职业教育课程模式的演进逻辑与发展路径——基于技术工具化理论的视角  

The Evolved Logic and Development Path of Curriculum Mode of Vocational Education——Based on the View of Technological Tools Theory

作　　者：徐宏伟[1] 

机构地区：[1]天津职业技术师范大学职业教育教师研究院,天津300222

出　　处：《河北大学成人教育学院学报》2016年第2期77-82,共6页Journal of Adult Education College of Hebei University

基　　金：2015年度天津市高等学校人文社科重点研究基地职业教育发展研究中心开放基金项目"中国制造2025背景下的职业教育教师角色转型研究"(编号:15ZXYBN004)的研究成果

摘　　要：芬伯格的技术工具化理论包括初级工具化与次级工具化两个部分,它提供了理解技术的整体框架。回顾职业教育课程模式的发展,从俄罗斯制、CBE、MES课程模式到学习领域课程模式的演进,遵循着从初级工具化向次级工具化转变的技术逻辑。基于以上分析,未来职业教育课程模式的发展应遵循以下途径:转变课程模式开发理念,由技术理性到技术合理性;整合技术知识以优化课程设置;协调课程评价价值取向,由单一走向整体。Feenberg＇s theory of technology tools provides overall framework to understand technology,including two parts of primary tools theory and secondary tools theory.Reviewing the development of vocational education curriculum mode,it followed technology logic from primary tools theory to secondary tools theory from Russia system,CBE and MES to the learning field curriculum mode.Based on the above analysis,the future development of vocational education curriculum mode should follow the following way：converting the concept of curriculum development from technological reason to technological rationality,integrating technological knowledge to build a reasonable course content,coordinating value orientation of curriculum evaluation from the single to the overall.

关 键 词：职业教育 课程模式 技术逻辑 初级工具化 次级工具化 

分 类 号：G719.2[文化科学—职业技术教育学]