我国职业技术教育嬗变中教学方式与学习范式的关系  

The Relationship between Teaching Method and Learning Paradigm in the Evolution of Vocational Education in China

作　　者：张鹏[1] 陈中永[2] 那日苏[2] ZHANG Peng;CHEN Zhong-yong;Narisu(Baotou Teacher's College,Baotou,Inner Mongolia 014030,China;Inner Mongolia Normal University,Hohhot 010022,China)

机构地区：[1]包头师范学院,内蒙古包头014030 [2]内蒙古师范大学,呼和浩特010022

出　　处：《广东水利电力职业技术学院学报》2022年第1期63-67,共5页Journal of Guangdong Polytechnic of Water Resources and Electric Engineering

摘　　要：我国职业技术教育在新中国成立后主要经历两个阶段:一是从新中国成立到改革开放,其主要形式是师徒制;二是从改革开放至今,其主要形式是现代学徒制。师徒制教学由师傅在生产现场给出示范,徒弟通过观察模仿并掌握知识和技能,该过程符合布鲁纳的发现学习理论。现代学徒制教学多在课堂进行,教师以定论的形式传授学生知识,学生接受并巩固和内化知识,该过程更符合奥苏贝尔的接受学习理论。新时代职业技术教育要顺应科技发展,需将两者有机结合,才能为国家建设培育优质人才。Chinese vocational education has two periods since the founding of China.The first period was from the founding of the People’s Republic of China to the period of Reform and Opening,whose main form of Chinese vocational education is apprenticeship.The second period is from the Reform and Opening to the present,whose main form of Chinese vocational education is modern apprenticeship.In the teaching process of apprenticeship,when the master gives a demonstration at the production site,the apprentice observes and imitates,then discovers and learns the knowledge and skills.This process accords with Bruner’s discovery learning theory.The teaching process of modern apprenticeship is mostly carried out in the classroom of vocational colleges.In the new era,vocational education needs to combine the characteristics of the two,follow the development of science and technology to cultivate high-quality talent for the construction of our country.

关 键 词：职业技术教育 师徒制 现代学徒制 发现学习 接受学习 

分 类 号：G712[文化科学—职业技术教育学]