职业教育基础概念的历史溯源

发布时间：2018-04-01 06:08

本文选题：职业教育　切入点：概念　出处：《天津大学》2012年博士论文

【摘要】：职业教育概念在我国素存争议。我国职业教育百余年的发展史，就是一部名称之争的历史。对这些争议背后原因的探究，是写作本文的最初动机。在第一部分，即导言里，对研究的由来、意义、思路、方法等进行了集中阐述。 “职业教育”这一概念有三个基本元素：职业、技术和教育。本文将之称为“源概念”。本文将整个研究建立在这样一个信念之上，即：没有对“源概念”进行历史、深入、系统的了解，就不可能真正理解职业教育概念本身。对“源概念”的研究，构成了本文的第二部分（第二到第四章）。这一部分，通过历史溯源，揭示了这些概念的社会文化意涵，并就其中西差异进行了比较分析。职业教育在不同的国家或社会，或者在同一个国家或社会的不同时期，有着不同的称谓，如“职业教育”、“技术教育”、“职业培训”等。本文将它们称为“核心概念”。本文第三部分（第五到第八章），从思想、组织机构、社会分层与教育分类的关系、教育与培训的关系等方面，对这些“核心概念”的历史演进，以及由此所形成的一种复杂文化现象，进行了全面解读。最后，本文第四部分，即第九章，在对全文总结和归纳的基础上，，形成了如下几个主要的研究结论： 1．职业教育与哲学二元论密切相关。对二元论的不同态度形成了保守与进步两种不同的职业教育思想。凯兴斯泰纳和杜威分别是这两种思想的代表人物。 2．等级文化、民主精神和社会特性，是形塑不同国家或民族职业教育概念特征的主要因素。德国由新教改革所形成的职业观与国家主义的意识形态相结合，使“职业教育”成为一个盛行的词汇。英国的绅士文化和自由放任主义，则使它选择了“技术教育”一词。法国民族特性兼容性的一面，使得“职业教育”和“技术教育”同时]Z入了它的历史。而美国由于它的民主主义、实用精神和缺乏等级文化的传统，在职业教育术语的选择上则呈现了多样性和多变性的特征。 3．我国职业教育概念之所以长期存在争议，其根源在于“本体论”和“实践论”或者说是文化和制度的冲突。也就是说，我国本体价值上的职业教育是杜威式的，而现实制度的职业教育则是凯兴斯泰纳式的。这种冲突反映了我国传统文化和社会主义的价值观与变化了的社会分层之间的矛盾。 4．“职业教育”实际上包含了三个相对独立的子概念，即“字面意义的职业教育”、“技术教育”和“职业培训”。因此，基于学术概念纯净性的原则，当下所谓的“职业教育学”相应应该有三条不同发展的路径，即：“教育职业学”、“技术教育学”与“职业培训学”。
[Abstract]:The concept of vocational education is controversial in our country. The history of the development of vocational education in China for more than a hundred years is the history of the controversy over the name. The exploration of the reasons behind these disputes is the initial motive of writing this article. In the first part, the introduction, The origin, significance, train of thought and method of the research are expounded in this paper. The concept of "vocational education" has three basic elements: occupation, technology and education. This paper refers to it as the "source concept". It is impossible to understand the concept of vocational education itself with a systematic understanding. The study of the "source concept" constitutes the second part of this paper (chapter two to chapter four). This paper reveals the social and cultural implications of these concepts and makes a comparative analysis of their differences between China and the West. Vocational education has different appellations in different countries or societies, or at different times in the same country or society. Such as "vocational education", "technical education", "vocational training" and so on. This paper refers to them as "core concepts". In the aspects of the relationship between education and training, the historical evolution of these "core concepts" and a complex cultural phenomenon formed therefrom are comprehensively interpreted. Finally, the fourth part of this paper, namely the ninth chapter, on the basis of the summary and induction of the full text, has formed the following main research conclusions:. 1. Vocational education is closely related to the dualism of philosophy. The different attitudes towards dualism form two different ideas of vocational education, namely, conservative and progressive. Kathleen Steiner and Dewey are the representatives of these two thoughts. 2. Hierarchical culture, democratic spirit and social characteristics are the main factors shaping the conceptual characteristics of vocational education in different countries or nationalities. To make "vocational education" a popular term. The English culture of gentry and laissez-faire led it to choose the word "technical education". "Vocational education" and "technical education" at the same time] Z into its history. And the United States because of its democratic, practical spirit and lack of hierarchical culture tradition, The choice of terms in vocational education presents the characteristics of diversity and variability. 3. The reason why the concept of vocational education in our country has been controversial for a long time lies in the conflicts between "ontology" and "practice" or between culture and system, that is, vocational education in our country is Dewey in its ontological value. This conflict reflects the contradiction between our traditional culture and socialist values and the changing social stratification. 4. "Vocational education" actually contains three relatively independent sub-concepts, namely, "literal vocational education", "technical education" and "vocational training"... therefore, based on the principle of purity of academic concepts, At present, the so-called "vocational pedagogy" should have three different paths of development, namely, "educational vocational science", "technical pedagogy" and "vocational training study".
【学位授予单位】：天津大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G710

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