工业时代与后工业时代的职业教育人才培养研究  

Research on Vocational Education Talent Cultivation in the Industrial and Post-Industrial Eras

作　　者：牛同训[1] 于伟[1] NIU Tong-xun;YU Wei(Shandong Vocational College of Industry,Zibo 256414,China)

机构地区：[1]山东工业职业学院,山东淄博256414

出　　处：《新疆职业教育研究》2024年第4期1-5,共5页Vocational Education Research in Xinjiang

基　　金：全国教育科学“十四五”规划2021年度教育部重点课题“新格局下高职专业群与产业集群耦合发展研究”(课题编号:DJA210322)。

摘　　要：培养什么人、如何培养人是教育的根本问题。近50年来,我国从工业时代逐渐转向了后工业时代,职业教育的人才培养目标也从“肌肉记忆”为主的技能人才逐渐向“以道御术”的高素质技术技能人才、能工巧匠、大国工匠演进。适应后工业时代的需求,职业教育人才培养目标的内涵是具备较高的数字化、智能化素养,且德技并修、知行合一、和谐发展的“整全的人”,以及将学习作为一种积极人生的生活方式和习惯与信仰的“终身学习的人”。实现这一培养目标的实践进路:一是人才培养理念要从“工具”转向“人本”;二是人才培养模式要从“双元”转向“三元”;三是人才培养体系要从“标准”转向“个性”。The fundamental issue of education is what kind of people to cultivate and how to cultivate them.In the past 50 years,China has gradually shifted from the industrial era to the post-industrial era,which resulted in the training objectives of vocational education gradually evolving from the training of skill talents based on"muscle memory"to high-quality technical and skilled talents,skilled craftsmen,and great craftsmen of the nationwho"master the techniques through understanding the principles behind them".To adapt to the demands of the post-industrial era,vocational education should cultivate a"holistic person"who has both high level of digital and intelligent literacy,morality and skills,integrates knowledge and action,and develops harmoniously,as well as a"lifelong learner"who regards learning as a positive way of life,habit,and belief.The practical approaches to achieving this training goal are:firstly,the concept of talent cultivation should shift from being"tool-oriented"to"people-oriented";secondly,the talent cultivation mode should shift from"dual"system to"triple"system;thirdly,the talent cultivation system should shift from being"standardized"to"individualized".

关 键 词：后工业时代 职业教育 培养目标 实践进路 

分 类 号：G71[文化科学—职业技术教育学]