我国职业教育教师论的发展历程及趋势

Historical Evolution and Development Trend of Chinese Vocational Education Teacher Theory

在严格的学科意义上,我国职业教育教师论始于20世纪70年代末改革开放之初,总体上经历了模仿借鉴、自觉探索与内涵发展三个阶段。迄今为止,业已形成具有中国本土特色的职业教育教师论的基本范式与雏形体系,在国际职业教育教师论领域也有了一定的话语权,但这种话语权与一些发达国家相比还不够强大。由于我国职业教育教师论发展的历史较短以及研究广度与深度的局限性,其完整的体系尚未建立起来。为了尽快改变这种状况,就必须将职业教育教师论的理论研究、教师培养培训与教育教学实践有机地结合起来。今后中国职业教育教师论的发展将是基于中国本土职业教育教师实践的以理论与实践相融合为特色的发展。

In a strict disciplinary sense,China’s vocational education teacher theory originated at the beginning of reform and opening-up in the late 1970s.It has generally experienced three stages:imitation and reference,conscious exploration and connotative development.China has so far formed the basic paradigm and prototype of vocational education teacher theory with Chinese characteristics.Though China has a certain say in the field of international vocational education teacher theory,such say is still not strong enough compared with that of some developed countries.A comprehensive system has not yet been established as China’s vocational education teacher theory is relatively short in history and limited in breadth and depth.To change such status quo,it is necessary to combine the theoretical research,cultivation and training for teachers,and teaching practice.In the future,the development of China’s vocational education teacher theory will depend on China’s local practice of vocational education characterized by integration of theory and practice.