德国职业教育“学习领域”课程改革的理论诠释  

The Theoretical Analysis about the Curriculum Reform of "Learning Fields" of Vocational Education in Germany

作　　者：王建初[1] 颜明忠[1] 

机构地区：[1]同济大学职业技术教育学院,上海200092

出　　处：《外国教育研究》2009年第7期78-81,共4页Studies in Foreign Education

基　　金：同济大学促进对德学术交流基金项目<德国"学习领域"职业教育课程理论体系建构与实践研究>(编号:2009DAZ0306)

摘　　要：20世纪90年代以来,德国职业学校广泛地实施了"学习领域"课程改革。中国职业教育界也越来越多地关注并学习其改革经验和成果。德国职业教育发展和当前"学习领域"课程改革背后的理论基础涉及到了劳动组织、技术与职业教育三者关系理论、行动导向教学理念以及基于工作过程分析的课程开发方式等。与其相关的理论分析有助于我们认识和借鉴德国职业教育"学习领域"课程改革实践。Since the 1990s, the curriculum reform of ＂learning fields＂ has been widely carried out in vocational schools in Germany. At the same time, China has paid more and more attention to and begun to learn from its experiences and results. The theoretical bases of vocational education development and the present curriculum reform in Germany include the relationship theory of work organization, technology and vocational education; action-oriented teaching theory and the mode of curriculum development based on work-process analysis and so on. The theoretical analyses are very helpful for us to understand and benefit from the practice of curriculum reform of ＂learning fields＂ of vocational education in Germany.

关 键 词：德国 学习领域 职业教育 课程改革 

分 类 号：G719.3[文化科学—职业技术教育学]