自组织视角下“系统”的职教师资培养逻辑  

The Logic of Systematic Training of Vocational Teachers from the Perspective of Self-organization

作　　者：王海莹 丁力 常小勇[1] 杨旭辉[1] Wang Haiying;Ding Li;Chang Xiaoyong;Yang Xuhui

机构地区：[1]上海第二工业大学职业技术教师教育学院,上海201209

出　　处：《江苏高教》2022年第7期119-124,共6页Jiangsu Higher Education

基　　金：2022年度国家社科基金教育学一般项目“多主体协同的职业技术教师教育机构与机制建设研究”。

摘　　要：构建产教融合的多元培养培训格局是深化新时代职业教育“双师型”教师队伍建设的根本路径。从自组织视角出发,发现职教师资培养面临组织困境,平衡的“高深学问”组织、开放不足的科层组织以及组织边界的束缚造成职教师资培养偏离实践性、“学术性”“实践性”“职业性”难以统一以及资源难以整合等问题。职业教育的跨界属性要求职教师资培养组织必须树立基于自组织的“系统性”逻辑:培养知识植根于应用的“双师型”教师的目标逻辑、多元共治的治理逻辑及协同开放与相融共生的制度逻辑。Constructing a plural training pattern of vocational teachers in the context of integrating enterprises with education is the fundamental way to deepen construction of Double-qualified Teachers Team in the new era.From the perspective of self-organization,it is found that the training of vocational education teachers faces organizational dilemma.The symmetry of a kind of profound knowledge organization structure,the lack of open bureaucratic organizations,and the constraints of organizational boundaries cause the training of vocational education teachers to deviate from practicality;the unification of"academics","practice"and"profession"is hard to achieve and the resources are difficult to integrate.The trans-boundary nature of vocational education requires that the training organization of vocational education teachers must establish the"systematic"logic based on self-organization:the goal logic of training"double-qualified"teachers whose knowledge is rooted in application,the governance logic of pluralism and co-governance,and the institutional logic of cooperation,opening-up and integration.

关 键 词：职教师资 自组织 “双师型”教师 

分 类 号：G710[文化科学—职业技术教育学]