职业教育教学中的不当督导研究

Improper Instructional Supervision in Vocational Education

教学的不当督导,专指教学督导人员对教师的教学是否需要有所作为方面的判定不当和作为的不适、不妥的表现。它包括两层含意:其一是对是否需要督导作出的判定;其二是在督导作为中出现的欠妥行为。督导对象与范围确定不当、督导任务与职责的赋予不当、督导实施的判定不当、督导目标不明或方向上的偏差以及指导思想上的不理解或得不到贯彻、方法上缺欠或不适、策略上的不讲究或失误等,是教学督导不当的主要表现。职业教育有其特殊性,职业教育的得当教学督导除避免不当督导中一般性问题外,还需考虑职业教育的特殊性,需要站在大课程论、大教学论的视角从教学的源头至教学效果的检验各环节实施纵向的督导,以工具理性和价值理性、科学主义与人本主义兼顾的原则来把握督导的尺度。

Unlike the current concept ＂improper supervision＂, the improper supervision of teaching refers to specifically determined as improper and discomfort, wrong show whether the teaching of teachers teaching supervisors need to be as respect. It includes two implications, one of which is to determine whether supervision is needed; the other is defective behavior in the supervision. Improper object scoping, inappropriate supervision tasks and responsibilities assigned to , improper judgment, unclear target and defective steering for supervision, deviation in the direction of thought, poor understanding and implementation are main improper forms of teaching supervision. Vocational education has its own peculiarities, in addition to ＂proper＂ teaching supervision to avoid undue external supervision of general issues, it is necessary to consider the special nature of vocational education, and implement course evaluation of the longitudinal aspects from the perspective of the development of curriculum and evaluation of all the processes. Based on the principle of instrumental rationality and value rationality, and humanism the scale of supervision control should be highlighted.