工业4.0背景下德国职业教育数字化战略目标及实现途径研究  

On Digitization Strategy and Approaches of German Vocational Education in the Background of“Industry 4.0”

作　　者：陈莹 Ying CHEN(College of Education,Shanghai Normal University,Shanghai 200234)

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《中国教育信息化》2023年第4期68-76,共9页Chinese Journal of ICT in Education

基　　金：全国教育科学“十三五”规划2019年度教育部重点课题“技能生态视角下德国职业资格的融通机制及启示研究”(编号:DJA190343);湖南省哲学社会科学规划一般项目“基于绿色发展的职业院校专业群建设研究”(编号:18YBA319);湖南省教育科学“十三五”规划2019年度重点项目“职业院校‘人工智能+专业群’建设机制与优化路径研究”(编号:XJK19AZY010)。

摘　　要：德国职业教育数字化战略蕴含了技术发展、企业组织和对劳动者的能力要求三方面特点。数字化战略行动目标从低到高分为四个层级,即熟悉数字媒体和应用软件、引入数字化学习方法、在工业4.0的生产实验室中培训、在工业4.0的真实生产环境中培训。德国数字化战略行动的目标极其清晰,即突破较低层级的发展局限,致力于实现更高层级。为了配合职业教育数字化战略目标,开拓了三条主要途径:企业引入“学徒培训4.0”标准;职校开展“学习工厂4.0”建设;政府推出“师资培训4.0”措施。数字化战略行动的途径选择依托双元制职业教育已有组织架构,呈现出企业、职校和政府系统推进的特点。由于战略目标和实践途径带有独特的经济和社会烙印,德国职业教育数字化战略行动呈现出鲜明的“德国模式”的特征。The digitization strategy of German vocational education is renowned for its technology development,enterprise organization and capability requirements for laborers.The goal of digital strategic action is divided into four levels from low to high,namely,familiarity with digital media and application software,introduction of digital learning methods,training in the Industry 4.0 production laboratories,and training in the real Industry 4.0 production environment.The goal is extremely clear:to break through limitations of lower levels of development and progress towards higher levels.In order to achieve the strategic goal of vocational education digitization,three main approaches have been explored:the introduction of“Apprenticeship 4.0 Standard”by enterprises,the construction of“Learning Factory 4.0”in vocational schools and the supporting measures for“Teacher Training 4.0”by government.Due to the unique economic and social imprint of the strategic goals and practical paths,the digital strategic action of German vocational education is marked by a distinct“German model”.

关 键 词：数字化 目标 途径 学徒培训4.0 学习工厂4.0 师资培训4.0 

分 类 号：G434[文化科学—教育学]