中职教师深度学习的内在逻辑、现实偏移与回归路径  

Inner Logic,Reality Deviation and Regression Paths of Deep Learning for Secondary Vocational Teachers

作　　者：荀大勇 Xun Dayong(Xishan Secondary Vocational School in Jiangsu Province,Wuxi 214000)

机构地区：[1]江苏省锡山中等专业学校,无锡214191

出　　处：《职业技术教育》2025年第8期76-80,共5页Vocational and Technical Education

基　　金：2021年江苏省教育科学“十四五”规划课题“生利主义思想在中职教师专业发展中的实践研究”(TY-C/2021/34),主持人:荀大勇。

摘　　要：教师深度学习不仅能促进个人专业发展,还能提高人才培养质量,得到了广大教育工作者的高度关注和积极响应。教师深度学习体现在:内容的专技结合、方法的主动建构和应用的远迁移,但中职教师在学习中对这一逻辑认识不到位,经常会出现被动学习、浅层学习、低效学习等问题。职业学校应合理运用价值驱动、问题驱动、项目驱动等策略化解中职教师学习问题,提高教师的学习意识与能力。通过“批判性阅读、智慧性教学、反思性教研、创造性写作”四条路径,引导教师主动、持续、深度学习,不断淬炼其高阶思维,提升“双师”素养,推动职业教育高质量发展。Deep learning for teachers not only promotes personal professional development but also improves the quality of talents cultivation,attracting great attentions and positive responses from educators.Deep learning for teachers is manifested in the integration of specialized and technical knowledge in contents,active construction of methods,and far-transfer in application.However,secondary vocational teachers often lack a thorough understanding of this logic in their learning process,leading to issues such as passive learning,superficial learning and inefficient learning.Secondary vocational schools should reasonably employ strategies such as value-driven,problem-driven and project-driven approaches to address these learning issues and enhance teachers’learning awareness and abilities.By guiding teachers through the four paths of“critical reading,wise teaching,reflective research and creative writing”,we can encourage them to engage in active,continuous and deep learning,constantly refine their higher-order thinking,enhance their“double-qualified”teacher competencies,and promote high-quality development of vocational education.

关 键 词：中职教师 深度学习 专业能力 职业教育 

分 类 号：G715[文化科学—职业技术教育学]