摘要
职业教育课程与学科课程的本质区别在于二者在课程目标上的指向性不同,职业教育课程中隐性课程的存在,对知识以及获得知识的心理机制的理解等元认知不同,决定了职业教育课程建构的范式应当采用"行动范式"而非学科范式,职业教育课程的"行动范式"包括"行动范式"的课程共同体、"行动范式"的元认知、"行动范式"的范例三个要素。
The essential difference of vocational courses and subject courses lies in the following aspects： the directivity of curriculum objectives is different, there exist implicit courses in vocational education, and different understandings to knowledge and the mental mechanism of acquiring knowledge, which decides that the curriculum construction of vocational education should adopt the behavior paradigm rather than subject paradigm. The behavior paradigm of vocational educa- tion includes three elements of curriculum community of behavior paradigm, meta-cognition of behavior paradigm and ex- amples of behavior paradigm.
出处
《职业技术教育》
北大核心
2014年第14期19-23,共5页
Vocational and Technical Education
基金
湖北省教育科学"十二五"规划2011年重点资助项目<高职院校课程建设范式研究>(编号:2011A159)
主持人:向健极
关键词
行动范式
隐性课程
课程共同体
元认知
职业教育
behavior paradigm
implicit curriculum
curriculum community
meta-cognition
vocational education
