基于认知风格差异的国外职教经验本土化思考  

Localized Thought about Foreign Vocational Education Experience Based on Cognitive Style Differences

作　　者：陈丽君[1] 蔡治[2] 

机构地区：[1]广东技术师范学院教育学院,广东广州510665 [2]广东省通信产业服务有限公司人力资源部,广东广州510600

出　　处：《广东技术师范学院学报》2013年第11期101-105,共5页Journal of Guangdong Polytechnic Normal University

基　　金：广东省教育科学研究项目"职教类师范生隐性知识结构及管理研究"(2012JK107);广东省教育综合改革试点项目"职教师资人才培养模式综合改革"子项目"突出核心能力培养的学前教育专业职教师资‘人才培养方案’的研究制订"(2012ZSZG95)

摘　　要：德国职业教学法培训中,德国学者严谨、刻板、程序化的认知特点与中国学员(教师)形成对比。德、中教师认知风格差异体现在沉思型对冲动型、序列型对整体型、场独立对场依存、聚合型对发散型等方面。认知风格差异影响对国外职教经验的理解、接受和运用。通过重视认知风格对经验引进的影响、借鉴国外经验"神"重于"形"、反思认知偏好、基于认知风格差异调整国外经验等途径,可以促进国外职教经验更好地本土化,更适应中国的教育环境。As is observed in vocational teaching training given by the German experts, different from Chinese teachers, German teachers are rigorous, rigid and procedural in cognitive styles. These cognitive style differences between German and Chinese teachers includes： meditated style versus impulsive style, sequential style versus integrated style, field independence versus field dependence, convergent style versus divergent style, etc. These differences affect Chinese teachers understanding, accepting and using foreign vocational education experience. By attaching greater importance to the effect of cognitive style on imported experienees, drawing lessons from both foreign focus on ＂spirit＂ rather than ＂form＂ and from foreign cognitive preference of reflection, and adjusting foreign experience based on the difference of cognitive style, foreign vocational education experience could be better localized and adapted to Chinese education environment

关 键 词：认知风格 国外职教经验 本土化 

分 类 号：G710[文化科学—职业技术教育学]