【作者】 岑艺璇；

【导师】 谷峪；

【作者基本信息】 东北师范大学 ， 比较教育学， 2015， 博士

【副题名】以核心技能形成的职业教育机制为中心

【摘要】 本论文运用多学科理论及其方法对新职业主义教育理论与实践问题,进行了较为系统的研究。所谓“新职业主义”,不仅仅是指特定时代背景下的一种职业教育思想或理论流派,而且它是指通过政府主导的、构建现代职业教育体系的思想、政策、法律、管理和实践的合作型革新,它正在发生着广泛而深入的世界影响,值得我们学习借鉴。本研究在分析了英、美、德、澳四国新职业主义教育的理论与实践资料的基础上,大体上完成了该论文的写作。论文的主要成果和贡献如下:一、分析了新职业主义教育思想的形成及意义,探究新职业主义及其教育的实质及其在世界范围内的呈现形式、特征和改革的范围和实体。新职业主义的重要特征是强调知识与技能的统一。约翰·杜威的实验学校以及马克思主义的教育课程论就是关于知识与技能相统一和相结合的典型。二、指出了新职业主义教育改革运动成功开展的一个关键因素,在于其推动机构能够较好地处理计划、目标、政策、行动、激励机制、制度和资源配置等之间的机制和关系。大量的学者型教师是具体的执行者。新职业主义教育倡导课程的合作开发来整合学术和职业教育的内容以及课堂外的教育经验。三、尝试构建了新职业主义教育的理论框架,其中包括新职业主义教育的核心技能开发理论(理论的核心和主体部分)、规范化运行理论(技术技能的规范,技术技能水平的标准保障)、情境化学习理论(从真实的情境中获得“经验”,是能力构建、专业知识发展的前提条件)、技术技能文化的积淀和推动理论(获得技能的价值体系,技能发展的推动力和积累力)和制度供给动力推动理论(一种保障条件、一种动力机制)等五个方面及其相互作用。四、分析了新职业主义教育的基本目的和实现过程,即从核心技能(个体)——核心能力(团队)——核心竞争力(团队、集体、国家);提出了新职业主义教育的动力系统构成即,市场拉力、制度供给的推力及保障力、文化的推力和吸引力、工作场所情境化的注意力等方面动力。五、探讨了新职业主义教育思想的核心理念——核心技能的本质特征,从能力来源、能力作用、重点选择和与一般具体技能存在方式的区别的角度进行探讨,从知识框架结构、强制性标准结构、国家标准体系结构、项目概念框架结构四个维度分析核心技能的功能结构,从技能条件选择、技能选择程序、技能生成路径和技能理论框架的检验与调整这四个方面阐释核心技能形成的基本原则,分析了英、美、德、澳四国核心技能课程开发机制的特点。六、进行了新职业主义教育的情境化学习理论研究,指出理论与实践之间的整合要通过“参与”来实现。在学校习得的理论知识只有在具体工作情境或工作过程中才能被激活。工作过程中的知识是以整合的方式呈现于“经验”之中,工作场所学习具有高度的情境性,从真实的工作中获得“经验”是能力构建、专业知识发展的前提条件。七、进行了新职业主义教育的规范化运行理论研究,从库恩、默顿范式的理论视角阐释了规范化教育理念的现代意义。提出了规范化教育是将把专业的技术规范引入教育的全过程,是将抽象的概念、经验开发成具体操作规范,是获得精准、熟练技能过程的一种形式,是注重将艺术思想融入技术技能的开发;揭示了规范化教育是传播着一种获得技能的价值体系,是获得技能整合能力的培养体系,是利用全社会资源的行动规范体系。八、进行了新职业主义教育的技术技能文化积淀和推动理论研究,从文化学、技术哲学的理论视角探讨了技术技能文化的范式特征、内部构成要素、英德美等国的技术技能文化深层信念的教育积淀,技术技能文化的价值偏好与选择。提出了崇拜技术权威的传统情结是推动技能发展的内在动力;不同的团队作业的理念是企业发展的内在动力;训练、发展与复杂化的文化追求是技能提高的条件;技术文化内涵与外延的变化是教育改革的基础。九、进行了新职业主义教育的制度供给理论研究,指出职业教育制度供给的的战略性特征。提出将职业技能开发上升至战略的高度是引导技能发展的重要手段。职业教育的制度供给是一种有效运行机制。职业教育制度供给具有政策与路径的机制性,内容与执行的一致性、立法和条件的保障性,职业教育价值培育系统具有规范性。十、分析了新职业主义教育改革的实践经验,提出了其理论和实践价值。分析了英、美、德、澳开展新职业主义教育改革实践的共同和不同的特点。对新职业主义教育改革进行了总体分析与展望。最后提出了新职业主义教育改革对我国发展现代职业教育的启示。更多还原

【Abstract】 New Vocationalism is not a pure or an ordinary ideological trend of education or simply a theoretical school but it adds a ‘Sense of Mission’, which is represented by the cooperative innovation by the governmental officials to rebuild a ‘Mixture’of various factors in the system of modern vocational education. Those factors include ideology, policy, legislation, administration and practical efforts and the ‘Sense of Mission’ just shows the will of the government and governmental officials. New Vocationalism is exerting its extensive and profound influence on the whole world, providing helpful guidance for us. Thus, the current paper takes the vocational education mechanism of core skills development as the focus and applies multidisciplinary theories and methods to make a relatively systematic analysis of theories and practice of New Vocationalism in four foreign countries, including Britain, America, Germany and Australia. Main academic achievements and contributions of the paper are as follows:Firstly, the paper analyzes the formation of New Vocationalism and its significance, exploring the essence of the education in New Vocationalism and its forms of presentation, characteristics and the ranges and entities in the whole world. One of the main features of New Vocationalism is that it emphasizes on the unity of knowledge and skills. The experimental school of John Dewey and the curriculum theory of Marxism are the typical examples of the integration of knowledge and skills.Secondly, the paper points out that a key factor in the success of New Vocationalism innovation is that its drive mechanism can pertinently handle the relations among plans, goals, policies, actions, incentive mechanisms, institutions and the distribution of resources. A great number of academic teachers will be the executives. New Vocationalism promotes an idea of cooperative curricular development, which will integrate the academic and vocational education and educational experience outside the classroom.Thirdly, the paper constructs a theoretical framework of New Vocationalism, which is made up of the theory of developing core skills in New Vocationalism(the kernel of the theory and its main part),the theory of standardized operation(standardization of techniques and skills and the guarantee of the technical level), the theory of situational learning(a precondition for the construction of skills and the development of professional knowledge to obtain experience from the real work), the theory of sedimentary deposits and promotion of techniques and skills(the value system, impetus and accumulation of obtaining skills) and the theory of impetus of institutional supply(a safeguard condition and an impetus mechanism). The five aspects aforementioned will interact with each other.Fourthly, the paper analyzes the fundamental purpose and the realization process of New Vocationalism. The whole process starts from the core skills(related to individuals), to the core competence(related to the team) and finally to the core competitiveness(related to the team, the group and even the whole nation). Then based on the process, the study presents the components of the driving system of New Vocationalism, that is, the driving force of the market, the impetus and guarantee of institutional supply, the attractive force and pushing force of culture and the attention on the conditions in the workplace.Fifthly, the paper explains that core skills are the kernel and backbone of the ideology of New Vocationalism. The theoretical construction of core skills is inseparable from academic education and vocational education. New Vocationalism finds the point of integration between the two types of education and meanwhile explains various connotations and significance of core skills. It has been found that core skills are universal and transferable. Moreover, core skills are defined as inter-vocational and carriable abilities,excluding specific expertise and professional knowledge.Furthermore, the paper analyzes the features of the curricular mechanism of developing core skills in Britain, America, Germany and Australia.Sixthly, a research of the theory of situational learning in New Vocationalism is carried out, which finds that the integration of theories and practice has to be realized by ‘Participation’. The theoretical knowledge acquired in schools can only be activated in the specific workplace or working process. At work, knowledge is reflected in ‘Experience’ through the manner of integration. In the workplace, learning is highly situational. Thus, to obtain experience from authentic work is the precondition for the construction of competence and the development of expertise.Seventhly, the paper makes a theoretical study of the standardized operation of New Vocationalism, clarifying the modern significance of standardized educational ideology. The standardized education will bring professional technical norms into the whole educational process, where abstract concepts and experience will be developed into specific operational norms. Moreover, the standardized education creates a form of obtaining precise and proficient techniques and skills and emphasizes on the combination of artistic ideas and skill development. Finally, the standardized education is a value system which helps to acquire skills and techniques, a development system of the integration capability of techniques and skills and a standardized action system of social resource utilization.Eighthly, the paper conducts analyses of the cultural theories of skills and techniques in New Vocationalism and meanwhile analyzes the cultural push and control of the development of those techniques and skills. It is put forward that the traditional love knot of worshiping technical authorities is the internal driving force of the skills’ development. Different operational ideas are the drive of development. As for the promotion of skills and techniques, training, development and complex cultural pursuit are the prerequisites and then changes in the connotations and extensions of the technical culture establish the foundation of educational reform.Ninthly, the paper studies the institutional supply theory of New Vocationalism and depicts its strategic features. It is pointed out that the development of vocational skills should be promoted to a strategic height, which will be a significant measure to advance the development of skills. With the guarantee of legislation and conditions of the supply of the vocational education mechanism and the standardization of the value system, the institutional supply of vocational education becomes an efficient mechanism.Tenthly, the paper analyzes practical experience of the innovation of New Vocationalism and points out theoretical and practical values of the new educational ideology. Also, based on the analysis of similarities and differences of the innovative practice of New Vocationalism in Britain, America, Germany and Australia, the paper gives an overall expectation of the innovation of New Vocationalism in those foreign countries and finally puts forward the enlightenment of New Vocationalism in the development of modern vocational education in China.更多还原