鉴于“知行分离”“零整分离”和“形实分离”问题,职教师资培养的“学科范式”招致学界普遍质疑。在吸收传统学徒制示范、指导等合理内核基础之上,认知学徒制为职教师资培养提供了一种全新的范式,基于师范技能习得的“亲知”“默会”等属性,“认知学徒范式”成为职教师资培养新的选择。 In view of the problem of separation of knowledge and practice, division of division between division and division of labor and separation of form and division, the “discipline paradigm” of teacher training in vocational education has caused the academic circles to generally question. Cognitive apprenticeship provides a brand new paradigm for vocational teacher training based on the rational appropriation of traditional apprenticeship and guidance. Based on the acquisition of teacher skills, And other attributes, “cognitive apprentice paradigm ” become a new choice of vocational teacher training.