运用多元共治理论破解职业教育教材治理困境  

Using the Theory of Pluralistic Co-governance to Solve the Dilemma of Vocational Education Textbook Governance

作　　者：龙庆 赵文平[2] LONG Qing;ZHAO Wen-ping(Anhui Normal University,Wuhu Anhui 241000,China;Tianjin University of Technology and Education,Tianjin 300222,China)

机构地区：[1]安徽师范大学,安徽芜湖241000 [2]天津职业技术师范大学,天津300222

出　　处：《职业教育研究》2023年第11期5-9,共5页Vocational Education Research

基　　金：2022年度全国教育科学规划国家一般项目“高质量发展视域下职业教育教材评价标准体系构建研究”(项目编号:BJA220259)。

摘　　要：在多元共治理论视域下,职业教育教材治理是一个多元主体治理的格局。然而,职业教育教材多元主体治理格局还存在一些困境:编写工作的多元主体参与力量不足;评价主体相对单一;选用与管理多元主体参与不足;治理的多元相关主体之间协同不足。针对困境,提出推进职业教育教材多元主体治理格局形成的路径如下:整合资源,破除参与职业教育教材编写主体单一困境;扩大范围,支持多元合力参与职业教育教材评价;加强引导,推进多元主体参与职业教育教材选用与管理;增进共识,提升职业教育教材治理过程中的多元主体协同性。From the perspective of pluralistic co-governance theory,the governance of vocational education textbooksis a pattern of multi-subject governance.However,still has some dilemmas:insufficient multi-subject participation in the compilation work;relatively singleevaluation subject;insufficient participation of multiple subjects in selection and management;insufficient coordination among multiple stakeholders of governance.In view of the dilemmas,the approaches to promote the formation of multi-subject governance pattern of vocational education textbooks are as follows:integrating resources to break the dilemma of single subject participating in the compilation of vocational education textbooks;expanding the scope to support multiple joint efforts to participate in the evaluation of vocational education textbooks;strengthening guidance to promote multi-subject participation in the selection and management of vocational education textbooks;enhancing consensus to improve the multi-subject collaboration in the process of vocational education textbook governance.

关 键 词：职业教育教材治理 治理困境 破解途径 多元共治理论 

分 类 号：G712[文化科学—职业技术教育学]