21世纪法国中等职业教育课程改革研究

发布时间：2019-02-17 20:31

【摘要】：随着科技的迅猛发展、知识更新速度加快和职业的频繁更换，人才市场将不再满足劳动者只具有一技之长；随着产业结构的调整和市场经济的日益完善，必将引发劳动者的工作流动；随着学习型社会的出现，，职业教育将伴随人的整个职业发展过程。所有这些都将使得未来社会的劳动者，需要具备较宽厚的智能基础、较强的学习能力，那些以知识灌输为主，或者单纯强调技能与实用知识的传统教学已捉襟见肘。同时生存问题是时代的主题，职业教育是人的本真生存的开显，但现实职业教育却遗忘了人的本真生存。传统职业教育课程是一种实存职业教育观，将职业教育对象看作是“机器人”，此种职业教育观指导下的教育实践追求功利化教育目的、以“职业”规训课程内容，职业学校生活缺乏生机和活力。职业教育遗忘人的生活世界，淡漠人的生存意义和追求；异化学生的个体生存；忽视职业教育的本体功能。终身教育思想下的中等职业教育改革的价值取向是为受教育者职业生涯奠定基础，力图变传统的“知识中心”教育为可持续发展的“人的自我完善”教育，并通过学习者个体学习自觉性的调动，学习习惯的养成，学习能力的不断提高来构筑面向新的知识经济时代的学习型社会。再有，从本真生存对职业教育价值进行探讨也很有必要，这种探讨对引导职业教育发展方向、提升职业教育质量和建构职业教育基本理论具有重要的理论价值和现实意义。法国目前是这两种理论的思想发起者以及有效贯彻者，同时不论是从历史的视野还是当代的眼光来看，中国和法国都是世界上两个有影响的大国，具有各自的民族文化传统和现实需要，作为历史遗产和当代社会的重要组成部分之一，两国的中等职业教育表现出了诸多的共性和差异性。本文基于此，在通过认真研究分析21世纪法国中等职业教育课程改革的基础上，借鉴法国的先进课程改革理念以及实践经验，提出加快我国中等职业教育课程改革的构想。全文主要由三部分组成：第一部分：基本理论。包括第一章的选题缘由、概念界定及理论基础等主要论述；第二章法国中职教育课程改革国际与国内背景下的发展与现实需要；第三章21世纪法国中职教育课程改革的基本概述以及笔者调查分析。第二部分：改革评析。主要为第四章，集中对法国中职教育课程改革的特色及措施进行分析，同时包括改革中发现的不足以及面临的困境。第三部分：启示及对策思考。包括第五章我国中职教育课程存在的问题以及原因分析，借鉴法国经验，提出针对我国中职教育课改的构想与对策，表达笔者关注人的生存与发展的职业教育课程观。
[Abstract]:With the rapid development of science and technology, the speed of knowledge renewal and the frequent changes of occupations, the talent market will no longer meet the needs of workers with only one skill; With the adjustment of industrial structure and the improvement of market economy, it will lead to the flow of workers' work, and with the appearance of learning society, vocational education will accompany the whole process of professional development. All these will make the workers of the future society need to have a broad intellectual foundation, strong learning ability, those who inculcate knowledge mainly, or simply emphasize skills and practical knowledge of the traditional teaching has been stretched. At the same time, the problem of survival is the theme of the times, vocational education is the opening of the real existence of human beings, but the real vocational education has forgotten the real existence of human beings. The traditional vocational education curriculum is a kind of real vocational education view. The object of vocational education is regarded as "robot". Under the guidance of this kind of vocational education view, the educational practice pursues the aim of utilitarian education and discipline the course content with "occupation". Vocational school life lacks vitality and vitality. Vocational education forgets people's life world, indifferent people's survival significance and pursuit, alienates student's individual survival, ignores the vocational education's Noumenon function. The value orientation of the reform of secondary vocational education under the thought of lifelong education is to lay the foundation for the professional career of the educatee, and try to change the traditional "knowledge center" education into the "human self-improvement" education of sustainable development. Through the mobilization of individual learning consciousness, the cultivation of learning habits and the continuous improvement of learning ability, the learning-oriented society facing the new era of knowledge economy is constructed. Furthermore, it is necessary to discuss the value of vocational education from the original existence, which has important theoretical value and practical significance in guiding the development direction of vocational education, improving the quality of vocational education and constructing the basic theory of vocational education. France is at present the initiator and effective implementer of these two theories. At the same time, both China and France are two influential powers in the world, both from the historical and contemporary perspectives. As an important part of the historical heritage and contemporary society, the secondary vocational education of the two countries shows many similarities and differences. Based on this, on the basis of studying and analyzing the curriculum reform of secondary vocational education in France in the 21st century, and drawing lessons from the advanced curriculum reform ideas and practical experience of France, this paper puts forward the idea of speeding up the curriculum reform of secondary vocational education in China. The thesis consists of three parts: the first part: the basic theory. It includes the reasons of the first chapter, the definition of the concept and the theoretical basis, the second chapter, the development and practical needs of the curriculum reform of secondary vocational education in France under the international and domestic background. The third chapter summarizes the reform of the secondary vocational education curriculum in France in the 21 st century and the author's investigation and analysis. The second part: the analysis of reform. The fourth chapter focuses on the analysis of the characteristics and measures of the curriculum reform of secondary vocational education in France, including the shortcomings found in the reform and the difficulties faced. The third part: inspiration and countermeasures. The fifth chapter analyzes the problems and causes of the secondary vocational education curriculum in our country, draws lessons from the experience of France, puts forward the ideas and countermeasures for the reform of the secondary vocational education curriculum in our country, and expresses the author's view of vocational education curriculum concerned about the survival and development of human beings.
【学位授予单位】：四川外国语大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G719.565

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