【作者】 刘晓保；

【导师】 马庆发；

【作者基本信息】 华东师范大学 ， 职业技术教育学， 2011， 博士

【摘要】 技术教育在国(境)外作为一种客观存在的教育体系,在我国却是一种“新生事物”。随着现代科学技术的快速发展,我国技术型人才的缺失、技术教育的边缘化所引起的国家整体技术创新能力不足的问题逐步显现出来。面对这种现状,作为以实施技术教育为主体的高等技术院校却在一种怀疑、排斥,甚至责难的不良语境中“小荷才露尖尖角”。尽管高等技术院校在我国的发展还面临着许多的问题和困境,但作为高等院校,学科建设是龙头,也是体现其办学水平和综合实力的主要标志,是其必须重点关照的地方。然而,面对“千校一面、一学科千遍”的现状,作为一种与传统研究型大学和工程型大学不同类的“新生”高等技术院校,简单的摹仿和移植现有普通高校的学科建设模式不是良策,关键是如何根据自己的办学定位和传统“独辟蹊径”,寻找新的学科增长点才是高等技术院校学科建设中首先要解决的问题,即,建设什么样的学科、如何使其学科建设体现出技术教育的特色。本文在借鉴了当代“三元论”哲学观有关思想的基础上,依据学科是相对独立的科学知识体系的基本观点,从知识分类、科学分类从入手,提出了基础学科、工程学科和技术学科的新学科分类框架,并初步诠释什么是技术学科、试探性地构建了技术学科体系的基本框架,提出了高等技术院校的学科建设应该着重建设技术学科的基本设想。本论文含绪论共六章：绪论,主要阐明研究的背景和意义,并在梳理国内外相关研究成果的基础上,发现研究的问题,提出研究的思路和方法。第一章,主要从国(境)外技术教育的高级化与体系化的分析入手,分析了什么是技术教育、技术教育与职业教育的关系,技术教育在科技发展的过程中逐渐高移的历程,以及国(境)外为建构技术教育体系在政策上所提供的保障条件。以此来观照我国技术教育的曲折发展和被工程教育的同化历程,揭示了技术教育和工程教育的区别与联系,技术教育在我国科技创新和技术型人才培养中的作用,最终提出了我国技术教育需要正名的意见和建议。第二章,从人才分类、教育分类与学校类型分类之间的关系入手,阐明了高等技术院校存在的客观性,以及高等技术院校的定位。同时,着重分析了高等技术院校在我国的发展现状,并通过现状的分析,提出了高等技术院校在学科建设中存在的问题：即建设什么样的学科?以及如何来建设具有技术教育特色的学科。第三章,从学科的本质分析出发,阐述了知识与学科、专业与学科的关系,并着重分析了知识分类、科学分类和学科分类方法和历程,从中总结了学科分类的复杂性和滞后性的特点,认为这是导致高等技术院校学科建设迷茫的主要根源。在此基础上,依据现代哲学观变革所提出的“三元论”观点,厘清了科学、技术与工程三者之间的关系,并提出了基于“三元论”哲学观的学科分类框架。第四章,着重阐述什么是技术知识、什么是技术科学,以此分析了技术知识、技术科学与技术学科之间的关系。在此基础上分析什么是技术学科,技术学科体系的构成,并分析技术学科与工程学科之间一种互涉与创生的关系。第五章,主要介绍的是一种策略,即如何来发展技术学科。主要从三个方面来阐述,一是定位与方向,即技术学科的发展要以高新技术的研发为根本；二是途径与目标,即高等技术院校在建设技术学科的过程中,要发挥企业和学校之间各自的优势和特长,通过校企之间的深度合作,实现双方的互利互惠；三是支撑与保障,即要通过技术共同体机制的建立,把企业的技术研发人员和高校的双结构型教师队伍联接起来,通过共同的研究,提升研究队伍的质量和水平。更多还原

【Abstract】 As an education system, technical Education, which has existed long in other countries, however, is a new in China. With the rapid development of modern science and technology, the problem of poor overall national technological innovation, which is caused by the lack of technological talents and technological education marginalization, is gradually showing up. It is in the situation of doubt, resistance and even censure that the higher technical institutes, the main body of technical education, started to develop. Though higher technical institutes’ development in China still faces many problems and difficulties, disciplinary construction takes the lead in higher technological institutions; it is also the main symbol reflecting their education level and comprehensive strength and needs to be stressed. However, facing the phenomenon of "thousands of schools with the same look" and "one disciplinary repeated in thousands of times", it is not a good choice for higher technical institutes, as a new born thing, different from traditional research universities and engineering universities, to simply copy or transplant existed colleges’ and universities’ disciplinary model and the priority is how to creatively located a new disciplinary growth point according to school’s education orientation and tradition, i.e., what kind of disciplines to develop and how to reflect technical education’s character in disciplinary construction. According to the basic view that discipline is relatively independent scientific knowledge system, based itself on the ideologies relevant to Triadic Philosophical Theory, this paper puts forward a new classification of discipline framework consisting of foundation disciplines, engineering disciplines and technological discipline in terms of the classification of knowledge and sciences, preliminarily explains what is technical discipline, tentatively constructs the basic framework of technical disciplinary system and finally proposes that the disciplinary construction of higher technical institutes should be focused on technical disciplines. This paper contains six parts besides the introduction.Introduction part mainly clarifies the background and significance of the research and shows the research problem and proposes the ideas and methods of research on the foundation of studying related research results home and abroad. Chapter One, by discussing foreign technical education’s inclination to senior level and systematization, analyzes the definition of technical education, the relationship between technical education and vocational education, technical education’s upward development process in scientific development, and the supportive policies that foreign countries provide for constructing technical education system. The analysis reflects the winding development of China’s technical education and the assimilation process by engineering education. This chapter also reveals the differences and connections between technical education and engineering education, the role of technical education in cultivating innovational and technical talents and finally proposes the suggestions of giving technical education a proper name.Chapter Two, starting from the relationships among personnel classification, educational classification and school classification, clarifies the objectivity of higher technical institutes’ existence and its position. At the same time, this paper mainly analyzes higher technical institutes’ development status in China and identifies the existing problems in the discipline construction of higher technical institutes, such as what kind of discipline to develop and how to develop disciplines with technical education characteristic.Chapter Three, based on the analysis of the nature of disciplines, clarifies the relationship between knowledge and discipline, major and discipline. This chapter mainly analyzes the method and process of knowledge classification, science classification and disciplinary classification, from which the characteristics of complexity and delay related to disciplinary classification are summarized. They are considered the main sources of higher technical institutes’ disciplinary classification. On this basis, according to the Triadic Philosophical Theories proposed in the transformation of modern philosophies, this chapter clarifies the relationship among science, technology and engineering and proposes the disciplinary category framework based on the Triadic Philosophical Theory.Chapter Four focuses on what is technical knowledge and technical science in order to analyze the relationship between technical knowledge, technical science and technical disciplines. It also analyzes what is technical discipline, the structure of technical disciplinary system. Besides, it also analyzes the mutual and derivative relationship between technical discipline and engineering discipline.Chapter Five mainly introduces a strategy of how to develop the technical discipline from three perspectives:first, position and orientation, i.e., the development of technical discipline should be subject to the development of high technology; second, approach and objective, i.e., during the process of developing higher technical discipline, it is necessary to take advantage of both enterprises and schools so as to realize both parties’mutual benefits with cooperation; and third, support and guarantee, i.e., the establishment of technology community system may help to join the technical development staff with their teaching counterparts in universities, thus promoting the quality of research teams through concerted efforts.更多还原