摘要
在对建构主义学习理论进行充分辨识与反思的基础上,以技术知识为探寻职业院校学生学习范式转向的逻辑起点,提出了技术知识建构的独特规律:情境实践性、自主反思性、工作导向性和主体间性。据此,职业院校学生应在"情境"中学,体会知识意义;在"工作"中学,体验任务逻辑;在"团队"中学,体味视阈融合;在"反思"中学,体悟理实整合。
On the basis of identifying and reflecting the constructivism learning theory fully, using the technical knowledge as the logical starting point of seeking the learning paradigm of students in vocational schools, the law of constructing technical knowledge is manifested as situational practice, self-reflective, work-oriented and inter-subjectivity. Accordingly, students should study in the ＂situation＂ to experience the meaning of knowledge; studying in the ＂working＂ to experience the logic of working task; studying in the team to experience the fusion of horizons; studying in the ＂reflecting＂ to experience the integration of theory and practice.
出处
《职业技术教育》
北大核心
2015年第13期15-19,共5页
Vocational and Technical Education
基金
中国博士后科学基金资助项目"职业学校教师工作场学习的理论与实证研究"(2014M560312)
主持人:林克松
关键词
学习范式
技术知识
职业院校学生
learning paradigm
technical knowledge
students in vocational school
