从无序到有序:中高本一体化课程的秩序重构  

From Disorder to Order:The Order Reorganization in the Integrated Curriculum of Secondary,Higher and Undergraduate Vocational Education

作　　者：林克松[1] 杨欣怡 Lin Kesong;Yang Xinyi(Southwest University,Chongqing 400715)

机构地区：[1]西南大学教育学部职业教育与成人教育研究所,重庆400715 [2]西南大学教育学部,重庆400715b

出　　处：《职业技术教育》2023年第14期6-12,共7页Vocational and Technical Education

基　　金：教育部课程教材研究所重点研究项目“职业院校课程教材与人才培养质量研究”(JCSZDXM2022013)。

摘　　要：职业教育中高本一体化课程建设的关键在于课程秩序的重构。职业教育一体化课程存在的问题,既是知识的问题,也是合作的问题,更是制度的问题,三者相互作用。有鉴于此,架构出职业教育中高本一体化课程的三维分析框架,即内容之维的知识秩序、主体之维的合作秩序、行动之维的制度秩序,并提出基于秩序重构的中高本一体化课程建设路径:构建“资源链接—选择嵌入—能力塑造”的知识秩序,形成“异质交互—横纵交叉—智慧共建”的合作秩序,建立“顶线设计—中线配合—底线推进”的制度秩序。The key to the construction of an integrated curriculum for secondary,higher and undergraduate vocational students lies in the reconstruction of curriculum order.The problem of integrated curriculum is not only about knowledge,but also about cooperation,and more importantly,about institutions.All three are indispensable and interact with each other.In view of this,a three-dimensional analysis framework for the integrated curriculum of secondary,higher and undergraduate vocational education has been constructed,which includes the knowledge order in the dimension of content,the cooperation order in the dimension of subject,and the institutional order in the dimension of action.Therefore,paths for the construction of the integrated curriculum of secondary,higher and undergraduate vocational education based on order reconstruction are proposed,they are constructing a knowledge order of“resource linkage selection embedding ability shaping”,forming a cooperative order of“heterogeneous interaction horizontal and vertical intersection wisdom co-construction”and establishing an institutional order of“top line design,center line coordination,and bottom line promotion”.

关 键 词：职业教育中高本一体化 课程秩序 秩序重构 

分 类 号：G712[文化科学—职业技术教育学]