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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。
Instrumentalization theory proposed by the Canadian technology philosopher Fenberger, including the primary tool and secondary tool of two parts. Primary instrumentalization focuses primarily on the natural properties of technology and its realization, and its interpretation of technology focuses on tools and tools. The secondary instrumentalization mainly focuses on the social properties of technology and its mutual construction with others, which is the critique and transcendence of the primary instrumentalization. For a long time, the development of vocational education has been influenced and dominance of “primary instrumentalization ”, leading to the decontextualization of curriculum models, the absence of technical ethics education and technical aesthetics education, the fragmentation of vocational education and life world, the education of technological innovation Insufficient issues. According to the theory of secondary instrumentalization, vocational education should surpass the negative impact of primary instrumentalization and follow the following development directions: developing systematic vocational education curriculum model, implementing technical ethics and technical aesthetics education, opening up the world of technology and life and carrying out technological innovation education.