论职业教育课程改革的价值取向  

On the Value Orientation of Curriculum Reform in Vocational Education

作　　者：王川[1] 

机构地区：[1]广东技术师范学院

出　　处：《职业技术教育》2015年第28期21-26,共6页Vocational and Technical Education

基　　金：广东省教育科学"十二五"规划2015年度中等职业教育教学改革项目(重大项目)"‘广东省职业教育条例’立法研究"(2015SDJK001);主持人:王川

摘　　要：任何学校教育的改革,无论是宏观方面还是微观方面的改革,课程内容的改革都是最本质、最核心的深层次问题。课程改革最核心的问题是:教师在课堂上究竟应该给学生传授什么样的知识和技能。从知识论角度讲,人类积累的知识可以分为理论知识与实践知识、显性知识与隐性知识、陈述性知识与程序性知识,等。职业教育的课程改革应该坚持以实践知识为本位而非书本知识为本位、以工作过程为本位而非课程考试为本位、以实践教学为本位而非课堂讲授为本位的价值取向。The reform of curriculum content is the essential and core deeper problems in any school education reform. The core question of curriculum reform is what kinds of knowledge or skills should be teach to students in the classroom. Knowledge can be divided into theoretical and practical knowledge, explicit and tacit knowledge, declarative and procedural knowledge, and so on. In vocational education, the curriculum reform should insist on the value orientation of the practical knowledge-based rather than book knowledge-based, the working process-based rather than subject examination-based, and the practical teaching-based rather than classroom lecturing-based.

关 键 词：职业教育课程 工作过程系统化 实践教学 价值取向 

分 类 号：G715[文化科学—职业技术教育学]