【摘要】 我国近年职业教育课程研究对传统的学术课程进行了解构,但又未能形成新的范型。去学术型课程的价值观是工具取向的,知识观是边界模糊的,而方法论则是建构主义的。在知识经济时代,去学术型课程可能给众多来自不利家庭背景的职教学生带来更大的教育不公。对职业院校而言,并非所有的知识都能够通过学校教育体制传授,涂尔干的神圣事务—世俗事务二分法表明学校知识与非学校知识之间存在着差异。伯恩斯坦的水平话语—垂直话语架构指出,学校知识独立于情境,层次分明,分类严格,并以学科形式组织;而默会知识则具有高度的情境依赖性,以片断形式组织,适宜在家庭或工作场所通过观察和模仿进行学习。区分学校知识与非学校知识,并非回归传统的学术课程,而是在反思去学术型浪潮的基础上,向学生传授边界清晰而内容开放的强有力的知识。更多还原

【Abstract】 Curriculum researches in vocational education recently have deconstructed the traditional academic paradigm,but failed to form a new pattern. The de-academic curriculums are instrumentalism-oriented in values,boundary-blur in the view of knowledge,and constructivism-original in methodology. In the era of knowledge economy,de-academic curriculums may bring vocational education students who come from disadvantaged families more educational injustice. For vocational colleges and schools,not all knowledge can be taught through schooling system. The dichotomy of Durkheim’s "the sacred and the profane"suggests the differences between school and non-school knowledge. Bernstein’s frame of horizontal-discourse and vertical-discourse elaborates the boundary between school and non-school knowledge. School knowledge is independent from its happening context. It is well arranged,classified by different subjects,and organized strictly. On the contrary,non-school knowledge is highly dependent on the context and distributed in a fragmentary form. Again it is suitable for learning from observation and imitation at home or workplace. The distinguish between school and nonschool knowledge is not a return to the traditional academic courses,but a reflection of the foundation of de-academic education,and teaching students powerful knowledge with openness to new acquaintance.更多还原