对职业教育发展困扰的价值探析  

Probe into Value of Harassment of Vocational-Education Development

作　　者：李霄鹏[1] 

机构地区：[1]北京师范大学教育学院,北京100875

出　　处：《教育理论与实践（学科版）》2009年第5期29-31,共3页

基　　金：全国教育科学"十五"规划重点课题教育部青年专项"职业教育产教结合的促进机制与策略研究"(EJA050217)的研究成果之一

摘　　要：职业教育的本质属性和特点决定了职业教育"社会本位"的核心价值取向。在面对普通教育在功能和目的影响下的"以人为本"主流价值取向时,必然会产生冲突和对立,一定程度上导致职业教育在学术共同体中缺乏"话语权"。对职业教育价值认识的缺失,造成学生对职业教育的不认可,困扰了职业教育的发展。教育的总目标既包括满足社会发展需求,又涵盖实现个人的全面发展,即两种教育价值取向的平衡。任何单一的教育类型都无法实现教育的总目标,理性认识不同教育类型的优势和局限性,使他们在终身教育系统中发挥各自的功能,互相沟通、彼此衔接,不失为一条解决职业教育困扰、实现教育总目标的正确道路。The intrinsic quality and traits of vocational education determines its core value orientation of ＂society standard＂.Against the mainstream value orientation ＂human first＂of common education under function and purpose, clashes and oppositions rise inevitably,which to some degree leads to the lack of ＂speech right＂ of vocational education in academic community. The lack of the value recognizing of vocational education causes the disapproval of the vocational education from the students and the vocational-education development is stranded. The general purpose of education covers both meeting the needs of the social development and als,namely, the balance of the two education value orientations. realizing the comprehensive development of individuAny single education type can＇t realize the general purpose of education. Understanding rationally superiorities and limitations of different education types to make them exert their respective functions in the lifelong education system linking up and joining each other can yet be regarded the correct direction of solving the vocational-education harassment and realizing the general education purpose.

关 键 词：职业教育 价值取向 终身教育 

分 类 号：G71[文化科学—职业技术教育学]