职业教育的课程实施取向与课程创生践行路径  

Curriculum Implementation Orientation and Practice Paths of Curriculum Creation of Vocational Education

作　　者：张健[1] 陈清[2] Zhang Jian;Chen Qing(Chuzhou Vocational and Technical College,Chuzhou 239000;Chaoyang District Education Research Center)

机构地区：[1]滁州职业技术学院,滁州239000 [2]北京市朝阳区教育研究中心

出　　处：《职业技术教育》2020年第21期40-44,共5页Vocational and Technical Education

基　　金：北京市教育科学“十三五”规划2018年度重点课题“基于中职生全面发展需求的六维一体教学目标建构与应用”(CADA18075),主持人:陈清。

摘　　要：取向,取位定向或方向之意。课程实施取向研究源于西方,被人们普遍认同的有忠实取向、相互调适取向和创造缔生取向。我国职业教育的课程创生取向存在着只有教学思维、没有课程思维,只有教学做法、没有教学方法,只有惯性依赖、没有自主创生的问题。职业教育课程创生取向需要回答"谁来创生""创生什么""如何创生"三个基本问题。创生主体要求教师要成为富有创新品质的人;"创生什么"要求做好课程目标和内容两方面的创生;"如何创生"要求把握好创生方法及创生特色问题。Tropism refers to orientation or direction. The tropism of curriculum implementation originates from the West countries, which is generally recognized as the loyalty tropism, the mutual adjustment tropism and the creativity tropism. In the tropism of curriculum creation of vocational education, there are only teaching thinking while no curriculum thinking, only teaching methods while no teaching methods, only inertia dependence while no independent creation. In view of this, it is necessary to answer three basic questions: who to create, what to create and how to create. who to create requires teachers to be innovative;"what to create" requires the creation of curriculum objectives and contents;"how to create" requires grasping the creation methods and characteristics.

关 键 词：职业教育 课程 实施取向 课程创生 践行路径 

分 类 号：G712[文化科学—职业技术教育学]