华东师范大学学报(教育科学版) ›› 2017, Vol. 35 ›› Issue (1): 54-62+120.doi: 10.16382/j.cnki.1000-5560.2017.01.006

• 专题现代学徒制研究 • 上一篇    下一篇

职业教育现代学徒制的价值审视——基于技术技能人才知识结构变迁的分析

李政   

  1. 华东师范大学职业教育与成人教育研究所, 上海 200062
  • 出版日期:2017-02-20 发布日期:2017-03-27
  • 基金资助:

    2015年度教育部哲学社会科学研究重大课题攻关项目“职业教育现代学徒制理论研究与实践探索”(15JZD046)

The Value of Modern Apprenticeship in Vocational Education: Based on an Analysis of Knowledge Structure Change

LI Zheng   

  1. Institute of Vocational & Adult Education, East China Normal University, Shanghai 200062, China
  • Online:2017-02-20 Published:2017-03-27
  • Contact: 10.16382/j.cnki.1000-5560.2017.01.006
  • About author:LI Zheng

摘要:

从前工业社会到后工业社会,技术技能人才的知识结构经历了从一维到四维的转变。后工业社会技术技能人才的四维度知识结构包括经验型技术知识、实体型技术知识、方法型技术知识与理论型技术知识,它们之间具有独特的运行机制与形成机制。我国职业教育人才培养模式必须要结合技术技能人才知识结构的变迁进行深度变革,充分发挥现代学徒制在后工业社会技术技能人才培养中的关键作用。

关键词: 职业教育, 现代学徒制, 价值, 知识结构, 技术技能人才

Abstract:

From pre-industrial society to post-industrial society, technicians' knowledge structure has changed from one dimension to four dimensions. In post-industrial society, technicians' four-dimensioned knowledge structure includes:experiential technical knowledge, material technical knowledge, methodological technical knowledge and theoretical technical knowledge. Each has its specific mechanisms of development and operation.
Firstly, experiential technical knowledge takes the form of skills and experiments, which tends to be personalized, emotional, tacit, pre-scientific, system-integrated, situational, etc. Material technical knowledge takes the machine as its carrier, which is semi-theoretical and semi-empirical. Material technical knowledge is utilized to create, accumulate and implement the knowledge through operating and controlling machines. Methodological technical knowledge is a knowledge of design and decision, which contributes to the design of working process and decision-making. Secondly, the development of experiential technical knowledge and material technical knowledge requires training and internalization in workplaces. The development of methodological technical knowledge relies on the transfer and insight in the mentoring apprenticeship. The development of theoretical technical knowledge requires accumulation and the sublimation of learning in schools.
In recent years, there have been several defects in the professional training modes in vocational colleges. Firstly, the ways of collaboration between vocational colleges and enterprises have helped little to train qualified technicians for the manufacturing industry. In addition, the collaboration has provided ineffective learning experience. Last but not least, the collaboration has not been designed to provide enterprises with a platform for operation. Therefore, it's imperative to revolutionize the professional training modes, including the transformation of technicians' knowledge structure.
Modern apprenticeship offers a new perspective of the transformation. Firstly, it has established close relationship between students and the production situation, which can help students gain plenty of first-hand knowledge from the production process. Secondly, based on a stable mentoring relationship, modern apprenticeship can help students gain methodological technical knowledge needed in modern society. Thirdly, stakeholders can be gathered together in vocational college and enterprises in support of the cultivation of skilled talents. In conclusion, modern apprenticeship is of great value for the training of skilled talents, and it's essential to find a proper way to integrate modern apprenticeship into the cultivation of skilled talents between vocational colleges and enterprises.

Key words: vocational education, modern apprenticeship, value, knowledge structure, technicians