“工具化理论”视阈下的职业教育发展

发布时间：2018-04-25 08:35

  本文选题：职业教育 + 工具化理论　； 参考：《教育发展研究》2016年Z1期

【摘要】：工具化理论由加拿大技术哲学家芬伯格提出,包括初级工具化与次级工具化两部分。初级工具化主要关注技术的自然属性及其功能的实现,其对技术的解释集中在工具与手段层面。次级工具化则主要聚焦技术的社会属性及其与人的相互建构,是对初级工具化的批判与超越。长期以来,职业教育的发展受到"初级工具化"的内在影响与支配,导致课程模式的去情境化、技术伦理教育与技术美学教育的缺失、职业教育与生活世界的割裂、技术创新教育不足等问题。依据次级工具化理论,职业教育应超越初级工具化的消极影响并遵从以下发展方向:开发系统化的职业教育课程模式、实施技术伦理与技术美学教育、打通技术世界与生活世界、开展技术创新教育。
[Abstract]:The theory of instrumentalization is put forward by Canadian technical philosopher Feinberg, which consists of primary instrumentation and secondary instrumentalization. Primary instrumentation mainly focuses on the natural attributes of technology and the realization of its functions, and its explanation of technology is focused on the tool and means level. Secondary instrumentalization mainly focuses on the social attributes of technology and its mutual construction with people, which is the criticism and transcendence of primary instrumentation. For a long time, the development of vocational education has been influenced and dominated by "primary instrumentalization", which leads to the desitutionalization of curriculum mode, the absence of technical ethics education and technical aesthetics education, and the separation of vocational education from the world of life. Problems such as insufficient education in technological innovation and so on. According to the theory of secondary instrumentalization, vocational education should surpass the negative influence of primary instrumentation and follow the following development directions: to develop a systematic curriculum model of vocational education, and to implement technical ethics and technical aesthetics education. Open the world of technology and life, and carry out technological innovation education.
【作者单位】： 天津职业技术师范大学职业教育教师研究院;
【基金】：天津市普通高等学校人文社会科学重点研究基地“职业教育发展研究中心”资助 该中心2015年度开放基金项目“中国制造2025背景下的职业教育教师角色转型研究”(15ZXYBN004)部分研究成果
【分类号】：G710
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本文编号：1800577