论文部分内容阅读
职业教育课程不仅要关注让学生获得哪些工作知识,而且要关注让学生以什么结构来获得这些知识。课程结构是影响学生职业能力形成的重要变量。“三段式课程”和“宽基础、活模块课程”都是职业教育课程结构的宏观模式,后者其实是前者的变种。这种以知识本身的逻辑结构为基本依据所形成的职业教育课程结构在实践中是低效的。职业教育课程研究者们一直致力于探索新的结构模式,这也构成了20世纪80年代以来世界职业教育课程改革的主旋律。
Vocational education courses not only focus on what students get the job knowledge, but also to pay attention to what structure to get students to acquire this knowledge. Curriculum structure is an important variable affecting the formation of students’ professional ability. The “three-stage course” and “wide-based, live-module course” are the macroscopic modes of the vocational education curriculum structure, which is actually a variant of the former. This kind of structure of vocational education formed on the basis of the logical structure of knowledge itself is inefficient in practice. Vocational education curriculum researchers have been committed to exploring new structural models, which also constitute the main melody of the world’s vocational education curriculum reform since the 1980s.