现代职业教育理论体系:认识论、本体论与方法论构建

Research on the Theoretical System of Chinese Modern Vocational Education: Concept, Category and Logic

近年来,由于认识论、本体论以及方法论等方面的局限,我国现代职业教育理论体系建构多是基于学科论的思维方式来构建职业教育的理论体系。现必须基于跨学科的视野,在回归职业教育"跨界性"的基础上重构现代职业教育的理论体系。

China's modern vocational education theory is the relatively correct understanding about the essence and law of modern vocational education and the cognitive system obtained by the logical argumentation, tested through repeated practice, and expressed as a series of concepts, judgments and inferences. Possessing an acknowledged and authoritative theoretic system has always been a significant symbol for a discipline growing towards maturity in scientific research field. In recent years, with the emphasis on the practice of vocational education and the prosperity of the theoretical achievements of vocational education, the construction of theoretical system of modern vocational education with Chinese characteristics has become the focus of the theoretical circle and gradually become the mainstream educational theoretic research.However, the construction of theoretical system of modern vocational education in China is mainly based on the approach to curriculum theory, which is the main reason that the theoretical circle is unable to reach a consensus on many fundamental issues or categories of vocational education, and thus affects the construction of theoretical system of vocational education. Researchers must cross their own curriculum or discipline borders and start from the philosophical perspective to construct the theoretical system. To think rationally in terms of epistemology, ontology and methodology would be more conducive to the development of concepts, categories, laws of modern vocational education.China's modern vocational education concept system is a collection of concepts structured in terms of their relationships. The basic idea to construct the concept system is from acquiring concepts to constructing the concept system. On the basis of an analysis of the vocational education literature, this article uses information technology and human sorting to extract the main concepts of vocational education. Through top-down framework building and bottom-up concept clustering, the concept system of Chinese modern vocational education theory is constructed, which includes 3 modules, 15 fields and 80 main concepts.The logic system of China's modern vocational education theory is a system of concepts, judgments and inferences generated in the process of interaction between theory and practice. It mainly consists of four parts: the logic of theory development, the logic of practice development, the logic of historical development and the logic of career development. From the point of the logic of theory development, it has three levels of logical relations of deduction each, namely the general theory, the special theory and the individual theory; from the point of the logic of historical development, it has experienced a process from perception to validation, to identity, to verification, to internalization, to reflection; and from the point of the logic of career development, it includes five phases which are to cultivate a novice, to develop a skilled worker, to foster a worker with expert skills, to nurture a worker with master skills, to produce a worker with brand skills.The category system of Chinese modern vocational education is the abstraction and summarization of the phenomena, concepts, laws and relations in the social practice activities field of Chinese modern vocational education. Vertically, the starting category is the technical skill, the middle level category, the integration of production and education, and the end category, the professional. Its theoretical value of the category system is to help to promote disciplinary construction of vocational education, to foster development of vocational education theory, to solve problems in vocational education practice.