【作者】 李艳；

【导师】 丁钢；

【作者基本信息】 华东师范大学 ， 教育文化与社会， 2018， 博士

【摘要】 当前高职工科技术教育面临“双冷”局面,企业方“不愿意”深入合作,学生方“不愿意”投入学习。高职工科技术教育如何开展才能让学习者学有所得,让社会满意度提升,更好地应对新一轮智能制造对高职教育提出的挑战成为迫切需要解决的课题。本研究应这一社会背景,开展实证研究,以期为解开这一“双冷”境地提供学理的线索。已有研究表明,一方面,与客观主义知识观不同,人文主义知识观认为知识的内在构成包括默会维度成分;另一方面,合理利用默会知识有利于更好地达成目标。我国高等教育知识生产研究主要局限于高深科学技术知识的生产。基于此,本研究从人文主义知识观视角,反观微观层面一高职C校工科技术教育的实然路径,从而在技术知识观、技术教育路径与教育效果之间建立了显性相关关系。通过学校蹲点观察,访谈和问卷调查,本研究发现,C校班级类型与教育效果之间显性相关,基于中德合作的实验班较之非实验班教育效果更好。进一步探索造成这一社会事实之显性相关关系的学理基础,本研究发现,技术知识应用观适应于社会的技术形成与发展;技术知识生成观适应个体技术知识的获得。基于此,本研究提出假设,在教育实践中若以技术知识“应用”观为指导开展教育会造成教育效果的落空;若以技术知识生成观为指导则会保证良好的教育效果。通过对实验班和非实验班毕业生的跟踪访谈和比较研究,进一步验证了上述假设。实验班因依循生成型教育路径较之非实验班依循“应用”型教育路径教育效果更好,从而进一步在班级类型、教育路径与教育效果之间建立了显性相关关系。通过对毕业生的跟踪问卷调查发现,影响毕业生综合职业能力的要素主要包括两个方面:以工作态度为核心的素养能力域和专业技术能力,二者缺一不可。其中素养能力域较之专业技术能力更为优先和重要。调查还发现,实验班比非实验班教育效果反馈更好,表现在工作状态,专业技术能力,职业自信心,母校评价等各个方面。这一发现进一步以班级类型为基础,在教育内容,教育路径与教育效果之间建立了显性相关关系,即重视技术知识默会维度的教育,依循知识生成的路径,教育效果更好。通过对C校代表性专业人才培养方案的历史研究发现,以生成的而非以“应用”的技术知识为目标,对知识目标各要素依循生成的路径开展教育,教育效果更好。这进一步在知识观,教育目标,教育内容,教育路径和教育效果之间建立了显性相关关系。本研究结论包括四个方面:(1)技术知识本体的生成路径分为六个阶段:疑惑—发现问题—探照知识—发现、验证、理解、认知知识—应用技术知识—生成技术知识。(2)技术知识的构成要素包括个人参与系数(感知、疑惑、发现、惊奇,验证、理解,推理,应用、成就感等)、理解了的客观知识域,生成的能力域(人格能力,方法能力,社会能力与专业能力),发现但未理解的客观知识域和生成的问题域四个部分,其中个体参与系数对于个体技术知识的生成具有优先重要意义。(3)技术教育的本体路径为技术知识生产的路径,以生成的技术知识为教育目标,依循技术知识生成的路径开展教育。(4)高职工科技术教育要以技术知识生成观为依据,科学定位教育目标、教育主体、教育内容及教育路径。更多还原

【Abstract】 Currently,higher vocational colleges are being faced with the “double cold”situation for engineering technology education.The enterprises are not willing to cooperate deeply with colleges,and the students are unwilling to study too.How to make the students learn well and the society satisfied,and to better meet the challenges of the new intelligent manufacturing is a question which needs to be solved urgently for the engineering technology education.Under this background,the study attempts to provide scientific principles for resolving the “double cold" situation throuth empirical researches.The existing studies shows that on the one hand,it is different from the objective view of knowledge,the humanistic knowledge view deems that the inner composition of knowledge includes the elements of the tacit dimension;On the other hand,rational uses of tacit knowledge are conducive to achieve better goals.Researches on knowledge productions of education in China are mainly confined to the production of advanced science and technology knowledges.Based on this,this study established the dominant correlations among technical knowledge concepts,technical education paths and education effects from the perspective of humanistic knowledge view throuth investigating the actual paths of engineering technology education of higher vocational school C from a microscopic level.Through casing observatios,interviews and questionnaire surveys in the school,this study founds that class type is obviously related to educational effects.And the educational effects of experimental classes based on sino-german cooperation educations are better than non-experimental ones in school C.Further exploring the scientific causes resulting to social facts of the dorminant corelations,this study finds that the application theory of technology knowledge applies to interpretate the formation and development of social technologies,and the generation view of technology knowledge suits to explain the individual technical knowledge acquisitions.Therefore,it is hypothesized that education effects will fail ifthe “application” concept of technology knowledge is used to guide the education practice.However,good education effects will be guaranteed under the guidance of the generating view of technology knowledges.Through the follow-up interviews and comparative studies of the experimental classes and the non-experimental ones,the above hypothesis has been further proved.The education effects of the experimental ones are better than the non-experimental classes,because the formers follows the generating education path and the latter complys with the application concept of technology knowledge.Thus the dominant correlations among class types,paths of education and education effects have been further established.Through tracking surveys of graduates it is found that the elements affecting comprehensive vocational abilities of graduates mainly include two aspects:attainment ability domains whose core is working attitude and professional technical abilities,both of them,none is dispensable.Between them,accomplishment competence is more important than professional technical abilities.The survey also found that educational effects of the experimental classes are better than the non-experimental ones,which are reflected in various aspects such as working status,professional technical abilities,professional confidence,and evaluations of almamate.On the basis of class types,the discovery further established the dominant correlations among education effects,the education contents and education paths.Namely,the educational effects are better if we attach more importance to the tacit technology knowledge and follow the path of knowledges generating.Through the historical study of the education schemes of a representative specialty of the school C,it is found that the educational effects are better by taking the generating technical knowledges rather than applicating of technical knowledge as the education goals,and also following the generating path to reach each elements of knowledge goals in engineering technology educations in higher vational colleges.The dominant correlations among the knowledge views,education targets,education contents,education paths and educational effects have been further established.The conclusions of this study include four aspects,firstly,the ontologicalgeneration path of the technology knowledges includes six stages:doubting,discoverring,problems,searchlightingknowledges;discoverring,validat ing,understanding,cognizing knowledge,applying technology knowledge,generating technology knowledge.Secondly,the coefficient components of technical knowledge include four parts,personal participations(perception,doubt,discovery,surprise,validation,understanding,reasoning,application,senses of achievement,etc)the objective knowledge domains understood,generated ability domains(including personality abilities,method abilities,social abilities and professional abilities),the objective knowledge domains found but not understood and the problem domains generated.The individual participations have prior significance to the individual technology knowledge generation.Thirdly,the ontology path of technology education is the path of production of technology knowledges,and it is needed to take the generated technology knowledge as the education target,and carry out educations according to the path of technology knowledge generation.Fourthly,the education subjects,the education goals,the education contents and education paths should be scientifically orientated based on the concept of technology knowledge generation in the engineering technology education of higher vocational colleges.更多还原