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) ›› 2019, Vol. 37 ›› Issue (2): 127-135.doi: 10.16382/j.cnki.1000-5560.2019.02.014

• 教育精准扶贫 • 上一篇    下一篇

乡村建设与农村教育:职业教育精准扶贫融合模式与乡村振兴战略

朱成晨1, 闫广芬1, 朱德全2   

  1. 1. 天津大学教育学院, 天津 300350;
    2. 西南大学教育学部, 重庆 400715
  • 出版日期:2019-03-20 发布日期:2019-03-21
  • 基金资助:
    2018年度重庆市重点文科基地项目"西南民族地区职业教育精准扶贫的治理体系研究"（18SKB051）。

Rural Construction and Rural Education: An Integrated Model for Targeted Poverty Alleviation of Vocational Education and Rural Revitalization Strategy

Zhu Chengchen1, Yan Guangfen1, Zhu Dequan2   

  1. 1. School of Education, Tianjin University, Tianjin 300350, China;
    2. Faculty of Education, Southwest University, Chongqing 400715, China
  • Online:2019-03-20 Published:2019-03-21

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摘要： 现阶段我国正处于全面建成小康社会的决胜阶段，小康社会全面实现的关键在于乡村振兴战略的切实推行，乡村振兴的逻辑生长点在于农村职业教育。本研究立足于我国当今农村职业教育发展的"应然"愿景与"实然"样态，以教育精准扶贫为"必然"路向，以"扶志""扶心""扶智""扶资""扶业"为逻辑框架，以形成"以教促智""以智促富"和"以富促教"的良性循环为根本任务，试图构建体现"普职成统整""农科教统筹"等思想的农村职业教育精准扶贫融合模式。通过"以农为本"的价值观为农村教育寻找"外推"与"内生"共进式精准扶贫的发展道路，遵循让农村学生"升学有基础，务农有技术""不求人人升学，但求个个成才"的基本理念，推行"课程、课堂、基地、产业、农校、高校"为一体的"六联动"运行模式，力求体现"职业教育普通化，普通教育职业化，基础教育综合化，职业教育终身化"的农村职业教育发展思路与融合式战略思维。

关键词: 乡村建设, 农村职业教育, 精准扶贫, 融合模式, 乡村振兴

Abstract: In China, the revitalization of rural vocational education should be the core of the rural revitalization and construction. From the perspective Targeted Poverty Alleviation (TPA) of vocational education, this study deals with the vision and reality in Chinese rural vocational education and five proposed strategies. Based on the idea of the integration of general education, vocational education and adult education, and the combination of agriculture, technology and education, the study proposes a comprehensive secondary school model. This model would help prepare rural students with solid knowledge and skills when they graduate, to ensure other students are competent in farming and other jobs. Furthermore, the model also reflects the idea of "generalized vocational education" and "vocationalized general education", the idea of comprehensive based education and lifelong vocational education.

Key words: rural construction, rural vocational education, Targeted Poverty Alleviation, integrated model, rural revitalization