职业教育课程改革的知识论基础  

On the Epytimology of Vocational Education Curriculum Reform

作　　者：王川[1] 

机构地区：[1]广东技术师范学院学报编辑部,广东广州510665

出　　处：《广东技术师范学院学报》2013年第6期1-9,33,共10页Journal of Guangdong Polytechnic Normal University

基　　金：全国教育科学"十一五"规划2010年度教育部重点课题"中国职业教育本土课程的理论与实践研究"(编号GJA104014;课题主持人:任平);广东省教育科学"十二五"规划项目"职教类师范生隐形知识结构及管理研究"(编号2012JK050;课题主持人:陈丽君)成果之一。本文作者是该两项课题的主要参加者

摘　　要：自学校教育产生以来,教育内容一直是学校功能最直接的体现。按何种标准选择、组织、传授知识内容,成为学校课程论研究的焦点问题。改革开放三十多年来,人们逐渐认识到职业学校的教育教学改革必须按照职业教育教学的规律办事,必须研究职业学校教育与普通学校教育在知识论方面的异同点,进而构建符合职业教育教学规律的课程论。无论是常识知识论、主观知识论和客观知识论,还是社会知识论、个人知识论,抑或理论(科学)知识论、实践知识论,在此基础上构建的各种课程观或课程体系,如知识本位课程、标准本位课程、集合课程、整合课程等,都必须具有职业教育的特色,否则,就是对普通教育课程论的模仿。Since the school education was born,education content has been the most direct embodiment of school functions.The standard of selecting,organizing,and imparting knowledge has become the focus of school curriculum theory research.Since over 30 years of reform and opening-up,the leaders of vocational education have also gradually realized that the vocational teaching reform must be in accordance with the teaching laws of vocational education,that the similarities and differences of the knowledge theory between vocational school education and common school education must be studied,and that the vocational education curriculum theory conforming to the teaching laws should be constructed.No matter it is common sense knowledge theory,subjective knowledge theory,objective knowledge theory,social knowledge theory,personal knowledge theory,scientific knowledge dieory,or practical knowledge dieory,all the curriculum views or curriculum system based on these,such as knowledge-based course,standards-based curriculum,collected curriculum,integrated curriculum and so on,must reflect the characteristics of vocational education,otherwise,it is the imitation of general education curriculum.

关 键 词：知识论 知识本位 标准本位 编码理论 集合课程 整合课程 

分 类 号：G712[文化科学—职业技术教育学]