职业技能教学原则探究  

Research on Instructional Principles of Vocational Skills

作　　者：邓泽民[1] 姚梅林[2] 王泽荣[1] 

机构地区：[1]教育部职业技术教育中心研究所 [2]北京师范大学心理学院

出　　处：《教育研究》2012年第5期74-78,共5页Educational Research

基　　金：国家社科基金(教育学科)十一五规划课题"以就业为导向的职业教育教学理论与实践"(课题批准号:BJA060049)的研究成果

摘　　要：尽管行动教学广泛应用于职业技能教学,但学生难以掌握将来成为一流技能型人才的技能。这种职业技能教学效能低下,难以培养出一流技能型人才的主要原因是没有职业技能教学原则的指导。由于成为一流技能型人才的关键是形成从事职业所要求的技能,而经过技能学习分析得知这种技能取决于相应的职业实践模式,为此通过分析各种职业实践内在特点,提出了职业实践的过程导向、情景导向、效果导向三种基本模式,并据此提出职业技能教学的三原则以及应用于不同专业实践的三种行动教学程序,取得了满意的效果。Although action-oriented instruction is being used in vcocational skill instruction, the students could hardly get the proper vocational skills which help them to become the first-rate-skilled talents. The main reason for the low efficiency of vocational skill instruction and having difficulty to cultivate the first-rate-skilled talents is lack of guidance of principles of vocational skill instruction. Because the key to be the first-rate-skilled talents is to have proper vocational skills which the profession required and the vocational skills are up to the model of vocational practice, through the analysis of inner-feature of the vocational practice, three basic models of vocational practice are put forward. There are process-oriented model, situation-oriented model and effect-oriented inodel. According to the three basic models of vocational practice, process-oriented principle, situation-oriented principle, effect-oriented principle of vocational skill instruction are put forward. In order to certify the effectiveness of the three basic principles of vocational skill instruction, three procedures of action-oriented instruction on vocational skill are designed and used in different specialties in VAT schools and colleges, and the results are satisfied.

关 键 词：职业教育 职业技能 教学理论 教学原则 

分 类 号：G719.2[文化科学—职业技术教育学]