华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2026, Vol. 44 ›› Issue (4): 66-78.doi: 10.16382/j.cnki.1000-5560.2026.04.006

• 职业教育 • 上一篇    下一篇

培养大国工匠：教育强国背景下工匠技术创新研究

王茜雯, 徐国庆   

  1. 华东师范大学职业教育与成人教育研究所，上海 200062
  • 接受日期:2025-06-20 出版日期:2026-04-01 发布日期:2026-03-31
  • 基金资助:
    国家社科基金“十四五”规划2021年度教育学一般课题“基于产业人才需求分析的职业本科人才培养模式研究”（BJA210094）。

Cultivating National-Level Master Craftsmen: Research on Craftsmen Technological Innovation under the Background of A Strong Country in Education

Xiwen Wang, Guoqing Xu   

  1. Institute of Vocational and Adult Education, East China Normal University, Shanghai 200062, China
  • Accepted:2025-06-20 Online:2026-04-01 Published:2026-03-31

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摘要：

没有来自生产一线的工匠的技术创新，中国制造“大而不强”的问题很难实现根本性突破。工匠技术创新能力培养已然成为当前教育强国建设的关键内容。技术创新作为工匠的重要内涵并非自古如是，产业技术发展促使工匠的内涵被不断解构与重构。在经历了古代身体经验技术发展阶段的“技艺之巧”、近现代机械技术发展阶段的“动作熟练”的内涵演变后，在当前智能制造技术发展的背景下，技术创新成为当代工匠的核心要义。工匠技术创新能力培养有其现实基础，包括工匠技术创新独立地位的理论逻辑、从垂直式走向融合式的分工模式基础以及当代工匠已具备技术创新潜力的能力保障。工匠技术创新能力培养的关键特征可概括为：职责类型上指向实践经验，职责范畴上聚焦技术细节，成长进路上强调“实践−反思”。以此为依据，工匠技术创新能力培养应重点关注三个问题：一是培养主体上，形成以职业教育为核心、多元主体共同参与的人才培养格局；二是培养内容上，以技术知识作为人才培养的知识论基础；三是培养策略上，着眼于反思性实践的方法论支撑。

关键词: 工匠技术, 技术创新, 大国工匠, 教育强国

Abstract:

Without technological innovation from the craftsmen working on the front lines of production, it is difficult to achieve a fundamental breakthrough in the problem of “big but not strong” made in China. The cultivation of craftsmen’s technological innovation ability is the key content of the current construction of a strong country in education. Technological innovation as an essential part of craftsmen has not always been the case. The development of industrial technology has continuously deconstructed and reconstructed the connotation of craftsmen. After undergoing the connotation evolution from “the artistry of skill” in the development stage of physical experience technology in ancient times to “proficiency in action” in the development stage of mechanical technology in modern times, technological innovation has become the core essence of contemporary craftsmen under the background of the development of intelligent manufacturing technology. The cultivation of craftsmen’s technological innovation ability has its realistic basis, including the theoretical logic of the independent status of craftsmen’s technological innovation, the division of labor model basis from vertical to integrated, and the ability guarantee that craftsmen have the potential for technological innovation. The key characteristics of cultivation of craftsmen’s technological innovation ability can be summarized as follows: the type of responsibility points to practical experience, the scope of responsibility focuses on technical details, and the growth path emphasizes “reflection-practice”. Based on this, the cultivation of craftsmen’s technological innovation ability should focus on three issues: in terms of the cultivation subject, a talent cultivation pattern with vocational education as the core and the participation of multiple subjects should be formed; in terms of the cultivation content, technical knowledge should be taken as the knowledge theory basis of talent cultivation; in terms of the cultivation strategy, the methodological support of reflective practice should be emphasized.

Key words: craftsmen technology, technological innovation, national-level master craftsmen, a strong country in education