高等职业教育人才培养目标的层次性困境及体系构建  

The Hierarchical Dilemma and Construction of the Training Goals in Higher Vocational Education

作　　者：朱永坤 ZHU Yongkun

机构地区：[1]深圳职业技术学院技术与职业教育研究所 [2]广东省职业技术教育学会职业教育研究智库 [3]深圳市人文社科基地新时代中国职业教育研究中心

出　　处：《职教通讯》2022年第12期41-51,共11页Communication of Vocational Education

基　　金：广东省教育科学“十三五”规划2019年度高校哲学社会科学专项研究项目“以‘产教融合、校企合作’为基础培育高职院校工匠精神研究”(项目编号::2019GXJK271)。

摘　　要：我国高等职业教育产生于20世纪80年代,在很长一段时间内只有专科层次,因而习惯上将“高职”等同于“高职专科”,并在这种“层次论”语境中探讨高等职业教育人才培养目标。由于历史原因,高等职业教育和中等职业教育在办学实践中形成了复杂的联系,高等职业教育人才培养目标逐渐地确定为“技术技能人才”。然而,“技术”和“技能”是两个不同概念。“技术技能人才”这一提法不但模糊了职业教育专科和中专的区别,还无法显示高等职业教育各个层次的培养目标。基于原有人才培养目标的困境,有必要重构高等职业教育人才培养目标体系,其总的人才培养目标应为“技师”,其中专科、本科和研究生三个层次相应地培养技师、高级技师和技术研发师。Chinese higher vocational education originated in the 1980s, for a long time only the College level, so it is customary to equate "higher vocational education" with "College level education". It is in this context of "hierarchy theory" of higher vocational education that people explore the training goal of students. Because of historical reasons,the higher vocational education and secondary vocational education have formed a complex relationship in the practice, and gradually the training goal of higher vocational education has been determined as "technical and skills talents". "Technology" and "skills" are two different concepts. The training goal of "technical and skill talents" blurs the difference between higher vocational college education and secondary vocational education in a specific historical period. In addition, it cannot show each training goal at each level of higher vocational education. We should establish separately the training goal. The general training goal of higher vocational education is "technician", among which technicians, senior technicians and technical R&D engineers are cultivated at Vocational College, Vocational Undergraduate and Vocational postgraduate.

关 键 词：高等职业教育 人才培养目标 层次性困境 体系构建 

分 类 号：G715[文化科学—职业技术教育学]