农民主体性视域下农村职业教育反贫困的路径研究  

On the Approaches of Poverty Alleviation of Rural Vocational Education from the Perspective of Farmers’ Subjectivity

作　　者：刘涵滨 谢元海 范晶花 Liu Hanbin;Xie Yuanhai;Fan Jinghua(Jiangxi Science&Technology Normal University,Nanchang 330013;Jiangxi Science&Technology Normal University)

机构地区：[1]江西科技师范大学职业教育研究院,南昌330013 [2]江西科技师范大学

出　　处：《职业技术教育》2022年第28期62-67,共6页Vocational and Technical Education

基　　金：江西省社会社学“十四五”基金项目“革命老区职业教育服务乡村高质量发展的逻辑与路径研究”(22JY13);教育部职成司委托课题“新时代县域职业教育创新发展的研究与实践”(JZWZ2021028),主持人:谢元海。

摘　　要：随着乡村振兴下贫困标准的质态性转轨,相对贫困的治理亟待激发农民的主体性,构建以农民为行动主体的贫困治理新格局。农村职业教育作为生产性帮扶的重要渠道,在农民主体性的价值视域下存在着诸多问题,发展主义的意识形态则是构成其缺弊的结构性根源。积极贯彻新发展理念以实现扶贫范式的转换是农村职业教育构建赋能路径的关键举措。为此,农村职业教育应树立以人为本的价值主体观,复归“交往”对于“教育”的本体论意义;供给多元化的教育内容,全方位赋能农民的主体性能力;创新教学组织形式,强化农民的集体行动能力。With the qualitative transformation of poverty standards under rural revitalization, the governance of relative poverty urgently needs to stimulate the subjectivity of farmers and build a new pattern of poverty governance with farmers as the main body of action. As an important channel for productive assistance, rural vocational education faces multi-dimensional dilemmas under the value vision of farmers’ subjectivity, while the ideology of developmentalism is the structural root of its dilemma. To this end, actively implementing the new development concept to achieve the transformation of the poverty alleviation paradigm is a key measure for rural vocational education to build an enabling path. Specifically, rural vocational education should establish a people-oriented concept of value subjectivity,and return to the ontological meaning of “communication” for “education”;provide diversified educational contents and empower farmers’ subjective ability in an all-round way;innovate the form of teaching organization and strengthen the collective action ability of farmers.

关 键 词：农村职业教育 农民主体性 乡村振兴 反贫困 

分 类 号：G719.2[文化科学—职业技术教育学]