职业教育发展的基本规律、认知偏差与实践应对论略  

On the Basic Law of the Development of Vocational Education and Cognitive Biases and Practical Path

作　　者：王朔[1] 王永莲[1] 

机构地区：[1]四川交通职业技术学院四川高等职业教育研究中心,四川成都611130

出　　处：《广州职业教育论坛》2015年第6期10-14,共5页Guangzhou Panyu Polytechnic

基　　金：四川省社会科学2013年度重点研究基地项目"四川高等职业教育对四川经济社会发展的贡献研究"(SC13E031);四川高等职业教育研究中心2011年度重点课题"四川高职教育十年发展路径与规律探究"(GZY11A08)

摘　　要：职业教育的发展存在固有的基本规律,突出表现在与社会发展及人的发展的相互影响和相互规约,同时在具体的实践活动中职业教育发展的基本规律也有其特殊的呈现方式。然而,人们对职业教育发展规律的认知却出现了一定程度的偏差,如:遮蔽了职业教育规律的特殊性,忽略了职业教育规律的时代性,漠视了职业教育规律发生的间接性。对职业教育发展规律的认知偏差直接影响着职业教育的有序发展。鉴于此,相关主体应共同参与,协同共建,转变认知偏差,正确认识职业教育规律的实现机制,逐步完善与落实现代职业教育体系。The development of vocational education has its inherent basic law, which can be reflected by the mutual influence between the human development and social development, and has its certain patterns in the specific practices. However, people＇s awareness of the law of development of vocational education has certain cognitive bias, such as veiling the particularity of vocational education law; overlooking the times of vocational education law and ignoring the indirect vocational education law occurred. The cognitive bias of the law of development of vocational education directly affects its orderly development. In view of this, the relevant parties should participate and build collaboratively, transform the cognitive bias comprehensively, hold a correct understanding of the mechanisms of vocational education law, and gradually improve the modern vocational education system.

关 键 词：职业教育规律 教育的社会制约性 教育功能 现代职业教育体系 

分 类 号：G710[文化科学—职业技术教育学]