职业知识概念化视角下学校职业课程的发展思考  

Thinking on the Development of Vocational Curriculum from the Perspective of Vocational Knowledge Conceptualization

作　　者：谢莉花[1] 马方慧 李涵 Xie Lihua;Ma Fanghui;Li Han(Tongji University)

机构地区：[1]同济大学职业技术教育学院

出　　处：《职教论坛》2023年第2期70-78,共9页Journal of Vocational Education

基　　金：浙江经贸职业技术学院省部级及以上教育类培育项目“中国特色高层次学徒制的实验研究”(编号:21SBJP07),主持人:蔡巧燕。

摘　　要：职业教育课程建设的问题归根结底是秉持何种职业知识观的问题,反思职业学校到底应该教什么知识就尤为必要。职业知识概念化为审思当前学校职业课程发展提供了新的视角。当前的职业课程体现了职业知识概念化的过程和结果,但仍存在忽略知识类型差异、过于偏向工作知识的风险。明晰学校知识与工作场所知识的差异及互补性并反思其获取途径,才可能更大效率地发挥不同学习场所的学习效力。未来职业课程应进一步树立以职业知识为核心的职业能力观,完善以职业知识为基础的能力本位课程,发展基于职业知识转化的职业活动载体。The problem of curriculum construction of vocational education is ultimately a question of what kind of view of vocational knowledge to uphold.It is particularly necessary to reflect on what knowledge should be taught in vocational schools.The conceptualization of vocational knowledge provides a new perspective for considering the development of vocational curriculum in schools.The current vocational curriculum reflects the process and results of vocational knowledge conceptualization.However,there is still a risk of ignoring the difference of knowledge types,and being too biased toward working knowledge.Only by clarifying the differences and complementarities between school knowledge and workplace knowledge,and reflecting on ways to acquire them,can the learning effectiveness of different learning places be played more efficiently.In the future,the vocational curriculum should establish the view of vocational competencies with vocational knowledge as the core,improve the competencebased curriculum based on vocational knowledge,and develop vocational activities based on the transformation of vocational knowledge.

关 键 词：职业知识概念化 职业课程 职业知识 学校知识 职业能力 

分 类 号：G712[文化科学—职业技术教育学]