改革开放40年职业教育课程变革中“乡土话语”诠解  

Interpretation of “Local Discourse” in the Curriculum Reform of Vocational Education in the 40 Years of Reform and Opening-up

作　　者：路宝利[1] Lu Baoli

机构地区：[1]安徽师范大学教育科学学院

出　　处：《职业技术教育》2018年第16期14-22,共9页Vocational and Technical Education

基　　金：教育部人文社会科学研究规划基金项目"中国职业教育原创困境与范式转换研究"(15YJA880045);主持人:路宝利

摘　　要：改革开放40年,依据基本样态,中国职业教育课程变革经历"学科本位""能力本位"与"理实一体化"三个阶段的演进,其间虽偶有"乡土话语"生发出来,但由于长期在CBE、MES、学习领域课程等"西方话语"主导下,遂将该领域置于"基因"困境、"依附"困境与"范式"困境之中。基于职业教育课程变革的"民族性""复杂性"与"局域通约性"逻辑,通过培育"启蒙群体"、搭建"争鸣平台"、补给"学术养料"与贯彻"回归范式"等基本策略,构建"乡土话语"并最终转向课程"原创"之路。During the 40 years of reform and opening-up, the curriculum reform of vocational education in China went through three revolution stages： ＂subject-based＂, ＂competency-based＂ and ＂integration of theory and practice＂, based on its basic state. Meanwhile, although ＂local discourse＂ germinated out occasionally, the field was placed in predicaments of ＂gene＂, ＂attachment＂ and ＂paradigm＂, for it has long been dominated by＂western discourse＂ of CBE, MES, learning-sphere curriculum etc. Based on the logic of ＂nationality＂＂complexity＂ and ＂local area common property＂ of the curriculum reform of vocational education, this study builds ＂local discourse＂ and eventually veers to the road of ＂original＂ curriculum by carrying out the basic strategies, such as cultivating ＂enlightenment group＂, setting up ＂thought contend platform＂, supplying ＂academic resources＂ and implementing ＂returning paradigm＂.

关 键 词：改革开放40年 职业教育 课程变革 乡土话语 

分 类 号：G710[文化科学—职业技术教育学]