职业知识概念化的内涵意蕴及课程实现路径 ——麦克?杨职业教育思想的述评及启示 -清华大学教育研究

文章信息/Info

Title:: The Connotations and Curricular Implementation paths of conceptualizing Vocational Knowledge

Author(s):: Wang Ya-nan Shi Wei-ping; Department o Education, East China Normal University

Keywords:: According to the view of knowledge; the process of vocational education curriculum reformation in England is divided into three stages: knowledge-based approach; standard-based approach and connective approach. Although there exists so many differences (i

摘要:: 麦克?杨基于知识观将英国职业教育课程改革的实践历程概括总结为了知识本位、标准本位和联结本位三个阶段，尽管这三个阶段改革的主体、路径和成效上都各不相同，但麦克?杨认为三者对知识的处理都过于浅表化，都没能够认识到职业知识的独特属性及其教育价值。因此，麦克?杨借助迪尔凯姆的“神圣”与“世俗”的区分以及伯恩斯坦关于“垂直”和“水平”知识结构的内涵辨析，对职业知识的内涵进行了尝试性的阐述，并在这一基础上提出了其职业知识概念化理论。基于上述理论，从目标、内容、组织、评价四个方面探讨了职业知识概念化的课程实现路径，并指出了我国职业教育课程改革的未来路向。

Abstract:: According to the view of knowledge, the process of vocational education curriculum reformation in England is divided into three stages: knowledge-based approach, standard-based approach and connective approach. Although there exists so many differences (including reform subject, paths and results) in that three reform programs, Michael Young believes that they all deal with knowledge superficially and are less able to recognize the unique attributes and its educational value. So on the basis of explaining the differences between the “scared” and “profane” (Durkheim’s distinction) and between the “vertical” and “horizontal” (Bernstein’s distinction), Michael Young attempts to define the connotation of vocational knowledge and finally puts forward the ideology of “conceptualizing vocational knowledge”. On the basis of that theory, this paper points out the curricular realization routines from four aspects. They are the objective, content, organization and evaluation. This study finally points out the future reformation of the curriculum of vocational education.