基于毕生发展观的现代职业教育体系终身发展维度  

On the Life-long Development Dimension of Modern Vocational Education System from the Perspective of Life-span Development Psychology

作　　者：王杭[1] 

机构地区：[1]中国民用航空飞行学院

出　　处：《职业技术教育》2017年第10期13-18,共6页Vocational and Technical Education

基　　金：四川省教育厅"2013-2016年高等教育人才培养质量和教学改革"第171号项目"空乘专业的职业教育体系建设研究"(川教函[2014]156号);主持人:倪贤祥

摘　　要：促进受教育者的终身发展是建立现代职业教育体系的根本目的。在宏观架构和顶层设计已经完成的背景下,还需要从微观上解决"终身发展"到底是什么以及如何在教育实践中进行落实的问题。以选择最优化补偿模型为元理论的毕生发展观主张人的发展是持续终生的、多维度与多方向的、可塑的,并受多种相互作用因素的影响,这为现代职业教育体系中的终身发展维度拓宽了理论视角。依据毕业发展观,现代职业教育实践中应构建促进受教育者终身发展的课程体系,并通过具体的教育实践保障学生终身发展的实现。The fundamental purpose of establishing modern vocational education system is to promote the educatee＇ s lifelong development. With the accomplishment of macro architecture and top-level design, the problems of what is ＂lifelong development＂ and how to implement in such education practice in microscopic aspect should be solved urgently. With the Selective Optimum Compensation （SOC） model being meta-theory, Life-span Development Psychology affirms one＇ s all round and whole process development, extrudes multi-dimensions and multi-directions of one＇ s development, stresses the limberness of one＇ s development, emphasizes multi-factor influences on one＇ s development, hence it puts enlightenments to us not only to broaden the theoretic perspective for the research of lifelong development on modern vocational education system, but also provides the basic methods for how we embodies the subject status of the educatees in the education and teaching practice. According to the hfe-span development psychology, in the practice of modern vocational education, it should construct the lifelong development-oriented curriculum model, and try to ensure the realization of lifelong development of students by material measures.

关 键 词：现代职业教育体系 终身发展 毕生发展观 选择最优化补偿 课程设置 教育教学实践 

分 类 号：G710[文化科学—职业技术教育学]