职教师范生职业性向的内涵、特征及培育路径  

On the Meaning,Features and cultivating Paths for Professional Aptitude of Preservice Teachers of Vocational Education

作　　者：容华[1] Rong Hua(School of Technology and Education of Guangxi Normal University,Guilin 541004)

机构地区：[1]广西师范大学职业技术师范学院教学管理办公室,桂林541004

出　　处：《职业技术教育》2019年第34期46-51,共6页Vocational and Technical Education

基　　金：2018年度广西高等教育本科教学改革工程重点项目“职教师资本科生职业性向培养模式研究与实践”(2018JGZ108),主持人:李咏梅,执行人:容华;广西教育科学“十二五”规划2015年度教师教育专项课题“中等职业学校教师培养模式研究”(2015ZSF001),主持人:王晞。

摘　　要：职教师范生职业性向是指职教师范生从事职教教师职业的倾向性,是影响职教师范生职业选择、职业投入和职业发展的重要因素。根据发展程度,可将职教师范生职业性向分为三个逐级递进的层次:一是以适教为核心的感性层次;二是以爱教为核心的理性层次;三是以乐教为核心的德性层次。职教师范生职业性向具有目的的指向性、内容的整体性、过程的发展性和效果的内隐性等特征,课程渗透、反思性实践、文化熏陶和社会支持是培育职教师范生职业性向的基本途径。Professional aptitude of preservice teachers of vocational education refers to the aptness of preservice teachers of vocational education.It is an important factor for preservice teachers of vocational education that affects its career choice,career investment and career development.According to the stages of development,professional aptitude is supposed to be divided into three progressive levels.The first is the perceptual level with being suitable for teaching as the core,the second is the rational level with loving teaching as the core,and the third is the moral level with teaching freedom as the core.The professional aptitude of preservice teachers of vocational education has some features such as directed purposes,integrated contents,developing processes and implicit effects.It’s demonstrated that there are courses infiltration,reflective practice,cultural influence and social support to assist the preservice teachers of vocational education with professional aptitude.

关 键 词：职教师范生 中等职业学校教师 职业性向 职教情怀 反思性实践 培育路径 

分 类 号：G715[文化科学—职业技术教育学]