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麦克·杨基于知识观将英国职业教育课程改革的实践历程概括总结为知识本位、标准本位和联结本位三个阶段,尽管这三个阶段改革的主体、路径和成效都各不相同,但三者对知识的处理都过于浅表化,都没能够认识到职业知识的独特属性及其教育价值。因此,麦克·杨借助迪尔凯姆的“神圣”与“世俗”的区分以及伯恩斯坦关于“垂直”和“水平”知识结构的内涵辨析,对职业知识的内涵进行了尝试性的阐述,并在这一基础上提出了其职业知识概念化理论。基于上述理论,从目标、内容、组织、评价四个方面探讨了职业知识概念化的课程实现路径,并指出了我国职业教育课程改革的未来路向。
Based on the view of knowledge, Mike Yang summarizes the practice of the curriculum reform in vocational education in Britain into three stages: knowledge-based, standards-based and connection-based. Although the subjects, paths and achievements of these three stages of reform are all different, The handling of knowledge is too superficial, have not been able to recognize the unique attributes of vocational knowledge and its educational value. Therefore, with the differentiation of Durkheim’s “divine” and “secular” and Bernstein’s connotation of the “vertical” and “horizontal” knowledge structure, Connotation of the tentative elaboration, and on this basis, put forward the concept of conceptualization of their professional knowledge. Based on the above theories, this paper discusses the path of curriculum conceptualization of vocational knowledge from the aspects of goal, content, organization and evaluation, and points out the future direction of curriculum reform of vocational education in our country.