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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2024年04期

页码:

82-91

栏目:

教育改革与发展

出版日期:

2024-08-20

文章信息/Info

Title:

Basic Meaning and Practical Direction of the Action Theory of Vocational Education Teaching

作者:

和 震¹ 王羽菲²

1.北京师范大学 教育学部;2.河南工业大学 马克思主义学院

Author(s):

HE Zhen¹ WANG Yu-fei²

1.Faculty of Education, Beijing Normal University;2.School of Marxism, Henan University of Technology

关键词:

职业教育教学行动论; “任务-行动”范式; 行动导向; 职业行动能力

Keywords:

action theory of vocational education teaching; “task-action” paradigm;  action-oriented;  vocational action competence

分类号:

G712

文献标志码:

A

摘要:

行动导向作为重要的职业教育教学理念,在职业教育教学实践方面发挥着关键的指导作用。基于行动导向的核心理念和基本立场,职业教育教学行动论澄明了职业教育的类型特征,是职业教育教学改革的基本遵循。职业教育教学行动论认为,职业教育教学目标靶向培养学生职业行动能力,教学本质是行动,教学过程是遵循“任务-行动”范式的完成工作任务的行动过程。职业教育教学行动论在内涵上表现为实践性、生成性、关联性和完整性的内在规定性,并面向职业教育教学实践围绕“知情意行”的行动整合、融合共生的立体网络、完整行动下的能力传承以及工作过程知识的合法性确认对教学认识、教学关系、教学职能与教学知识作出了新的诠释,从而助推完成职业教育教学论的类型定位与现实转向。

Abstract:

As an important teaching concept of vocational education, action orientation plays a key guiding role in its teaching practice. Grounded in the core concept and fundamental stance of action orientation, the action theory in vocational education teaching clarifies the distinctive characteristics of vocational education and serves as a foundational principle for vocational education teaching reform. This theory posits that the primary goal of vocational education is to cultivate students’ vocational action competence, where the essence of teaching is action, and the teaching process follows the “task-action” paradigm to accomplish work tasks. The action theory of vocational education teaching is characterized by its inherent qualities of practicality, generativity, relevance, and completeness. It also offers new interpretations of teaching cognition, teaching relationships, teaching functions, and teaching knowledge in vocational education, focusing on the integration of “knowing and caring actions,”the three-dimensional network of integration and symbiosis, the inheritance of abilities through complete actions, and the legitimacy of knowledge derived from work processes. These insights contribute to the typological orientation and practical transformation of vocational education teaching theory.

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更新日期/Last Update: 2024-08-20