论文部分内容阅读
在职业教育领域,学科型课程被“颠覆”之后,工作导向型课程着实在提升岗位胜任力方面颇具成效,但由于拘囿于教育“二元论”的视阈,知识“不完整”、组织“不完整”与取向“不完整”问题持存。基于此,在揭示职业教育现有“课程三弊”基础之上,以联合国教科文组织提出的“培养完人”为目标,以现象学、哲学一元论等为依据,通过对普通教育、职业教育两个领域现有课程模式进行比较,并通过描述完整性、校本性与建构性特征,提出“完整课程”方向。其中,完整技术、完整师资、完整资源等构成其实现条件系列。
In the field of vocational education, discipline-based curriculum is “subversive”, job-oriented curriculum is really effective in enhancing job competency, but because of restraint in education “dualism ” perspective, knowledge “incomplete ”, Organization “ incomplete ”and orientation “ incomplete ”problem. Based on this, on the basis of revealing the existing “three disadvantages” of vocational education, with the goal of “cultivating perfect people” proposed by UNESCO, based on phenomenology and philosophical monism, Education and vocational education, and propose the direction of “complete curriculum” by describing the characteristics of integrity, school nature and constructivism. Among them, the complete technology, complete teachers, complete resources constitute the realization of the series of conditions.