知识转型:审视职业教育课程改革的新视角  

Knowledge Transformation:New Perspective for Scanning Curriculum Reform of Vocational Education

作　　者：匡淼娟[1] 

机构地区：[1]华东师范大学职业教育与成人教育研究所,上海200062

出　　处：《职业技术教育》2010年第4期47-50,共4页Vocational and Technical Education

基　　金：上海市重点学科"职业技术教育学"建设项目(79003009);主持人:石伟平

摘　　要：课程问题首先是知识问题。现代科学知识型所统治的职业教育课程存在着诸多问题,成为职业教育长期处于低效的重要原因。当前,知识型正由"现代知识型"向"后现代知识型"转型,在这一背景下,职业教育课程及教学的多方面都要发生本质改变,表现在课程内容走向多元化,课程开发坚持多主体,教学过程是师生在情境中合作开发、共同建构知识的过程。The problem of curriculum is knowledge problem above all. The vocational education course dominated by modem knowledge type confronted with many problems which is important reason resulted in the low effect of vocational education. Nowadays, the knowledge type is transforming from modern type to post-modem type, and various aspects of curriculum and teaching of vocational education are changing in nature under the background, which embody in the following： curriculum content is developing towards diversity, curriculum development persist in multi-subjects, teaching process is the process of cooperative developing and constructing knowledge by teachers as well as students.

关 键 词：知识转型 职业教育 课程改革 

分 类 号：G423.07[文化科学—课程与教学论]