摘要
在职业教育领域,学科型课程被"颠覆"之后,工作导向型课程着实在提升岗位胜任力方面颇具成效,但由于拘囿于教育"二元论"的视阈,知识"不完整"、组织"不完整"与取向"不完整"问题持存。基于此,在揭示职业教育现有"课程三弊"基础之上,以联合国教科文组织提出的"培养完人"为目标,以现象学、哲学一元论等为依据,通过对普通教育、职业教育两个领域现有课程模式进行比较,并通过描述完整性、校本性与建构性特征,提出"完整课程"方向。其中,完整技术、完整师资、完整资源等构成其实现条件系列。
In vocational education field, after disciplinary courses has subverted, work-oriented courses are indeed effective in enhancing post competency. However, due to limitations in education ＂dualism＂ , the problems of knowledge incompleteness, organization incompleteness and orientation incompleteness still exist. Based on this, this study put forward ＂full course＂ orientation, on the basis of revealing ＂three disadvantages in courses＂ existing in vocational education, by taking UNESCO＇ s ＂Educate Perfect Man＂ as goal, regarding the phenomenology and the philosophical monism as basis, comparing the existing curriculum model between general education and vocational education, and describing the characteristics of integrity, school-based and constructive. Among them, complete technology, complete faculw, complete resources constitute the series of conditions to implementing ＂full course＂ .
出处
《职业技术教育》
北大核心
2015年第28期8-15,共8页
Vocational and Technical Education
基金
河北省社会科学基金项目"跨界视阈下应用型本科‘一体化’人才培养体系研究"(HB15JY056)
河北省社会发展研究课题"地方本科院校转型背景下应用型人才培养体系研究"(2015030425)
河北省职业教育研究基地项目
校资助秦皇岛市社科联委托课题"基于应用技术类院校建设要求的职技高师课程改革研究"(2014WT002)
主持人:路宝利
关键词
完整课程
课程范式
职业教育
full course
curriculum paradigm
vocational education
