工匠精神的理性维度及其培育路径  

The Rational Dimension of Craftsmanship Spirit and Its Path to Cultivation

作　　者：吕正娟 许斗 王启俊[3] LYU Zhengjuan;XU Dou;WANG Qijun

机构地区：[1]合肥职业技术学院教务处,安徽合肥230012 [2]芜湖职业技术学院信息与人工智能学院,安徽芜湖241006 [3]合肥职业技术学院基础教育学院,安徽合肥230012

出　　处：《芜湖职业技术学院学报》2023年第1期80-84,共5页Journal of Wuhu Institute of Technology

基　　金：2019年安徽省省级教学研究项目“基于人才培养数据的高职院校教学诊断和改进研究”(项目号:2019jyxm0840);2019年安徽省职业与成人教育学会教育科研规划课题重点项目“理性维度下工匠精神职业素养培育研究”(项目号:Azcj040)。

摘　　要：工匠精神不仅是精业敬业的行为特征,也是职业道德、职业品质和职业能力的体现。从审美和哲学的角度看,工匠精神具有与生俱来的“理性维度”,它以技术理性为核心,以审美理性为灵魂,以伦理理性为指导,以创新理性为特质。在“理性维度”指导下,教育者可从审美教育、伦理教育、创新教育和技术教育四个方面,推进工匠精神的培育和发扬。Craftsmanship spirit is not only the behavioral characteristic of professionalism but also the embodiment of professional ethics,professional quality and professional ability.The craftsmanship spirit has its inherent rationality from the perspective of aesthetics and philosophy,with technical rationality as its core,aesthetic rationality as its soul,ethical rationality as its guidance and innovative rationality as its trait.Guided by“rational dimension”,educators can push forward the cultivation and promotion of craftsmanship spirit from four aspects including aesthetic education,ethics education,innovation education and technical education.

关 键 词：工匠精神 理性维度 技术理性 审美理性 伦理理性 创新理性 

分 类 号：G641[文化科学—高等教育学]