职业教育赋能新质生产力的理论依据、现实需求与实践路向  

Theoretical Basis, Practical Needs and Practical Direction of Vocational Education Empowering New Quality Productive Forces

作　　者：唐高华[1] TANG Gao-hua(Shenzhen Institute of Information Technology,Shenzhen Guangdong 518172,China)

机构地区：[1]深圳信息职业技术学院,广东深圳518172

出　　处：《职业教育研究》2024年第10期30-35,共6页Vocational Education Research

基　　金：2023年度广东省教育科学规划课题(高等教育专项)“新时代职业教育高质量发展‘深圳模式’研究”(编号:2023GXJK901)。

摘　　要：新质生产力是中国式现代化语境下的新概念,赋能新质生产力是颇具现实意义的新话题。职业教育赋能新质生产力既具有丰富的理论依据,具体表现为马克思主义生产力理论、人力资本理论、“个性全面和谐发展”教育理论、黄炎培“大职业教育主义”理论等,也有着相互促进、双向赋能的现实需求。职业教育应结合新质生产力的内涵特征与实践要求,基于新时代职业教育的发展优势与使命,从赋能新型劳动者队伍建设、新型生产工具升级、新型劳动对象优化和新型生产关系生成等方面,探寻职业教育赋能新质生产力的实践路向,使职业教育从中获得社会价值提升和发展空间拓展,推动职业教育在新时代高质量发展征程中行稳致远。The new quality productive forces is a new concept in the context of Chinese path to modernization,and enabling new quality productive forces is a new topic with practical significance.The empowerment of new quality productivity through vocational education has a rich theoretical basis,which is embodied in Marxist productivity theory,human capital theory,"all-round and harmonious development of personality"education theory,Huang Yanpei's"great vocational education theory",and also has realistic needs for mutual promotion and two-way empowerment.Vocational education should combine the connotation characteristics and practical requirements of new quality productive forces,based on the development advantages and missions of vocational education in the new era,explore the practical path of vocational education empowering new quality productive forces from the aspects of empowering the construction of new labor force,upgrading new production tools,optimizing new labor objects,and generating new production relations,so as to achieve greater social value enhancement and development space expansion in vocational education,and promote its stable and far-reaching development in the journey of high-quality development in the new era.

关 键 词：职业教育 新质生产力 新型劳动 新型劳动者 

分 类 号：G710[文化科学—职业技术教育学]