)階段的主要標(biāo)志是2000年英國(guó)發(fā)布了包括旅游在內(nèi)的一系列的學(xué)位學(xué)科的基本內(nèi)容,這是首次對(duì)旅游學(xué)習(xí)內(nèi)容的一次廣義上的解釋。基準(zhǔn)階段的特點(diǎn)主要表現(xiàn)為旅游高等教育結(jié)構(gòu)上的縱向延伸；課程設(shè)置上具有國(guó)家統(tǒng)一的核心課程；授課方式靈活多樣化、高科技化；旅游高等教育質(zhì)量保障系統(tǒng)漸趨完善。在上述分析基礎(chǔ)之上,本章進(jìn)一步以具體的院校為例進(jìn)行深入的個(gè)案分析,力求從微觀的角度真實(shí)再現(xiàn)其所處于的發(fā)展階段。 其次,探討了英國(guó)旅游高等教育的課程。首先,以《英格蘭、威爾士和北愛(ài)爾蘭高等教育資格框架》為藍(lán)本分析了英國(guó)旅游高等教育的結(jié)構(gòu)。按照《英格蘭、威爾士和北愛(ài)爾蘭高等教育資格框架》,英國(guó)旅游高等教育的結(jié)構(gòu)分為4到8級(jí),第4級(jí)到第6級(jí)相當(dāng)于本科層次教育,第7、8級(jí)為研究生教育。同時(shí),概述了英國(guó)旅游高等教育的基礎(chǔ)學(xué)位和研究生教育。其次,從課程培養(yǎng)目標(biāo)、核心課程內(nèi)容、課程實(shí)踐、國(guó)際化等方面對(duì)英國(guó)旅游高等教育的課程這一核心要素加以分析。英國(guó)旅游高等教育具有很強(qiáng)的職業(yè)導(dǎo)向,與旅游業(yè)和雇主有著緊密的聯(lián)系,注重行業(yè)的實(shí)踐和操作。這一特點(diǎn)在課程上體現(xiàn)得尤為明顯,具體體現(xiàn)在旅游專業(yè)的課程大綱,課程名稱和提供旅游課程的院系這三個(gè)方面。當(dāng)前英國(guó)旅游高等教育的主要特點(diǎn)之一就是在課程設(shè)置上具有國(guó)家統(tǒng)一的核心課程。核心課程內(nèi)容包括：理解旅游作為一門(mén)學(xué)術(shù)和應(yīng)用研究領(lǐng)域的概念和特點(diǎn)；考察旅游者的性質(zhì)和特點(diǎn)；分析受影響的社區(qū)和環(huán)境中的旅游；研究旅游業(yè)的產(chǎn)品、結(jié)構(gòu)、運(yùn)營(yíng)與交易。然后,本部分分析了英國(guó)旅游高等教育的課程實(shí)踐和課程國(guó)際化。在以上分析的基礎(chǔ)上,本部分以具體的院校為例對(duì)英國(guó)旅游高等教育的課程進(jìn)行了深入的個(gè)案分析。 再次,分析了英國(guó)旅游高等教育的質(zhì)量保障。質(zhì)量保障是英國(guó)旅游高等教育的另一關(guān)鍵要素。首先論述了英國(guó)旅游高等教育的質(zhì)量保障機(jī)構(gòu)和評(píng)估標(biāo)準(zhǔn)。英國(guó)高等教育質(zhì)量保證學(xué)會(huì)是英國(guó)旅游高等教育主要的質(zhì)量保障機(jī)構(gòu),制訂了一系列的標(biāo)準(zhǔn)和規(guī)則,使質(zhì)量保證有了統(tǒng)一的準(zhǔn)繩。英國(guó)旅游高等教育的質(zhì)量評(píng)估標(biāo)準(zhǔn)主要有四項(xiàng)組成部分：高等教育學(xué)術(shù)資格框架、學(xué)科基準(zhǔn)聲明、專業(yè)規(guī)格和實(shí)施規(guī)則。其次,論述了英國(guó)旅游高等教育的內(nèi)部質(zhì)量保障體系。英國(guó)旅游高等教育質(zhì)量保障體系包括學(xué)校內(nèi)部質(zhì)量保障和學(xué)校外部質(zhì)量監(jiān)控兩方面。英國(guó)大學(xué)與學(xué)院大部分都是獨(dú)立自治、自我管轄的機(jī)構(gòu),對(duì)各自的學(xué)術(shù)標(biāo)準(zhǔn)和質(zhì)量負(fù)有主要責(zé)任。因此,學(xué)術(shù)標(biāo)準(zhǔn)和學(xué)術(shù)質(zhì)量是內(nèi)部質(zhì)量保障的關(guān)鍵。英國(guó)旅游高等教育的學(xué)術(shù)標(biāo)準(zhǔn)包括英國(guó)高等教育質(zhì)量保證學(xué)會(huì)制定的旅游學(xué)科知識(shí)、智力技能和轉(zhuǎn)換技能。英國(guó)旅游高等教育的學(xué)術(shù)質(zhì)量指的是為使學(xué)生獲得某一學(xué)位或?qū)W歷所提供給學(xué)生的學(xué)習(xí)條件如何。英國(guó)旅游高等教育內(nèi)部質(zhì)量保證機(jī)制主要包括：日常監(jiān)控、周期評(píng)審和校外檢查。最后,闡述了英國(guó)旅游高等教育的外部質(zhì)量保障體系。英國(guó)各提供旅游教育的高等院校除了設(shè)有學(xué)校內(nèi)部的質(zhì)量保證機(jī)制,同時(shí),為了確保專業(yè)和學(xué)位的質(zhì)量和標(biāo)準(zhǔn),還要接受來(lái)自學(xué)校外部的質(zhì)量審查,而其外部質(zhì)量監(jiān)控的機(jī)構(gòu)就是英國(guó)高等教育質(zhì)量保證學(xué)會(huì)。在經(jīng)歷了質(zhì)量評(píng)估和學(xué)科評(píng)審等質(zhì)量監(jiān)控辦法之后,自2002年開(kāi)始,英格蘭和北愛(ài)爾蘭的高等院校又接受了英國(guó)高等教育質(zhì)量保證學(xué)會(huì)的學(xué)院審核,從2011年9月開(kāi)始,英國(guó)高等教育質(zhì)量保證學(xué)會(huì)開(kāi)始施行新的學(xué)院評(píng)審。 在以上分析的基礎(chǔ)上,正文探討了英國(guó)旅游高等教育發(fā)展中存在的問(wèn)題。首先,重點(diǎn)從教育質(zhì)量、教育目的和國(guó)家核心課程三個(gè)方面剖析了英國(guó)旅游高等教育發(fā)展存在的主要問(wèn)題。英國(guó)高等教育大眾化、產(chǎn)業(yè)化,旅游專業(yè)和學(xué)生數(shù)量的增多不可避免地使人們對(duì)英國(guó)旅游高等教育的質(zhì)量、教育目的和課程內(nèi)容等方面比以往更加關(guān)注,產(chǎn)生更多的質(zhì)疑。人們不但擔(dān)心教育質(zhì)量的滑坡,而且對(duì)英國(guó)旅游高等教育發(fā)展具有重要意義的教育目的也存在著職業(yè)性和通識(shí)性的分歧。各界人士為平衡二者的關(guān)系,構(gòu)建一個(gè)合理的英國(guó)旅游高等教育做出種種嘗試。除此之外,旅游課程的內(nèi)容設(shè)置在英國(guó)學(xué)界和業(yè)界也一直是一個(gè)爭(zhēng)論不休的問(wèn)題,對(duì)是否應(yīng)該設(shè)立國(guó)家統(tǒng)一的旅游核心課程以及現(xiàn)有旅游核心課程內(nèi)容的合理性上人們也是各持己見(jiàn)。其次,分析了政府、社會(huì)和市場(chǎng)對(duì)英國(guó)旅游高等教育發(fā)展的影響。 在此基礎(chǔ)之上,正文最后闡釋了英國(guó)旅游高等教育的未來(lái)趨勢(shì)和啟示。首先,論述了英國(guó)旅游高等教育的發(fā)展趨勢(shì)。社會(huì)、經(jīng)濟(jì)和教育以及旅游業(yè)的變革,信息和通信技術(shù)的影響,變化的學(xué)生特點(diǎn)和環(huán)境對(duì)旅游教育者和教學(xué)方法都會(huì)產(chǎn)生巨大的影響。因此,在未來(lái)英國(guó)旅游高等教育為謀求自身的發(fā)展必然會(huì)從各個(gè)方面順應(yīng)世界的潮流并積極加以應(yīng)對(duì)。在總結(jié)分析學(xué)者們關(guān)于旅游高等教育未來(lái)發(fā)展建議的基礎(chǔ)上,勾勒出英國(guó)旅游高等教育在課程、教學(xué)、學(xué)習(xí)、學(xué)生、學(xué)科發(fā)展等方面多樣化、創(chuàng)新性的發(fā)展趨勢(shì),顯示了英國(guó)旅游高等教育令人充滿信心和希望的未來(lái)。其次,總結(jié)了英國(guó)旅游高等教育給中國(guó)旅游高等教育帶來(lái)的啟示。 結(jié)束語(yǔ)對(duì)全文進(jìn)行了總結(jié)。在肯定英國(guó)旅游高等教育對(duì)中國(guó)旅游高等教育具有積極的啟示作用的基礎(chǔ)上,指出了其局限性和不成熟性。英國(guó)旅游高等教育畢竟是特定時(shí)代環(huán)境下的產(chǎn)物,具有較強(qiáng)的地域性和一定的特殊性。此外,英國(guó)旅游高等教育產(chǎn)生于20世紀(jì)60年代中期,發(fā)展歷史較短,必然具有一些不成熟的表現(xiàn)。要使英國(guó)旅游高等教育發(fā)揮應(yīng)有的作用,我們應(yīng)該立足于中國(guó)當(dāng)代旅游高等教育的實(shí)際情況,創(chuàng)造性地吸收英國(guó)旅游高等教育積極的一面,逐步探尋出一條適合中國(guó)國(guó)情的、與時(shí)俱進(jìn)、更為合理的促進(jìn)中國(guó)旅游高等教育可持續(xù)發(fā)展的新出路。
[Abstract]:Tourism has become one of the largest industries in the world and has increasingly shown its great potential for development. The great development of tourism industry has not only promoted the overall development of the local economy, but also became the pillar industry of the economic development, and also had many effects on the local social culture and the environment. Development is a complex process of activity. The process of activity is entirely based on tourist talents, otherwise the good tourist resources and facilities can only be expected. Tourism talent is the key to tourism development and tourism competition. In the course of tourism development, who has a good quality, skill, business and knowledge. To understand the new tourism professional team, who can occupy the advantage in the fierce competition, win more visitors, gain better economic, social and environmental benefits. Therefore, the importance of tourism education is self-evident to the sustainable development of tourism, and must pay attention to the study of tourism education.
The first school in the world specialized in cultivating hotel management talents was founded in 1893. It is the Lausanne hotel management school founded by the association of Rui Tu hotel managers. So far, foreign tourism education has been developed for more than 100 years. In general, the tourism education in foreign tourism, especially in Europe and the United States, has accumulated a considerable amount of tourism education. Experience. Britain is one of the world's economic powers and the earliest country in the development of modern tourism. Relying on developed economy, high quality education background and government support, Britain's tourism higher education is in the forefront of the world in both practice and theoretical research. It is worth learning for us to learn.
Britain is not only one of the most developed countries in tourism in the world today, but also one of the most advanced countries in the world. After hundreds of years of evolution, the quality of education enjoys a high reputation. British tourism higher education is produced to adapt to the rapid development of tourism. So far, there are more than 40 years of history. At the same time, such education has been unprecedentedly prosperous and caused many disputes. But the great role of British Tourism Higher Education in meeting the needs of the tourism industry, providing diversity for students, high quality tourism education and the economic contribution to the government is beyond doubt.
In the twenty-first Century, new changes have taken place in the world situation. With the further deepening of the economic globalization and the intensification of global competition pressure, more attention has been paid to the ecological environment such as climate change, environmental protection, and the continuous rapid development of information and communication technology. The global force has become the dominant force in the current mature market and supply. So, like all sectors of the global economy, tourism is experiencing major changes and more difficult to predict. In the face of this changing environment, how can British Higher Education survive and develop? Have there been new situations and characteristics? What are the main problems? What challenges and opportunities will face in the future? In the present era of knowledge economy, the important position of knowledge and the increase of Japanese drama, the diversity of knowledge will become competitive advantages. What kind of knowledge and skills should the future tourist talents master? These are all aspects of the development of higher education in the future. Great theoretical and practical significance helps to build a more reasonable theory of tourism higher education, so as to promote the practical solution to the problem of tourism higher education.
However, it is regrettable that there has not been a systematic study on the academic monographs of higher education in British Tourism at home and abroad, and there are few research papers on this topic, especially at present, no one has made a comprehensive and systematic study of the development process, curriculum, quality assurance and problems of British tourism higher education. By studying the literature of British tourism higher education, this paper makes a comprehensive and systematic exposition of the development process, curriculum, quality assurance and existing problems of British tourism higher education.
The main ideas of this paper are: introduction outlines the research background of British tourism higher education, research status, research significance, research methods and research ideas in this article. The first chapter clearly defines the related concepts of British tourism higher education, summarizes the course of the production and development of British tourism higher education. The second chapter analyses British tourism. The existing structure of higher education is discussed from the goal, the content, the course practice to the internationalization of the curriculum. The third chapter expounds the other key problem of the British tourism higher education, the quality guarantee. The fourth chapter is on the existing problems of the current British tourism higher education. The fifth chapter discusses the trend and Enlightenment of the development of British tourism higher education. The concluding part reviews and summarizes the full text, and evaluates the value and limitations of British tourism higher education.
The main body of this thesis is divided into introduction, main body and epilogue.
The introduction briefly outlines the research background, research status, research significance and research methods and research ideas of British tourism higher education. This part first reviews the research background of British tourism higher education, the overall situation of British Tourism Higher Education Research at home and abroad, and then expounds the high British tourism. The theoretical significance of higher education in tourism and the practical significance of solving the problems of higher education in contemporary tourism are enriched. It is pointed out that this article is based on a cross disciplinary research field of view, and uses literature analysis to consider the various aspects of higher education in British tourism. The emergence and development of education will discuss the present situation of British tourism higher education, and then discuss the existing problems, the development trend and the Enlightenment of the British tourism higher education.
The main body of the text is divided into five parts:
First, it defines the related concepts of British tourism higher education, analyzes the development course of British tourism higher education, and shows the unique process of the survival and development of British Tourism Higher Education in the changing social environment. First, it defines tourism higher education and its related concepts. It expounds the concept of tourism education and the concept of tourism education. Classification; the concept, characteristics and significance of tourism higher education. Secondly, it discusses the emergence and development of British tourism higher education. This part is divided into three stages, namely, the career stage, the differentiation stage and the benchmark stage. The first stage of the development of British tourism higher education is the career stage, which is about from 60s to 70 in twentieth Century. The main feature of the career stage is the high professionalization of the purpose and content of the tourism major in the University. The second stage of the development of British tourism higher education is the stage of differentiation, which is about from 80s to 90s in twentieth Century. This stage can be divided into two parts, the turbulent period from 1980s to the early 90s and 9 in twentieth Century. The main characteristics of the stage of disintegration in the middle and late 0s were the size of the colleges, the number of students and the number of courses increased rapidly in the early stage, which resulted in the oversupply in the later period; the course content was divided and disputed. The third stage of the development of British Tourism higher education was the benchmark stage, the main sign of this stage was the British hair in 2000. The basic content of a series of academic degrees, including tourism, is the first explanation of the content of tourism learning for the first time. The characteristics of the benchmark stage are mainly shown as the longitudinal extension of the structure of higher education in tourism; the curriculum has the core curriculum of national unity; the mode of teaching is flexible and diversified and high technology is used. The quality assurance system of tourism higher education is becoming more and more perfect. On the basis of the above analysis, this chapter further analyzes the case of specific colleges and universities as an example, and strives to reproduce the stage of its development in a microcosmic perspective.
Secondly, the curriculum of British tourism higher education is discussed. First, the structure of higher education in British tourism is analyzed with the framework of higher education in England, Welsh and Northern Ireland. According to the framework of higher education in England, Welsh and Northern Ireland, the structure of higher education in Britain is divided into 4 to 8 levels, and fourth to the level of higher education. The sixth level is equivalent to undergraduate level education, level 7,8 is graduate education. At the same time, the basic degree and graduate education of British tourism higher education are summarized. Secondly, the core elements of English tourism higher education are analyzed from the aspects of curriculum training objectives, core curriculum content, curriculum practice, internationalization and so on. Education has a strong career orientation, closely related to tourism and employers, and pays much attention to the practice and operation of the industry. This feature is particularly evident in the curriculum, which is embodied in the three aspects of the curriculum of tourism major, the name of the course and the department providing tourism courses. One of the characteristics is the core curriculum of national unity in the curriculum. Core courses include: understanding the concept and characteristics of tourism as a field of academic and applied research; examining the nature and characteristics of tourists; analyzing the tourism in affected communities and environments; research on the product, structure, operation and delivery of Tourism. Then, this part analyzes the curriculum practice and curriculum internationalization of British tourism higher education. On the basis of the above analysis, this part makes an in-depth case analysis of the curriculum of British Tourism Higher Education with specific colleges and universities.
Thirdly, the quality guarantee of British tourism higher education is analyzed. Quality assurance is another key factor of British tourism higher education. First, the quality assurance organization and evaluation standard of British tourism higher education are discussed. The British higher education quality assurance society is the main quality guarantee institution for British higher education and education, and has formulated a series of quality assurance institutions. The standards and rules of the list make the quality assurance a unified line. The quality assessment standard of British higher education is mainly composed of four components: the framework of higher education academic qualifications, the declaration of subject reference, the professional specifications and the rules of implementation. Secondly, the internal quality assurance system of British Tourism Higher education is discussed. The quality assurance system of education includes two aspects of internal quality assurance in schools and external quality monitoring of schools. Most of the British universities and colleges are independent autonomous and self-governing institutions, and they have the main responsibility for their respective academic standards and quality. Therefore, academic standards and academic quality are the key to internal quality assurance. Academic standards for education include the tourism discipline knowledge, intellectual skills and conversion skills developed by the quality assurance society of the British higher education. The academic quality of British tourism higher education refers to the learning conditions provided to students for a degree or degree. The internal quality assurance mechanism of British higher education is the main mechanism. It should include: daily monitoring, periodic review, and out of school inspection. Finally, the external quality assurance system of British tourism higher education is elaborated. In addition to the quality assurance mechanism within the school, the universities providing tourism education in Britain, in addition to the quality and standards of the professional and degree, also accept the quality from the outside of the school. Since 2002, institutions of higher education in England and Northern Ireland have been examined by the Institute of quality assurance of the higher education of the British higher education, beginning in September 2011. The National Institute for higher education quality assurance has started a new school accreditation.
On the basis of the above analysis, the text discusses the problems in the development of British tourism higher education. First, the focus is on the quality of education, the purpose of education and the national core curriculum.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類號(hào)】：F590-4

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