【作者】 梁成艾；

【导师】 朱德全；

【作者基本信息】 西南大学 ， 职业技术教育学， 2012， 博士

【摘要】 职业教育“项目主题式”课程与教学模式的研究从背景分析、理论建模和实证探索三个层面对该课程与教学模式的产生源由、价值地位、理论基础、结构要素、建构原则、运作模型、建构路径、实践效应等研发内容进行了深入的探讨。1.研究在切实厘清国内外职业教育课程与教学模式发展特征的基础上,归结出了当前中国职业教育课程与教学活动中的现存问题及其产生根源。研究在对国内外比较有影响力的儿种课程与教学模式之发展特征进行了认真分析与仔细比对的基础上,认为当前中国的“项目驱动”型课程与教学改革活动虽然已将整个课程与教学模式的研究工作从以往纯粹对学科体系课程与教学的批判和对完全照搬国外发展经验的嗤鼻转向了对学科体系的解构与行动体系的重构及国外引进与本土生成有机结合之研究道路上来,但这一转向进程未能完全根除课程与教学活动领域中的很多旧的陋习,有时甚至还带来了一些新的问题。为了切实厘清职业教育课程与教学活动领域中的旧的陋习和新的问题,研究者以问卷调查为手段,发现导致这些陋习和问题产生的原因又主要可归结为“理念指导之本土化与人文性缺失、目标定位之空泛化与自由化并存、内容设置之学科化与陈旧样越位、体系结构之三段型与模块化盛行、组织实施之个性化与情境性遁形和考核评价之企业潮与自卑感突显”等六大范畴,而这一六大范畴的原因却或多或少地都与职业教育课程与教学模式有着某种关联,为此研究认为可以从加大课程与教学模式改革力度等方面来尝试缓解现行职业教育课程与教学改革活动中的问题或陋习。2.研究在对职业教育课程与教学模式之发展现状进行理性思量的前提下,科学审视了职业教育“项目主题式”课程与教学模式的价值内涵及其改革路向。研究认为,当前社会上存在着一股基于普通教育研究视角的“模式批判情结”,而导致这一“模式批判情结”产生的根本原因却是由于“课程与教学模式种类的泛滥化、课程与教学模式功能的夸大化、课程与教学模式效果的虚空化、课程与教学模式进程的条框化”等情境与效应等引起的。为此,研究在仔细剖析“模式批判情结”产生根源的基础上,立足于职业教育研究视野,从“专业结构与职业分类相对接、课程设置与岗位任务相对接、教学内容与职业能力相对接、教学情境与工作情境相对接、评价内容与行业标准相对接”六大维度对职业教育课程与教学模式建构之内涵进行了解读,并适时从普职融合的角度出发,阐明了普职统整型课程与教学模式的改革路向。在确定好职业教育课程与教学模式的改革路向之后,研究又从价值的“本质问题、认识问题、实践问题和评判问题”四个层面对职业教育“项目主题式”课程与教学模式的价值内涵问题进行了科学审视。认为可从价值的“工具性定义、本体性意蕴和融合性内涵”三个维度对该课程与教学模式的价值本质问题进行探讨、可从价值的“认知发展、技术范式、社会本位和人文理性”四个层面对价值的取向性问题进行反思。同时研究也说明要注重从价值的“本体性效应、工具性效应和职业性效应”三个角度来有效表征价值的实践性问题,要从“价值评判制因的解析、价值评判标准的把握和价值评判功效的瞻望”等多重视角来分析该课程与教学模式的价值评判问题。3.研究在仔细归结职业教育“项目主题式”课程与教学模式之理论依据的基础上,例证性地对该课程与教学模式的建构等研发活动进行了观照。研究认为,职业教育“项目主题式”课程与教学模式是以基于“生命意义理念、全面发展观念、和谐共处格调”等教育学理论、“情境认知、闭环理论、图式原理”等心理学理论、“实践共同体、边缘性参与”等人类学理论和“福特主义生产模式”等经济学理论及“团队合作、社会公德、人际交往、开拓创新”等社会学理论和“实践论、联系论、结构论、主题论、建构论、回归论、结果论、基础论”等“八论”理念作为其生存与发展之理论基础与架构支撑的。在仔细厘清职业教育“项目主题式”课程与教学模式的生存与发展之理论依据后,为了充分保证该模式的有效运行与积极发展,研究又以人力资源管理、电子商务和应用电子技术三个专业之“项目主题式”课程开发课例或教学设计方案为例,仔细对“项目主题式”课程模式整体建构之内涵要素、建构模型、开发流程和保障系统等内容进行了积极的探讨,认为应在清晰勾勒“项目主题式”课程模式之宏观研发模型和微观开发路径的基础上,切实依循“工作体系的课程组织理念和行动导向的课程实施原则”,充分体现“社会进步、个性完善和学科发展的综合性价值取向”,努力彰显由“行为性目标、生成性目标和表现性目标三者融合而成的混合型目标”。从而在“三段联动、四位一体”型保障系统的推进下,通过“行动导向”样的课程体系和“主题任务”型的课程结构的不断建构来努力突显“学校、企业和课程专家三家齐治共抓”之课程管理模式及“评价方法的适切性、评价主体的多元性以和评价对象的完整性”之课程评价理念。与此同时,研究还对职业教育“项目主题式”教学模式建构之理论基础、功能目标、实现条件、操作程度、考核评价等建构要素和符合教学模式本身特点、符合职业教育教学规律、符合个体职业成长规律等建构原则及确定教学材料、重塑项目情境、分解主题任务、展开具体任务、生成典型产品、优化教学过程等建构路径相关方面的内容进行了仔细的思量。4.研究在实证层面充分论证职业教育“项目主题式”课程与教学模式之可行性、科学性和有效性的基础上,认真对该课程与教学模式之建构进程和发展趋向进行了反思与展望。研究认为职业教育“项目主题式”课程与教学模式是一种科学有效、切实可行的新型课程与教学模式。为了充分说明该课程与教学模式之引领课程开发和指导教学设计等功能,研究不但以中等职业教育《分压式偏置放大器的安装与调试员》和《人力资源培训专员》两个“项目主题式”课程案例的圆满开发和电子类专业的教材——《电动机控制与变频技术》“项目主题式”教材的成功出版为例来切实说明该课程与教学模式之引领课程开发的功能。而且还以职业院校电子商务、应用电子技术、花卉园林三个专业为例,结合“花材加工与造型、分压式偏置放大器的安装与调试”等岗位要求,设置5个“项目主题式”教学方案来有效验证该教学模式之教案设计类的指导功能。甚至还选取一所全国示范性中等职业学校的80名学生为实验样本,以“花材加工与造型和分压式偏置放大器的安装与调试”两个“项目主题式”教学方案为载体,借助真实的课程与教学实验效果和得体的课程与教学评价量表来详细说明职业教育“项目主题式”课程与教学模式无论是在培养或形成职校学生的综合职业能力与整体职业素养、行动理念与工作思维等方面,还是在提高或培育学生的实际动手水平与技能娴熟程度、创新精神与合作意识等层面都具有积极的指导意义和有效的引领作用。在论证完职业教育“项目主题式”课程与教学模式之可行性、科学性和有效性之后,研究又对实验样本的代表性、研究过程的科学性、研究对象的复杂性、研究效果的滞后性和研究方法的局限性等问题进行了深度的反思,认为应通过加大职业教育“项目主题式”课程与教学模式之推广力度、监控力度、关注力度、认识力度和评价力度等途径来切实增强实验样本的代表性、夯实研究过程的有效性、认清研究对象的复杂性、明晰研究效果的滞后性和完善研究方法的科学性。正是基于对职业教育“项目主题式”课程与教学模式之实验样本的代表性等本质特征和运行规律的深度理会和整体把握的基础上,研究又从长远发展的战略角度出发,对该课程与教学模式的未来发展路向进行了科学预测,认为该课程与教学模式的研究动向将呈现出实证研究深化、理论内涵夯实和运行环境改善等发展特征。总之,职业教育“项目主题式”课程与教学模式的研究是在充分借鉴国内外先进职业教育发展经验和努力顺应培养合格的“世界级、应用型、创业型、多面手、和信息化“工人之时代需求的背景下,以国内外职业教育课程与教学模式之发展特征切实厘清为出发点,以职业教育课程与教学活动中的现存问题与产生源由的整体把握为切入点,以对职业教育课程与教学模式改革进程中的种种误言的理性澄清和职业教育课程与教学模式之本质内涵的科学审视为基准点,不但从理论建模层面探析了职业教育“项目主题式”课程与教学模式的构成要素与运行原则、开发模型和设计路径,而且还从实证探索层面验证了职业教育“项目主题式”课程开发的可行性、教案设计的科学性、实验效果的有效性,甚至还在发展趋向层面反思了职业教育“项目主题式”课程与教学模式之实验样本的代表性、研究过程的有效性等本质性与规律性问题,勾勒了该课程与教学模式之实证研究深化、理论内涵夯实和运行环境改善等发展蓝图。诸如此类的探索活动,都对我国职业教育课程与教学活动的日益精彩和教学质量的显著提高及教育教学理论的不断丰富有着积极的促进作勇、指导功能和借鉴意义。更多还原

【Abstract】 The research of "thematic project" curriculum and teaching mode of vocational education has been profoundly discussed on the research content as originality, value, theory basis, structure element, constructing principles, operation model, means of construction, practice effect, etc, which is accomplished through three layers:background analyzing, theory modeling, practically evidential exploration.1. This study make a thorough investigation characteristics in curriculum and teaching mode of vacation education from domestic and overseas, and sum up problems and their causes existing curriculum and teaching activities in current Chinese vocational education. After careful analysis and comparison of the features of development among several world-famous courses teaching mode, the current "project-drive" model of curriculum and teaching reform activity in China, has been changed from criticize curriculum and teaching system and despise total copy foreign experience to the pattern of reconfiguration academic system deconstruction and combine overseas introduction with the local generation, but this reform activity failed to completely eradicated defects of curriculum and teaching activities, sometimes even brought in some new problems.2. In order to clarify in the fields of the curriculum and teaching activities defects and new problems, the researcher based on questionnaire survey method, found that the main reason of cause those defects and problems are six areas:" the localization and humanism missing of concept instruction, the object location liberalization and generalization coexist, the contents of the subject and obsolescence offside, three parts mode of system structure and modular popular, personality of organize and actualize and clear evidence of situation, enterprise tide and the inferiority obvious of examination and evaluation", and this one of the six areas reasons more or less relevance with vocational education course and teaching mode, so the study think try to increased education reform to ease problems or defects of the vocational education curriculum and teaching. The research has a rational thinking development of vocational education in the curriculum and teaching mode of the current situation, under the scientific examination of the value connotation and reform direction of the " thematic project " curriculum and teaching mode. The research suggest that the "mode critical complex "exist on general education in current social, and lead to " mode critical complex "is due to the abuse to type of courses and teaching mode, exaggerate fundamental of the courses and teaching mode, vanity effect function of the curriculum and teaching mode, inflexible process of the curriculum and teaching mode. Therefore, the research based on the view of vocational education carefully analysis the causes in "model critical complex", from after six aspects to expounds the connotation of the vocational education curriculum and teaching mode, and try to integrate clarify the ways of the vocational education and teaching reform, they are "professional structure and occupational classifications relative connection, curriculum setting and position relative connection, teaching content and vocational ability connection, teaching situation and work situation relative connection, evaluation content and occupation standards relative connection ".After determining the way of the vocational education "project theme" curriculum and teaching research and from those four aspects about value:" inherent problem, ideological problems, practical problem and evaluation problem" to research.The author think of from four aspect to expound nature of value, they are "cognitive development, technology mode social standard and humanist rationality", meanwhile emphasize three dimension to representation of practical value problem, they are "ontology effect, instrumental effect and occupational effect", we need from multiple angle to analyze the curriculum and teaching evaluation mode, just like "analysis the reason of value evaluation, value judgment standard grasp and value judgment efficacy looked" and so on.3.Based on the carefully attribution to the thematic project of curriculum and teaching model’s theoretical basis, the study made an illustration of the construction and other R&D activities towards this curriculum and teaching model.The study holds that the thematic project curriculum and teaching model of vocational education is based on the concept of the meaning of life, the Comprehensive concept of development, the style of harmonious coexistence and other education theory:the Situated Cognition, Closed-loop theory, schematic theory and other Psychological theory; the communities of practice, the Peripheral Participation and other Anthropological theory; the Fordist mode of production and other Economic theory; the team cooperation, the social morals, the interpersonal relationships, the exploration and innovation and other Sociological Theory; the theory of Practice, contact, structure, theme, constructivist, Regression, results, basis and the other philosophy. All above provide the Theoretical basis and framework support of this curriculum and teaching model’Survival and development.After a carefully clarify towards the thematic project curriculum and teaching model’s theoretical survival and development basis, in order to ensure the effective operation and positive development of this model, the study take the example of human resource management, e-commerce and application of electronic technology. By analyzing the curriculum development lesson and instructional design, the study made a carefully construct towards the contents of the model development process, and security systems for a positive discussion on the connotation of elements of the overall construct of the thematic project curriculum model. That should be in clear outline of the curriculum organization of the work system concepts and action-oriented programs on the basis of macro-development model and micro-development path of the thematic project curriculum model, earnestly follow the "implementation of the principle", fully reflects the "social progress, and perfection of personality, and development of the subject integrated value orientation", to demonstrate the behavioral goal, generated goals and performance targets through taking the three into a combination of the hybrid target. Thus, in advance of "the three sections of linkage, four in one "security system, through the kind of action-oriented curriculum system and the" thematic "continuous construction of the course structure to try to highlight the" schools, businesses, and curriculum specialists philosophy of the together governance handling of the "course management model and the main body of the diversity of the appropriateness of evaluation methods, evaluation and evaluation of object integrity" of the course evaluation.At the same time, the study made a careful consideration towards the elements of the theoretical basis of the thematic project model of vocational education, functional objectives, conditions, the operating level, appraisal and consistent with the characteristics of the teaching mode, in line with the vocational education law, in line with individual construction of the professional growth of the principles and determine the teaching and learning materials, remodeling project situation, decomposition of the thematic mandates, expand specific task to generate the typical products, optimize the construction of the path of the process of teaching and other related aspects carefully consider.4. On the basis of the full proof to the feasibility, scientific and effectiveness of the thematic project curriculum and teaching model of vocational education, the study made a serious reflection and prospects to the building process and development trend of this curriculum and teaching model.The thematic project of curriculum and teaching model in vocational education is a scientific, effective and practical new course and teaching model. In order to fully explain this curriculum and teaching model’s function that to lead the curriculum development and guide the instructional design features, the study not only take the case of the successful development of the installation and commissioning of the pressure bias amplifier secondary vocational education " Points of the installation and commissioning of the pressure bias amplifier member " and "Human Resources Training Specialist" two "project thematic courses and professional electronic materials-motor control and inverter technology ", the success of the project themed materials published, for example, practical description of the curriculum and teaching model to lead curriculum development. But also vocational schools e-commerce, application of electronic technology, professional flower garden, for example, floral materials processing and modeling, sub-pressure bias amplifier installation and commissioning job requirements, set up the five project themes of teaching programs to effectively verify the guiding function of the Course Design class in the teaching mode. Furthermore, the study selects80students from a demonstration secondary vocational schools as the experimental samples, take the two projects:floral materials processing and modeling, as a carrier, with the real effect of the curriculum and teaching experiments and decent course and teaching evaluation scale to the detailed description of the thematic project curriculum and teaching model of vocational education, whether in culture or to form a comprehensive vocational ability, and overall professionalism of the vocational school students, the action ideas and thinking, or in the increase or the students’hands-on level and degree of skilled, innovative spirit and cooperation in awareness levels have positive significance and the leading role.After demonstrated the feasibility, scientific and effectiveness of the thematic curriculum and teaching model in vocational education, the study made an deeply consideration towards the representation of the experimental sample, the scientific nature of research process, the complexity of the object of study, the effect of lag depth of reflection, and the limitations of the research methods that the thematic project curriculum and teaching model to promote efforts to increase monitoring efforts, concerned about the efforts to know the intensity and evaluation efforts and other means to effectively enhance the representativeness of the experimental samples, to reinforce the validity of the research process, a clear understanding of the complexity of the research object, clear study the effect of lag and improve the scientific nature of the research methods. It is based on the depth of care and overall grasp of the basis of the essential characteristics and the operating rules of the experimental samples, the research spread from the long-term development strategy point of view, made a scientific prediction about the course and the future development of the teaching model, it hold that the thematic project curriculum and teaching model’s research trend will show these characteristics:Deepening of the empirical research, deepening theoretical connotation and improving operating environment and so on.In short, the thematic project curriculum and teaching model in vocational education taking a fully drawing on the experience and efforts of the development of domestic and foreign advanced vocational education to conform to cultivate qualified" world-class, application type, entrepreneurial, versatile, and information "workers meeting the needs of the times, the study took the development of domestic and international vocational education’s characteristics of curriculum and teaching model as a starting point; take the overall understanding of existing problems and the generated source in the vocational education curriculum and teaching activities as the entry point; take the rational clarification to the misunderstandings towards the reformation of the curriculum and teaching model in vocational education and the scientific examine to the essential connotation of the vocational education curriculum and teaching activities as an reference point. The study not only based on the theoretical modeling level to analyze the vocational Education " thematic project’s courses and teaching model elements and operating principles, the development model and design path, but also based on the empirical exploration level to verify the feasibility of the vocational education " thematic project curriculum development, lesson plans designed scientific validity of the experimental effect, and even still developing trend level to reflect on " thematic project curriculum and teaching model representative of the experimental sample, the nature of validity and regularity of the problem of the research process, outlining the curriculum and the teaching mode of the empirical studies deepen, reinforce the theoretical connotation and blueprint for the development of the operating environment improvement. Such exploration activities play a positive role in promoting, guiding and referencing our country’s curriculum and teaching activities in vocational education, so as to enrich the teaching activities, improve the teaching quality and the education and teaching theory.更多还原