职业教育专业教学标准:英、美、澳开发经验与启示  

Teaching Standards for Vocational Education:Development Experience and Enlightenment in Britain,America and Australia

作　　者：王恩军[1] 李婧[1] 李小敬[1] 张蒙蒙[1] WANG Enjun;LI Jing;LI Xiaojing;ZHANG Mengmeng(Shandong Water Conservancy Vocational College,Rizhao 276826,China)

机构地区：[1]山东水利职业学院商务管理系,山东日照276826

出　　处：《江苏高职教育》2022年第4期89-97,共9页Jiangsu Higher Vocational Education

基　　金：部省共建国家职业教育创新发展高地理论实践研究课题(编号:GD63)。

摘　　要：专业教学标准建设现已成为我国职业教育质量提高的重要突破口。英国、美国、澳大利亚作为职业教育强国,其专业教学标准在开发理念上具有以人为本、平等多元、技能立国等特点;在开发路径上由国家发起、多方参与、机构承办、权责明确;在标准内容上以结果描述为导向,由宽入窄,职业标准和资格框架相互支撑。英、美、澳的专业教学标准开发经验对于我国专业教学标准建立终身学习的理念,提高开发路径的科学化水平,构建核心素养、行业能力、专业能力三级标准的内容体系,建立国家资格框架对接专业教学标准等工作具有很高的参考价值。The construction of specialty teaching standards has become an important breakthrough in improving the quality of vocational education in China.As leading countries in vocational education,in the concept of development,the specialty teaching standards of Britain,the United States and Australia have the characteristics of people foremost,equality and diversity,building the country with skills;in the development path,it is characterized by state initiation,multi⁃party participation,institutional undertaking,and clear rights and responsibilities;in the standard content,it is based on the description of the results,from broad to narrow,and the specialty standards and qualification framework support each other.The development experience of specialty teaching standards in Britain,the United States and Australia is of great reference value for China's specialty teaching standards to establish the concept of lifelong learning,to improve the scientific level of the development path,and to construct a content system of three⁃level standards of core literacy,industry competence and specialty competence,and to establish a national qualification framework supporting the specialty teaching standards.

关 键 词：职业教育 专业教学标准 专业教学标准开发 资格框架 终身学习 

分 类 号：G710[文化科学—职业技术教育学]