职业教育数字化转型的技术哲学反思——基于国内文献研究的思考  

Technological Philosophy of Digital Transformation in VocationalEducation—Insights from Domestic Literature

作　　者：赵鹏燕 ZHAO Pengyan(School of Education,Minzu University of China,Beijing 100081,China)

机构地区：[1]中央民族大学教育学院,北京100081

出　　处：《邵阳学院学报(社会科学版)》2025年第2期110-116,共7页Journal of Shaoyang University:Social Science Edition

摘　　要：职业教育数字化转型成为新一代技术主导下的必然趋势。梳理文献发现,职业教育数字化转型的核心与动力是新兴技术,但对于“技术是什么”的概念界定不清晰,直接导致技术的应用模棱两可。技术在职业教育中主要扮演分析和预测的角色,用来解决学生、教师、人技关系以及教学空间、教学实践和教育与技术关系的发展难题。由于技术的本质属性以及人技关系的复杂性,技术会给人类带来福祉,但如果不加控制和引导也会带来危害。应加强数字化转型中的技术、人技关系的理论研究,形成学术话语权;应加强技术对职业教育教学影响的实证研究,使得技术进入职业教育常态化教学,为职业教育数字化转型持续助力。The digital transformation of vocational education has become an inevitable trend led by the new generation of technology.The literature review shows that emerging technology is the core and driving force of this transformation.However,the concept of“what is technology”remains unclear,directly leading to ambiguity in the application of technology.In vocational education,technology mainly plays the role of analysis and prediction,helping to solve the development challenges in relationships between humans(students and teachers)and technology,as well as between teaching space,teaching practice,education,and technology.While technology offers significant benefits,it can also cause harm if not properly managed and guided due to its inherent characteristics and the complex interactions between humans and technology.Theoretical research on technology and human-technology relations in digital transformation should be strengthened to form an academic discourse.Additionally,more empirical research is needed to study the impact of technology on teaching and learning in vocational education,ensuring that technology is effectively integrated into normalized teaching practices and continues to support the digital transformation of vocational education.

关 键 词：职业教育 数字化转型 技术哲学 技术 

分 类 号：G710[文化科学—职业技术教育学]