工作过程系统化课程开发范式的内涵与特征  

Towards the Connotations and Characteristics of the Curriculum Design Paradigm for Open Reference Frame and Cross-coupling Dual Systematized Working Process

作　　者：吴全全[1] 闫智勇[2] Wu Quanquan Yan Zhiyong(Central Institute for of the P.R. China, Vocational and Technical Education, the Ministry of Education Beijing 100029 College of Management and Economics, Tianjin University, Tianjin 300072)

机构地区：[1]教育部职业技术教育中心研究所,北京100029 [2]天津大学管理与经济学部,天津300072

出　　处：《重庆航天职业技术学院学报》2016年第4期5-13,18,共10页Journal of Chongqing Aerospace Polytechnic

基　　金：2011年度教育部“十二五”规划青年基金项目“职业教育教师能力标准的国际比较研究”（编号：EDA110335）;2011年度重庆市高等教育教学改革重点项目“高职院校教师专业能力标准的研究与实践”（编号：112113）

摘　　要：实践领域对工作过程系统化课程开发范式的认知误区影响其推广效度。工作过程系统化课程开发范式是基于开放性参照系的、系统化的典型工作过程和普适性工作过程交互耦联的课程开发范式，它具有课程开发与教学实施的对偶性、多元学习目标的统合性、学习的意义和价值的彰显性、学习过程与职业发展的融合性、心智技能和操作技能训练的交融性、师生专业化发展的共生性、心理素质发展与职业素质发展的统一性、教与学的方法、教与学的评价方法以及教学形式和教学实质等多个层面的同一性等特征。In the practice, the cognitive errors of the curriculum design paradigm for the dualsystematized working processes （hereafter as Bisyscum） affect its extension validity.Bisyscum is the curriculum design paradigm for open reference frame and cross-coupling dual systematized working processwhich are typical working process and universal working process. Bisyscumhas various characteristics, including the antithesis of curriculum development and teaching implementation, the integration of multiple learning objectives, the manifestation of the learning significance and learning value, the integration of learning and career development, the blending of mentalskills and operational skills, the symbiosisof the teachers and students＇ professiona quality, the identity well as the teaching 1 development,the unity ofthe development of psychological quality and professional of the teaching and learning methods, teaching and learning evaluation methods, as form and the teaching nature, and other diverse aspects.

关 键 词：工作过程系统化课程 课程开发范式 系统化的工作过程 工作过程 

分 类 号：G712[文化科学—职业技术教育学]