从大纲到标准:职业教育课程标准的溯源与借鉴

发布时间：2018-07-31 14:20

【摘要】：德、美两大哲学体系造就了不同的两大教育理论体系。德国古典哲学之下形成的教学论,更倾向于从"完美人生"的教育目的角度来思考教学大纲;而美国实证主义和实用主义哲学之下形成的课程论,则更倾向于从"完美生活"教育目标的角度来关注课程标准。相比而言,职业教育更适合采用课程标准。美国基于标准的教育改革和我国基础教育的课程改革,均未考虑职业教育的特点,对我国的职业教育课程标准只能提供有限的借鉴。依据职业教育的特点,其课程标准应以内容标准、过程与方法标准、表现标准、学习机会标准、情感态度标准等五项标准作为构成要素;职业教育的课程标准应界定为最低标准并规定标准的层次级别。
[Abstract]:The two philosophic systems of Germany and America have created two different educational theories. The teaching theory formed under the classical philosophy of Germany is more inclined to think about the syllabus from the perspective of the educational purpose of "perfect life", while the curriculum theory formed under the philosophy of positivism and pragmatism in the United States, They tend to focus on curriculum standards from the perspective of the educational goal of "perfect life". In contrast, vocational education is more suitable to adopt curriculum standards. The standards-based education reform in the United States and the curriculum reform in China's basic education do not take into account the characteristics of vocational education, which can only provide a limited reference to the curriculum standards of vocational education in our country. According to the characteristics of vocational education, the curriculum standard should be composed of five standards: content standard, process and method standard, performance standard, learning opportunity standard and emotional attitude standard. The curriculum standard of vocational education should be defined as the minimum standard and the level of the standard.
【作者单位】：广东农工商职业技术学院职业教育研究所;
【基金】：2013年广东省高等职业教育校长联席会议重大课题“职业教育教学督导新工具的开发及工具体系研究”(GDXLHZDA003) 2014年广东省高等职业教育教学改革项目“职业教育教学督导的过程研究与实践”(201401152),主持人:贾剑方
【分类号】：G712.3

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