摘要
职业教育“实践—参与”教学模式是在专业面向的职业实践共同体中,在教师指导下,学生沿着特定职业发展逻辑所规划的生涯路径,以职业实践为中心,以职业技能形成为目标,多要素、多层次的社会化具身参与系统。针对学校职业教育与工作场所之间长期存在的实践模式及其情境脉络不连续问题,“实践—参与”教学模式从职业实践的教育属性、职业知识的境脉依赖、职业学习的“参与”本质、职业技能形成的具身机制四个方面阐述了理论渊源;基于“实践共同体”模型建构了职业教育教学组织的新形态;从职业实践样本整体开发与共同体境脉展开两个方面,职业实践具身参与的行动、认知、交互和认证四个环节,提出了职业教育教学过程设计的新框架。
The"practice-participation"teaching mode in vocational education is a multi-element and multi-level ecosystem of social embodied participation where students,within a profession-oriented practical community and under guidance of teachers,move along a specific career path that is centered on professional practice and aimed at boosting professional skills.In view of the long-standing practice pattern and its context discontinuity between school vocational education and workplace,the"practice-participation"teaching model elaborates the theoretical origin from four aspects such as educational attribute of vocational practice,context dependence of vocational knowledge,nature of"participation"in vocational learning and embodiment mechanism for the formation of professional skills.Based on the"community of practice"model,this paper constructs a new form of teaching organization in vocational education.This paper puts forward a new framework for the design of the teaching process in vocational education from two aspects of the whole development of vocational practice sample and the development of community context and four links of the action,cognition,interaction and authentication of embodied participation in vocational practice.
作者
周宏伟
乐崇年
ZHOU Hong-wei;LE Chong-nian(Ningbo Beilun Vocational School,Ningbo Zhejiang 315801,China)
出处
《职业教育研究》
2020年第2期9-18,共10页
Vocational Education Research
基金
全国教育科学规划2017年度教育部重点课题“基于‘专业教学工作室’的中职跨界教学组织与运行机制研究”(项目编号：DJA170409)
关键词
实践
参与
实践共同体
情境脉络
具身化
practice
participation
community of practice
context
embodiment
