论知识在职业教育教学中的失语与重建  

Discussion On the Absence and Reconstruction of Knowledge in the Vocational Education Teaching

作　　者：王霞[1] 徐国庆[1] WANG Xia;XU Guoqing(East China Normal University,Shanghai 200062)

机构地区：[1]华东师范大学,上海200062

出　　处：《当代职业教育》2023年第2期70-76,共7页Contemporary Vocational Education

基　　金：国家社会科学基金教育学重大课题“技能型社会测度模型、驱动因素及路径优化研究”(编号:VJA220006)。

摘　　要：知识是教学的逻辑生长点,当前知识在职业教育教学中的话语权有所缺失,其原因为教师片面的知识观影响知识建构,教师过度资源依赖影响知识传授,教学评价形式主义影响知识地位。重建知识在职业教育教学中的话语权具有重要意义,不仅有助于解决智能化时代劳动力技能匹配的结构性矛盾,还有助于实现职业教育的提质培优,是学生职业能力形成的必要条件。但职业教育教学要回归的并不是传统意义上的理论知识,而应该为职业知识,具体可通过帮助教师树立正确科学的职业知识教学观,依据职业知识本身选择教学方法,围绕职业知识传授效果进行教学评价等途径实现。Knowledge is the logical point of teaching.The discourse of knowledge in vocational education teaching is lacking,which is caused by teachers'one-sided view of knowledge affecting knowledge construction,teachers'excessive reliance on resources affecting knowledge teaching,and teaching evaluation formalism affecting knowledge status.It is of great significance to rebuild the discourse of knowledge in vocational education teaching.It will help to solve the structural contradiction in matching labor skills in the era of intelligence,help to improve the quality and cultivating excellence of vocational education,and help to form students'professional ability.However,what vocational education teaching should return is not theoretical knowledge in the traditional sense,but vocational knowledge,which can be realized by helping teachers to establish a correct scientific view of vocational knowledge teaching,choosing teaching methods based on vocational knowledge itself,and conducting teaching evaluation around the effect of vocational knowledge teaching.

关 键 词：职业知识 知识观 话语权 行动逻辑 教学评价 

分 类 号：G712[文化科学—职业技术教育学]