摘要
德国劳动教学论作为一门学科教学论,将普通教学论的一般理论范畴进行了学科性转化与实践性运用,是一门兼具研究性与应用性特征的学科,也是指导学校劳动教学实施的行动指南。其理论框架将培养劳动从业者、生产者/商品制造者、市场消费者等角色的职业行动能力设立为基本任务;引入了克拉夫基“教学论分析”与布兰卡茨“教学设计”等经典教学模式,并逐步形成了一系列劳动学科教学法,为劳动教学实施提供了行之有效的专业指导。综合分析学科建设的域外经验,我国新时代劳动教学论建设应聚焦学生劳动素养的培养,遵循课程标准的基本要求,完善多主体协同合作机制,彰显劳动教育的时代价值。
Rooted in the country's long-standing tradition of didaktics, German didatics of labor education didactics has carried out disciplinary transformation and practical application of the general theoretical scope of general didactics, and is a discipline with both research and application characteristics, which has become the main guidance for labor education. Its theoretical framework establishes the occupational action ability of labor practitioners, producers/commodity producers, market consumers and other roles as the basic tasks. It has formed some classic teaching models, such as Klafki's “Didactical Analysis” and Blankertz's “Teaching Design Model”, which provides effective professional guidance for labor teaching in schools. Based on the systematic analysis of the discipline construction in Germany, the construction of labor theory of instruction in China should focus on the cultivation of students' labor literacy, follow the basic requirements of curriculum standards, improve the multi-subject cooperative mechanism, and highlight the value of times.
作者
任平
林嘉雯
REN Ping;LIN Jiawen(Faculty of Education,Guangzhou University,Guangzhou,510006,China)
出处
《全球教育展望》
北大核心
2024年第2期3-18,共16页
Global Education
基金
中国高等教育学会2022年度高等教育科学研究规划重点课题“国际比较视角下服务学习类高校劳动课程开发与教学模式研究”(项目编号:22LD0205)的研究成果。
关键词
劳动教学论
德国
劳动教育
理论框架
实践路径
didactics of labor education
Germany
labor education
theoretical framework
practical approach
