技术认识论视阈下的职业教育发展  

Thinking on Vocational Education Development from the Perspective of Epistemology of Technology

作　　者：徐宏伟[1] 庞学光[2] 

机构地区：[1]天津大学教育学院,天津300072 [2]天津市和平区人大常委会,天津300052

出　　处：《教育发展研究》2014年第17期1-5,32,共6页Research in Educational Development

摘　　要：技术认识论包含技术知识、技术认识模式以及技术合理性等基本范畴,它与职业教育通过技术内在关涉在一起。以技术认识论来观照职业教育实践,可以发现引起职业教育问题的技术认识论根源:职业教育目的异化是由于技术理性对技术合理性的僭越;职业教育课程学问化是由于科学知识的霸权和技术知识的弱势;职业教育教学盲目性的根源在于技术认识模式的缺失。鉴于此,得出基于技术认识论的职业教育合理发展的三个路径:遵循技术合理性,重构职业教育目的;确认技术知识价值,完善职业教育课程体系;依循技术认识模式,改进职业教育教学过程。The basic categories ofepistemology of technology include technological knowledge, technological cognitive model, technological rationality, etc. It is connected with vocational education through technology. Thinking on the practice of vocational education from the perspective of epistemologyof technology,this paper found that the problems of vocational education are rooted inthe epistemologyof technological： the alienation fromvocational education purpose is due to technological reason trespass to technological rationality; the academic drift in vocational curriculum is due to the hegemony of scientific knowledge and the weakness of the technological knowledge; the blindness in vocational education teaching is rooted in the lack of technological cognitive model. Based on analysis of the root of this problems, it is concluded that three reasonable paths of development of vocational education based on epistemology of technology can be identified： following the technological rationality and reconstructing vocational education purposes; confirming technological knowledge value and improving the vocational education curriculum system; andimproving the process of teaching vocational educationaccording to technological cognitive model.

关 键 词：技术认识论 职业教育 技术知识 技术认识模式 技术合理性 

分 类 号：G710[文化科学—职业技术教育学]