实践哲学视角下职教师范生培育的现实阻梗与路径重构

Practical Obstacles and Path Reconstruction of Cultivation of Vocational Education Normal Students from the Perspective of Practical Philosophy

职教师范生是职业教育“双师型”教师队伍建设的主要后备力量,是现代职业教育高质量发展的重要人力资源支撑。通过梳理中西方实践哲学发展脉络及其特征,基于实践哲学视角对职教师范生培育现状进行评析审视,发现当前职教师范生培育主要存在以下问题:一是职教师范生培育目标重学科导向而忽视学生的专业发展与全面发展;二是职教师范生培育过程重理论轻实践缺乏与现实世界的连接;三是职教师范生的评价方式过多指向毕业结果而忽视过程发展。以实践哲学为理论基础,从三个方面重构新时代职教师范生的培育路径:一是培育目标坚持立德树人,兼顾职教师范生的专业发展;二是培育过程坚持实践导向,践行多元协同的“教学做合一”培育模式;三是评价方式坚持多元主体,注重过程性、真实性评价。

Vocational education normal students is the main reserve force for the construction of "double qualified" teachers in vocational education, and an important human resource support for the high-quality development of modern vocational education. By combing the development context and characteristics of Chinese and Western practical philosophy, this paper evaluates and examines the current situation of the cultivation of vocational education normal students from the perspective of practical philosophy, and finds that the current cultivation of vocational education normal students mainly has the following problems: firstly, the cultivation goal of vocational education normal students focuses on discipline orientation and ignores the professional and all-round development of students;secondly, the cultivation process of vocational education normal students pays more attention to theory than practice, and lacks the connection with the real world;thirdly, the evaluation methods of vocational education normal students are too much oriented to the graduation results and ignore the process development. Based on the theory of practical philosophy, this paper reconstructs the cultivation path of vocational education normal students in the new era: firstly, the cultivation goal adheres to building morality and cultivating people, and taking into account the professional development of vocational education normal students;secondly, the cultivation process adheres to the practice orientation and practices the "teaching, study and doing in one" cultivation mode of multiple collaboration;thirdly, the evaluation method adheres to multi subjects and pays attention to the process authenticity evaluation.