职业教育行动逻辑课程的时代意蕴和建构思路

Towards the Epochal Implications and Construction Ideas of the Action-Based Curriculum of the Vocational and Technical Education

学科逻辑的职业教育课程导致学生的学习动力不足、教师的专业效能低迷、企业的教育权益缺失,其根本原因在于职业教育课程供给的结构性矛盾。相比之下,行动逻辑的课程已经发展成熟,能够体现现代职业教育“协同”“跨界”“共赢”等治理思想,具有实效性、迁移性、时效性和创新性等重要特征,有利于提高师生的实践技能、发展能力、专业素质和应变能力,可以消解职业教育的结构性矛盾。为此,必须按照职业教育的特征、学生的认知发展规律和智力类型、师生的发展需求以及行动逻辑课程的规范,遴选课程内容、设计课程结构、提升教学和评价绩效。

The subject-based curriculums of the vocational and technical education (hereafter as VTE) lead to lack of students ' motivation, the professional efficacy of teachers, and the educational rights of enterprises. The fundamental reason lies in the structural contradiction of the supply of VTE curriculums. In contrast, the action-based curriculums have matured and can reflect the governance ideas of “coordination”,“cross-border” and “win-win” in modern VTE system. It has important characteristics such as effectiveness, mobility, timeliness and innovation. It is beneficial to improve the practical skills, development ability, professional competency and adaptability of teachers and students, and can elimimate the VTE structural contradictions. To this end, it is necessary to select curriculums content, design curriculums structure, implement teaching and evaluate performance according to the characteristics of the VTE system, students' cognitive development rules and types of intelligenee, development needs of teachers and students, and the norms of action-based curriculum.