职业教育行动导向教学的困境与发展路径 ——基于哈克心理调节理论的分析-清华大学教育研究

文章信息/Info

Title:: The Dilemma and Development Path of Action Oriented Learning in Vocational Education ——Analysis Based on Hacker’s Theory of Psychological Regulation

Author(s):: LI Si ZHAO Zhi-qun; Institute of Vocational and Adult Education, Beijing Normal University

Keywords:: action; action oriented learning; Winfried Hacker; theory of psychological regulation; vocational education

摘要:: 新《职业教育法》将行动能力作为职业教育的人才培养目标,这对行动导向教学提出了更高的要求。本文通过对哈克心理调节理论的梳理,溯源行动导向教学和“六步法”的理论基础,针对对行动概念理解不准确、实践性知识缺位导致知识与行动分离、不完整行动以及学习任务缺乏指导原则等典型问题分析行动导向教学的实质,解释心理调节在理解行动(导向)概念、建构知识观和发挥作用机制等方面的作用。建议从主观意向性上把握行动概念,将实践性知识建构贯彻到行动的所有步骤,在教学中维护行动的完整性,选取智力调节水平的工作任务作为教学载体。

Abstract:: The newly revised Vocational Education Law identifies action competence as a talent cultivation goal of vocational education, which places higher requirements on action-oriented teaching. This article combs through Winfried Hacker’s theory of psychological regulation, traces the theoretical foundations of action-oriented teaching and the“six-step method”, and analyzes the essence of action-oriented teaching in response to typical problems—such as inaccurate understanding of the action concept, separation of knowledge and action caused by the lack of practical knowledge, incomplete action, and the absence of guiding principles for learning tasks. It also explains the role of psychological regulation in understanding the concept of action (orientation), constructing a view of knowledge, and exerting its mechanism of action. It is recommended to grasp the action concept from the perspective of subjective intentionality, implement the construction of practical knowledge in all steps of action, maintain the integrity of action in teaching, and select work tasks at the intellectual regulation level as teaching carriers.