专业教学知识的跨组织建构:职教教师教育的价值基础及其实现

Cross-organizational Construction of Pedagogical Content Knowledge:The Value Foundation and the Realization of Vocational Teacher Education

职教教师教育的价值应定位于帮助未来的教师生成个性化的、服务特定专业教学的专业教学知识。“四育融合”的理念,以及基于“四育融合”形成的课程体系,最终都应该指向这一目标。职教教师的专业教学知识,来源于专业知识、教学知识、生产知识和情境知识等不同知识的融合和生成,这些知识存在于学术机构、企业、职业院校等不同的组织中,而知识之间存在显著的组织边界。因此,专业教学知识的生成,需要跨越这些组织的边界,这是职教教师教育的本真价值和发展路径。未来应用动态和多元办学的视角系统布局职教教师教育、搭建多元化的知识边界融合载体,并注重反思性教学的实施。

The value of vocational teacher education should be positioned to help teachers to generate pedagogical content knowledge that is personalized and also serves specific professional teaching.The concept of the integration of four kinds of education,and the curriculum system based on this concept should ultimately point to the above position.Pedagogical content knowledge of vocational teachers comes from the integration and the generation of various kinds of knowledge,such as professional knowledge,teaching knowledge,production knowledge,and situational knowledge.They exist in different organizations,such as academic institutions,enterprises,and vocational schools,and there are significant organizational boundaries between different kinds of knowledge.Therefore,the generation of pedagogical content knowledge needs to cross boundaries,which is the value and development path of vocational teacher education.In the future,the dynamic and diversified school running perspective is needed to systematically design vocational teacher education,build a diversified knowledge boundary integration carrier,and focus on the implementation of reflective teaching.