从“再现性策略”课程到“建构性策略”课程--当代职业教育课程的范式转变与发展趋势

From “Reproductive” to “Constructive” Strategy--The Transition and Development Trend of Curriculum Paradigm of Contemporary Vocational Education

改革开放以来,我国职业教育引进了多种先进课程理念,并发展起一些具有中国特色的课程模式,但多数教师没有理解背后的深层逻辑,致使在课程建设中遇到很多问题。该文从职业理解、能力内涵、知识概念、工作分析方法等角度对我国职业教育改革实践中的主要课程模式进行分析,归纳确认了“再现性策略”和“建构性策略”两种课程范式,并从课程目标、学习内容、学习理论基础、划分课程结构的逻辑、课程开发方法等方面进行了区分。该文建议,为实现职业教育高质量发展,需要实现课程范式的转变,即从基于传统学校教育的“再现性策略”课程转变为“建构性策略”课程。这一范式变化符合新职业教育法对技术技能人才成长规律的关注,体现了先进学习理论的要求。该文还提醒,高技能人才培养的课程应更加关注理论和实践的复杂关系。

Since China’s reform and opening-up, there have been various advanced curriculum concepts introduced into Chinese vocational education, and a few curriculum models with Chinese characteristics have been developed. However, most of the teachers have encountered problems during the course construction process due to not be able to understand the underlying logic in the new models. This article inducted and confirmed two curriculum paradigms-“reproductive strategy” and “constructive strategy” – based on the analysis of the main curriculum models in vocational education reform practices from the perspectives of understanding of vocation, connotation of competency, concepts of knowledge and methods of work analysis, and made distinctions between them in terms of training goals, learning contents, learning theories, logic of classifying the curriculum structure and methods of curriculum development. The article concluded that in order to achieve high quality of the vocational education, a transition in curriculum paradigm should be promoted, i.e., from traditional reproductive to constructive strategy. The shift in paradigm is not only comply with the development rules of high-tech skill talents emphasized by the new vocational education law, but also reflects the requirements of advanced learning theories. Meanwhile, it is reminded that curriculum aiming at training high-tech skill talents should focus more on the complex relationship between theory and practice.