职业教育中学习心理规律的应用偏差  

The Application Deviation of Psychological Rule of Learning in Vocational Education

作　　者：姚梅林[1] 邓泽民[2] 王泽荣[3] 

机构地区：[1]北京师范大学心理学院 [2]教育部职业技术教育中心研究所教师资源研究室 [3]教育部职业技术教育中心研究所国际合作与比较教育研究室

出　　处：《教育研究》2008年第6期59-65,共7页Educational Research

基　　金：北京市哲学社会科学“十一五”规划重点项目“北京市职业学校学生学习的心理规律研究”(课题批准号:06AgJY028);国家社会科学基金教育学“十一五”规划国家一般课题“以就业为导向的职业教育教学理论与实践研究”(课题批准号:BJA060049)阶段性成果之一

摘　　要：目前,我国职业教育在学习心理规律的应用方面存在偏差,具体表现为:调动学习动机时,未能充分利用多种适宜的动机源,且有急功近利倾向;培训职业技能时,重外显操作训练,轻内隐心智培养和心理调控方法的有效使用;在迁移能力培养方面,对迁移能力形成的机制缺乏准确认识与把握,回避远迁移。避免误用学习的心理规律,力求协调好外显经验与内隐经验、专项技能与综合素质、个体与共同体、课堂环境与实训环境、短近成效与长远成效等之间的交互关系,无疑是从根本上提升职业教育的水平与成效的一个有效途径。At present, our vocational education has deviation in the application of psychological rule of learning, featuring that when mobilizing learning motive, we fail to make full use of various suitable motive source and have the tendency of being eager for instant success and quick profits; when training vocational skills, we emphasize external operating training and ignore internal mental cultivation and the effective utilization of mental adjustment and control methods; and as for the cultivation of transferring ability, we lack precise cognition and mastery on the mechanism of forming transferring ability and avoid remote transferring. To avoid misusing psychological rule of learning and try to coordinate the interactive relationship between external and internal experience, special skill and comprehensive accomplishment, individual and community, classroom environment and practice training environment, short term effectiveness and long term effectiveness,and etc, are undoubtedly an effective way to upgrade the level and effectiveness of vocational education fundamentally.

关 键 词：职业教育 学习心理规律 学习动机 心智技能 

分 类 号：G712.0[文化科学—职业技术教育学]