改革开放以来我国中等职业教育政策:特点、局限与变革  

China's Secondary Vocational Education Policies Since Reform and Opening-up:Characteristics,Limitations and Changes

作　　者：王星霞[1] 牛丹丹 Wang Xingxia;Niu Dandan(professor of Henan University ,Henan475004)

机构地区：[1]河南大学教育科学学院

出　　处：《职业技术教育》2018年第24期16-25,共10页Vocational and Technical Education

基　　金：2018年度河南省教育科学规划重大招标课题"河南省全面普及高中阶段教育保障机制及推进策略研究"([2018]-JKGHZDZB-13);河南省优势特色学科建设(教育学)2017年度课题"河南省高中教育年度研究报告与政策建议";主持人:王星霞

摘　　要：改革开放以来,我国中等职业教育的发展经历了整顿与恢复、快速发展、发展停滞、规模攻坚和质量管理五个阶段,其政策发展呈现出价值的国家取向性、制定的内输入性、执行的高位推动性、演进的锁定性等特点。这些特点使得中等职业教育政策具有人文价值失落、受益人缺席、监控与评估不够、堕距过长等局限。运用教育公共治理的理念和精神,重构中等职业教育的制度和过程,推进我国职业教育的体制创新,是构建现代职业教育体系、实现职业教育治理现代化的重要环节。Since the reform and opening-up, the development of secondary vocational education in China has undergone five stages of rectification and recovery, rapid development, stagnation of development, large-scale aggression and quality control. Its development policies have shown the national orientation of value, internal input in formulation, high-level promotion in implementation, and the targeted in the evolution, and so on. These characteristics make the secondary vocational education policies have the limitations of humanistic value, absence of beneficiaries, inadequate monitoring and evaluation, long falling period, and so on. By using the concept and spirit of education public governance, to reconstruct the system and process of secondary vocational education to promote the institutional innovation of the vocational education in China, is an important part to build a modern vocational education system and to achieve the modernization of vocational education governance.

关 键 词：中等职业教育 政策 特点 局限 治理 

分 类 号：G718.3[文化科学—职业技术教育学]