数字化转型背景下职业教育群体数字能力提升的目标、路径与特点——以德国为例  

Goals,Paths and Characteristics of Digital Competence Enhancement for Vocational Education Groups in the Context of Digital Transformation——Take Germany as An Example

作　　者：王路炯 邹鲜 Wang Lujiong;Zou Xian(Institute of Vocational and Technical Education,Tongji University,Shanghai 200092)

机构地区：[1]同济大学职业技术教育学院,上海200092

出　　处：《中国电化教育》2023年第5期80-86,104,共8页China Educational Technology

基　　金：全国教育科学“十四五”规划2021年度教育部重点课题“新工业革命背景下高职技术技能人才数字素养模型构建与提升路径研究”(课题编号:DJA210321)阶段性研究成果。

摘　　要：当前,我国正处在数字经济快速发展的进程中,需要培养具备相应数字能力的劳动者以适应产业数字化转型升级的需要。德国为实现培养和提升个体数字能力这一职业教育数字化转型的核心目标,实施了新增、重组相关双元制职业教育专业、更新专业标准使其能够充分反应数字化工作世界对职业行动能力的要求、促进职业进修教育同步推进数字能力提升等一系列举措。借鉴德国经验,该文提出了建立数字能力培养标准,对数字能力培养进行系统设计;聚焦综合职业能力下的多维度数字能力培养,形成数字能力与专业课程内容的融通;持续丰富数字化教学资源,支持终身化职业发展等针对我国职业教育数字化转型下数字能力提升的三点建议。At present,China is in the process of rapidly developing the digital economy,it is necessary to cultivate workers with corresponding digital competencies to adapt to the industrial digital transformation and upgrading.Developing students’digital competencies is the core goal of the digital transformation of vocational education.Germany implements the digital transformation of vocational education by adding and reorganizing apprenticeships in dual vocational education system,updating the standards so that they can fully reflect the requirements of the digital world for professional competencies and promoting vocational training to enhance digital competencies.Inspired by German experience,suggestions for the digital transformation of vocational education in China are made:Establish digital competencies standards and systematically design digital competency learning;Focus on the multi-dimensional digital competencies in the comprehensive professional competencies,and integrate digital competencies into professional course content;Enrich digital teaching resources continuously to support lifelong learning.

关 键 词：职业教育 数字能力 德国 

分 类 号：G434[文化科学—教育学]