中职学生核心素养框架初探及培养路径——基于扎根理论的中等职业学校专业教学标准文本分析

A Preliminary Study on the Core Literacy Framework of Secondary Vocational Students and the Cultivation Pathway——Text Analysis of Professional Teaching Standards in Secondary Vocational Schools Based on Grounded Theory

采用扎根理论研究范式,以教育部230个中等职业学校专业教学标准文本资料为研究对象,初步构建当代中职学生核心素养的理论框架。该框架由三维度和九要素构成,具备统筹微观个体发展和宏观社会发展的价值取向、兼顾发展核心素养和职业核心素养的内容建构、采用行为过程描述和行为结果描述的内涵界定。基于此,为了进一步推动中职学生核心素养落地生根,拟从通过培养目标设定和学业质量评价落实核心素养、通过课程设计开发和教材开发编写落实核心素养及通过教师专业发展和教学改革实践落实核心素养等方面对我国中等职业学校人才培养提出建议,以期能够促进中职学生核心素养真正在我国中等职业学校课堂教学中开花结果。

The article adopts the research paradigm of grounded theory,and takes the texts of 230 secondary vocational schools professional teaching standards of the Ministry of Education as the research object.Through in-depth analysis,the theoretical framework of the core literacy of contemporary secondary vocational students is initially constructed.The framework consists of three dimensions and nine elements.It has the content orientation of coordinating micro-individual development and macro-social development,the content construction of taking into account the developmental core literacy and professional core literacy,the connotation definition of behavioral process description and behavioral outcomes description.Based on this,in order to further promote the core literacy of secondary vocational students,it is planned to implement core literacy through training target setting and academic quality evaluation,to implement core literacy through curriculum design development and teaching material development and to implement core literacy through teacher professional development and teaching reform.It is hoped that the core literacy of secondary vocational students can be realized in the classroom teaching of secondary vocational schools in China.