从“技艺经验”到“技术知识”:职业教育作为“类型”的知识论逻辑  

From“Techniques Experience”to“Technologies Knowledge”:The Epistemological Logic of Vocational Education as“Type”

作　　者：徐平利[1] Xu Pingli(Institute for Technical and Vocational Education of Shenzhen Polytechnic,Shenzhen 518055)

机构地区：[1]深圳职业技术学院技术与职业教育研究所,深圳518055

出　　处：《职业技术教育》2020年第19期16-21,共6页Vocational and Technical Education

基　　金：“深圳市人文社会科学重点研究基地(2020-2022)新时代中国职业教育研究中心”成果,主持人:徐平利。

摘　　要：职业教育的诞生和发展建立在"实验的经验主义"知识论基础之上。职业教育对于经验知识的探究过程,是从"技艺经验""技能知识"到"技术知识"的递升过程。"技术知识"具有层级结构和独立运行体系,在技术的递归和迭代过程中不断演进。"技术技能"是经验知识复杂性的政策性表达,可以清楚描述职业教育人才培养目标的递升性特征。理解职业教育的知识论逻辑,有利于职业教育在实践中厘清关系、树立自信、轻装前进,也有利于职业教育与普通教育实现"互通共长"。The birth and development of vocational education is based on the knowledge theory of"experimental empiricism". The exploring process of empirical knowledge in vocational education is an ascending process from"techniques experience""skills knowledge"to"technologies knowledge"."Technologies knowledge"has a hierarchical structure and an independent operating system, which is constantly evolving in the process of technological recursion and iteration."Technologies skills"is a policy expression of the complexity of empirical knowledge, which can clearly describe the progressive characteristics of vocational education educating talents. Understanding the epistemological logic of vocational education is conducive to clarify the relationship, build confidence and moving forward lightly in practice of vocational education, as well as to achieve"mutual growth"between vocational education and general education.

关 键 词：职业教育 技术技能 技术知识 知识论逻辑 技艺经验 经验知识 

分 类 号：G710[文化科学—职业技术教育学]