职业教育学学科的身份问题研究

On the Disciplinary Identification of Vocational Pedagogy

职业教育学的学科发展,是职业教育基本理论的核心问题之一,职业教育学"学科"的"身份"问题研究,则是厘清职业教育本质内涵的"一把钥匙"和与其他学科对话的"话语资本"。前者的研究,不仅关系到职业教育学的体系构建,而且关系到职业教育学的自我意识与自觉行动,关系到职业教育学发展动力的探寻,关系到职业教育学发展趋向的把握;后者的研究首先涉及到学科的地位与角色,其次影响到学科研究工作者和职业教育工作者的"学科的自觉意识"与"学术共同体"的建立,最后关系到学科发展的质量与方向。

Disciplinary development of vocational pedagogy is one of the crucial issues of its basic theory. Research of disciplinary identification is the key to clarify the fundamental meaning of vocational education and discourse capital to interact with other disciplines. The former research is concerned with the disciplinary system construction of vocational education, its self-consciousness and voluntary actions, the quest of its development dynamics, and the understanding of its development trends. The latter is concerned with its disciplinary status and role, and affects the staff＇s disciplinary self-awareness and the building of academic community, and influences the quality and direction of disciplinary development.