德国职业教育数字化发展政策与实践  

Policies and Practices of Digital Development of Vocational Education in Germany

作　　者：孙进[1] 曾怡婧 Jin SUN;Yijing ZENG(Institute of International and Comparative Education,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学国际与比较教育研究院,北京100875

出　　处：《中国教育信息化》2022年第11期21-29,共9页Chinese Journal of ICT in Education

基　　金：国家社会科学基金“十三五”规划2020年度教育学一般课题“德国、瑞士、奥地利职业教育与普通教育贯通性制度设计与实践模式的比较研究”(编号:BDA200076)。

摘　　要：为满足“工业4.0”等数字化发展的需求,德国政府通过出台一系列政策,完成了职业教育数字化转型的顶层设计。在这些政策的扶持下,职业学校、企业等利益相关者积极参与数字化转型,合作探索出一些富有创新性的数字化实践模式。文章对德国整体推进职业教育数字化发展的代表性政策和实践案例进行详细分析,重点介绍了四个有代表性的实践案例:未来教室和无纸化教室、数字烘焙项目、掌控VR、数字教学系统。最后从德国职业教育数字化发展实践中得出三点启示:需要政府科学而周密的顶层设计,大力推动职业教育数字化转型;需要所有利益相关者通力协作,充分整合优势资源发挥协同效应;需要明确界定学生和教师数字化能力标准,为课程和教学提供明确导向。To meet the needs of digital development such as“Vocational Education 4.0”,the German government has completed the top-level design of the digital transformation of vocational education by introducing a series of policies.Therefore,under the support of these policies,stakeholders such as vocational schools,enterprises,have actively participated in digital transformation and explore some innovative digital practice models through cooperation.This paper makes a detailed analysis of the representative policies and practical cases of the overall promotion of vocational education digital development in Germany,focuses on four practice cases:Future Class,Paperless Class,Digi-Back,Handle VR,and digital teaching system.Finally,it draws three insights from the German vocational education digital development practice:it requires scientific and well-designed top-level design by the government to vigorously promote vocational education;the collaboration of all stakeholders shall fully integrate advantageous resources for synergistic effects,clear definition of digital competency standards for students and teachers shall provide clear guidance for curriculum and teaching.

关 键 词：教育信息化 数字化 职业教育4.0 德国职业教育 数字化教育实践 

分 类 号：G434[文化科学—教育学] G719[文化科学—教育技术学]