职业教育内在体系规划的宏观层面

Macro-level Planning of Vocational Education

职业教育与普通教育分别植根于不同的哲学土壤。以德国古典哲学为代表的欧洲大陆哲学,产生了教学论和教学大纲,其教学目的指向于相对恒定不变的"完美的人",侧重于"人之所以为人""达到人性的""人本"性质的教育,并衍生出了"学生中心论"。以美国实证主义、实用主义为代表的英语国家哲学,产生的是课程论和课程标准,其教学的目标指向的是各异且变化着的社会岗位和"完美的生活",是偏向于"社本"性质的教育,强调"社会中心"。两种不同的哲学思想孕育了两种不同的教育理论和教育的类型,普通教育更适合教学论和教学大纲,职业教育更适合课程论和课程标准。职业教育变化多样的课程目标与课程标准、课程内容、教学方式等,具有捆绑关系。这便决定了职业教育教学实施的特殊性。

Vocational education and general education are rooted in different philosophical soils. The continentalEuropean philosophy represented by German classical philosophy has produced teaching theories and syllabuses. Itsteaching purpose is directed at the relatively constant ＂ perfect man＂ . It focuses on the education of the ＂ human-based＂ nature , and has derived the ＂ student-centered theory.＂ The philosophy of English-speaking countriesrepresented by positivism and pragmatism in the United States has produced curriculum theory and curriculumstandards. Its teaching goals are different and changing social positions and ＂ perfect life＂ . It is an education that isbiased towards the ＂ social＂ nature and emphasizes ＂ social centers.＂ Two different philosophical ideas give birth totwo different educational theories and types of education. General education is more suitable for teaching theory andsyllabus, and vocational education is more suitable for curriculum theory and curriculum standards. The variedcurriculum objectives of vocational education include curriculum standards, course content, teaching methods, etc., with binding relationship. This determines the particularity of the implementation of vocational education teaching.