论职业教育人文主义发展观内涵的“五维向度”——基于UNESCO《反思教育》报告的再思考  

Discussion on the Connotation of Humanistic Development View in Vocational Education from Five Aspects--Rethinking Based on"Rethinking Education:Towards a Global Common Good?"by UNESCO

作　　者：张彩娟 ZHANG Cai-juan(Tourism College of Zhejiang,Hangzhou 311231,China)

机构地区：[1]浙江旅游职业学院,浙江杭州311231

出　　处：《高等职业教育探索》2021年第5期9-13,共5页Higher Vocational Education Exploration

基　　金：2020年浙江旅游职业学院院级青年思政科研项目“新时代高职院校劳动教育的逻辑、维度及体系构建”研究(2020SZYB01)。

摘　　要：面对智能化时代的经济产业发展对于个体全方位能力的不断强调,如何探寻有效引领未来职业教育发展的新理念是一个亟待解决的重要命题。联合国教科文组织(UNESCO)《反思教育》报告中丰富的人文主义教育思想为我国具有本土特色的职业教育人文主义发展观的生成提供了重要的思想参考,具体包括:超越狭隘的功利主义,重器与育人并举;增强职业教育包容性,多元与多样并存;积极开展全方位跨界,空间与内容并行;注重对学习格局的转变,技术与教育并联;优化师资的待遇与质量,知识与技能并立五个内容向度。In the face of the economic and industrial development in the intelligent era, omnidirectional capability of individuals is continually emphasized. There is an urgent need to explore the new concepts so that the future development of vocational education can be effectively guided. The rich humanistic educational thoughts in “Rethinking Education: Towards a Global Common Good?” by UNESCO provide an important ideological reference for the formation of humanistic development view in Chinese vocational education. We can draw references from five aspects, including(1) transcending narrow utilitarianism and attaching importance to both to training practical skills and humanistic quality,(2) enhancing the inclusiveness and pluralism of vocational education,(3) carrying out comprehensive and inter-disciplinary cooperation in terms of both space and content,(4) paying attention to the transformation of the learning pattern and integrating technology and education and(5) optimizing the remuneration of teachers as well as enhancing their knowledge and skills.

关 键 词：职业教育 人文主义发展观 包容性 反思报告 跨界 

分 类 号：G710[文化科学—职业技术教育学]