中等职业学校文化基础课程价值结构研究

发布时间：2018-05-18 05:02

本文选题：中等职业学校 + 文化基础课程　；参考：《西南大学》2013年硕士论文

【摘要】：中等职业学校文化基础课程一直是我国职业教育课程体系中的重要组成部分。在2008年新修订的《中等职业教育文化基础课教学大纲》中,明确要求在中等职业学校中开设语文、数学、英语、体育与健康、计算机应用基础、物理、化学等文化基础课。这些文化基础课程作为“法定课程”进入中等职业学校的课堂必然承载着一定的价值倾向。关于中等职业学校文化基础课程价值结构的研究命题也是在这种现实情境和理论环境中催生出来的。对文化基础课程价值结构的研究是由文化基础课程定位的混乱和实施现状所引发的对课程价值的反思。而对课程价值的重新审视也正是对当今课程理论研究发展的需要和对中等职业学校文化基础课程理论匮乏的弥补。本研究主要采取文献分析法、逻辑分析法、调查研究法等方法,试图全面系统地研究中等职业学校文化基础课程价值结构,最终形成对中等职业学校文化基础课程价值结构的理论架构,并分析此结构特性。基于此,本研究围绕中等职业学校文化基础课程价值结构为中心的四大问题展开：(1)为何构建?(2)怎么构建?(3)构建什么?(4)结构特性如何? 首先,从中等职业学校开设文化基础课程必要性分析、对中等职业学校文化基础课程几个问题域的解读以及对中等职业学校文化基础课程实施现状分析等三个方面实现对中等职业学校文化基础课程的理性分析,从而解决“为何构建中等职业学校文化基础课程价值结构”的问题。其次,在解决了为何构建的前提性问题之后,以价值哲学为依据,针对中等职业学校文化基础课程价值的来源进行分析,主要包含：学生需要是中等职业学校文化基础课程价值的目的性来源,社会需要是动力性来源以及学科知识是本体性来源。更为重要的是,这部分着重对中等职业学校文化基础课程价值关系中的各个价值因素进行逐个分析,对作为价值主体的学生和社会,作为客体的文化基础课程以及主体的需要和客体的功能属性等等进行分析,试图构建中等职业学校文化基础课程价值结构模型。再次,通过对中等职业学校文化基础课程价值关系中的各因素分析,本研究形成了中等职业学校文化基础课程价值结构框架。具体分为内部结构和外部结构。内部结构是作为客体的文化基础课程的功能属性满足了作为主体的学生和社会的需求,形成了工具性价值和本体性价值。外部结构则是以价值的特性为基础的对价值结构的各种规定性,具体为自觉性、动力性、规范性、调节性、发展性和创新性。最后,在构建的中等职业学校文化基础课程价值结构体系中,最为明显的结构特性为动态性。包含有内部动态性和外部动态性。其中,外部动态性表现为一个循环流动的动态性,形成一个从社会主流价值向课程设者的流动,再到课程执行者、课程实践者,而又从课程实践者流向社会主流价值的动态环。
[Abstract]:The cultural basic course of secondary vocational schools has always been an important part of the curriculum system of Vocational Education in China. In the newly revised curriculum of secondary vocational education in 2008, the syllabus for secondary vocational education is clearly required to set up Chinese, mathematics, English, sports and health, computer application foundation, physics, chemistry and other cultural bases in secondary vocational schools. Basic lessons. These cultural basic courses are bound to bear certain value tendencies as "Legal Courses" into secondary vocational schools. Research on the value structure of cultural basic courses in secondary vocational schools is also born in this realistic situation and the theoretical environment. It is a reflection on the value of curriculum caused by the confusion of the orientation of cultural basic courses and the current situation of implementation, and the re examination of the value of the curriculum is the need for the development of the current curriculum theory and the deficiency of the theory of cultural basic courses in secondary vocational schools.
This study mainly adopts the methods of literature analysis, logical analysis, investigation and research, and tries to comprehensively and systematically study the value structure of cultural basic courses in secondary vocational schools, and finally form a theoretical framework for the value structure of cultural basic courses in secondary vocational schools, and analyze the structural characteristics. Based on this, this study is centered on secondary vocational school. The four major problems of school culture foundation curriculum are: (1) why? (2) how to construct? (3) what to build? (4) what are the structural characteristics?
First, an analysis of the necessity of setting up cultural basic courses in secondary vocational schools, the interpretation of several problem domains of cultural basic courses in secondary vocational schools and the analysis of the status quo of the implementation of cultural basic courses in secondary vocational schools are carried out to realize the rational analysis of the course of cultural basic courses in secondary vocational schools, so as to solve the "why construction". The value structure of cultural basic courses in secondary vocational schools.
Secondly, after solving the precondition of the construction, based on the value philosophy, this paper analyzes the source of the value of the cultural basic course in secondary vocational schools, mainly including: the needs of the students are the purpose source of the value of the basic curriculum of the secondary vocational school, the needs of the society and the knowledge of the subject are the ontology. More importantly, this part focuses on the analysis of the value factors in the value relationship of the cultural basic courses in secondary vocational schools, and analyzes the students and society as the subject of value, the cultural basic course of the object as well as the needs and objects of the subject, and so on, trying to build a medium occupation. The value structure model of school culture basic course.
Thirdly, through the analysis of the factors in the value relationship of cultural basic courses in secondary vocational schools, this study has formed the framework of the value structure of cultural basic courses in secondary vocational schools. It is divided into internal structure and external structure. The internal structure is the function attribute of the cultural basic course as the object, which satisfies the students and society as the main body. The demand of the meeting has formed a instrumental value and an ontological value. The external structure is a variety of provisions on value structure based on the characteristics of value, which is specific to consciousness, power, norm, regulation, development and innovation.
Finally, in the construction of the structure of the value structure of the secondary vocational school cultural basic curriculum, the most obvious structural characteristics are dynamic, including internal dynamic and external dynamics. Among them, the external dynamic performance is a dynamic of circulating flow, forming a flow from the value of the social main stream to the curriculum, and then to the curriculum implementation. Practitioners, curriculum practitioners, and curriculum practitioners flow to the dynamic ring of social mainstream values.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G712.3;G718.3

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