职业教育知识观的价值转向:从技术到社会技术系统

The Value Shift in the Knowledge View of Vocational Education:From Technology to Sociotechnical System

职业教育知识观是对职业教育活动中课程与教学相关知识问题的总体认识和基本观点。职业教育知识是关于技术的知识,对于技术的认识影响着职业教育人才培养中的知识筛选、传递和组织。传统技术观以技术本质为单一视角,其需求性、功能性和技术发展单线性等观点映射在职业教育知识观之中,使得职业教育人才培养呈现出知识筛选市场化、知识传递标准化和知识组织离散化等问题。当前职业教育已从“立身”迈入“提质”的高质量发展阶段,职业教育知识观也需要从“职业教育知识是什么”的本质论转向“什么样的职业教育知识最有价值”的价值论。技术人类学从传统的技术一元导向发展到社会技术系统导向,这为职业教育知识观转型提供了反思空间。社会技术系统导向的职业教育知识观应兼顾人的发展、技术的发展和社会的发展,实现从需求性到文化性、从功能性到行动性、从单线性向系统性的价值转向,为职业教育文化育人、行动赋意和系统耦合的现代化发展提供认识论基础。

The view of vocational education knowledge refers to the overall understanding and fundamental perspectives on knowledge-related issues concerning curriculum and teaching in vocational education activities.Vocational education knowledge focuses on technology,and how technology is understood impacts the selection,transmission and organization of knowledge in the talent cultivation.The traditional view of technology,with its singular focus on the essence of technology,emphasizes necessity,functionality and linear development,which is reflected in the view of vocational education knowledge.This has led to issues such as the market-driven selection of knowledge,the standardization of knowledge transmission and the fragmentation of knowledge organization in vocational education.As vocational education has transitioned from basic development to a stage of quality improvement,the view of vocational education knowledge must shift from an essentialist perspective of“What the vocational education knowledge is”to a value-based question of“What the most valuable vocational education knowledge is”.The anthropology of technology has evolved from a technology-centered approach to a sociotechnical system orientation,offering reflective space for the transformation of the view of vocational education knowledge.A sociotechnical system-oriented view of vocational education knowledge should balance human development,technological progress and social development,shifting its focus from necessity to cultural significance,from functionality to actionability,and from linearity to systemic complexity.This shift is aimed at providing an epistemological foundation for vocational education to cultivate talent through sociocultural approaches,establish technological understanding through action,and systematize knowledge frameworks.