从职业知识到技术知识:职业教育知识观的逻辑转向  

From Vocational Knowledge to Technical Knowledge:The Logical Turn of the Knowledge View in Vocational Education

作　　者：马君 张苗怡 MA Jun;ZHANG Miaoyi(Faculty of Education,Shaanxi Normal University,Xi'an 710062,China)

机构地区：[1]陕西师范大学教育学部,陕西西安710062

出　　处：《西南大学学报（社会科学版）》2022年第2期144-154,共11页Journal of Southwest University(Social Sciences Edition)

基　　金：国家社会科学基金教育学项目“企业作为职业教育办学主体的发展变迁与制度重构研究”(XJ190287),项目负责人:马君。

摘　　要：秉持何种知识观对于培养什么样的人才具有很强的指导性,也直接关系到人才培养的方式方法和质量。当前基于职业知识的职业教育知识观占据着主导地位,职业院校人才培养方案、专业课程与教材体系的开发与建设都以此为据。但随着科技的进步和企业生产方式的数字化变革,技术工人的技能需求正逐步由掌握基本技能和能够操作机器的简单低端技能向强调统筹协调、操作管理、小组合作等复合型技术技能转型,职业知识统领职业教育知识观的局限性逐渐凸显,职业教育知识逻辑趋向于非线性思维和非认知技能,即向技术知识转型。职业教育应在技术知识视域下实现职业教育知识观的重构。The knowledge view to be adopted plays a guiding role and is related with the way and quality of talent training.The current concept of vocational education knowledge based on vocational knowledge plays a dominant role,and the development of talent training programs,professional courses and teaching materials systems in vocational colleges are based on this.However,with the advancement of science and technology and the digital transformation of enterprise production,the skill requirements of skilled workers are gradually transforming from basic skills and simple low-end skills of operating machines to the requirement of overall coordination,operation management,and group cooperation.The limitations of vocational knowledge dominating the view of vocational education knowledge gradually became prominent.The knowledge logic of vocational education tends to non-linear thinking and non-cognitive skills,that is,the transformation to technical knowledge.Under the guidance of technical knowledge,vocational education should realize the reconstruction of knowledge concept.

关 键 词：职业教育 职业知识 技术知识 知识观 

分 类 号：G640[文化科学—高等教育学]