中德职业教育综合职业能力开发的比较研究
|
摘要
进入21世纪，人类已迈进一个信息化、市场化和全球化的知识经济时代，中国也遇到了发展成为“世界制造中心”、成为制造强国的良好机遇。现代社会所需的技能型人才与传统意义上的纯技工型人才是大相径庭的。企业短缺的是具备综合职业能力的人才。综合职业能力是人们从事一门或若干相近职业所必备的本领，从能力所涉及的内容范围上可分为专业能力、方法能力、社会活动能力。
德国是世界上职业教育非常发达的国家，职业教育曾经被誉为是德国二次大战后经济腾飞的秘密武器。德国的职业学校及大企业进行“双元制”教育模式，为经济建设发挥了极大的作用。
近几年来德国在克服“双元制”弊病基础上注重综合职业能力的培养，本文认为对我国职业教育改革有积极的借鉴作用。本文就中德综合职业能力开发培养进行理论上比较研究。论文结合职业教育培养目标，介绍了德国综合职业能力开发的做法，提出和分析了推行工作过程系统化课程的最新理念。从职教教师培养、行动导向的教学方法、项目教学法的实施，与我国职业教育发展状况进行分析比较。尽管我国某些职业学校在DACUM法、项目教学法、MES模块式教学法、CBE等方面进行了积极的探索和实践，但由于职教的体制、教师的观念和水平、企业的认识等诸多因素的影响，还没有形成综合职业能力培养的有效模式和方法。中德两国职业教育在课程开发、师资培养、教学方法等存在极大的差异，说明我国在职业教育综合职业能力培养方面还需做出极大的努力。
树立职业教育服务于经济的意识，明确职业教育培养目标，切实落实到具体的办学行动中。职业学校要密切联系企业和社会，造就一支合格的技能与理论相结合的“双师型”教师队伍，是加快学生综合职业能力培养，为企业提供高素质技能型人才的有力措施。
The Ministry of Education has set a new goal for the cultivation of the 21st century personnel in the Advice on How to Promote Qualification Education and the Reform of Medium Vocational Education issued on March 21, 2000. The goal of medium vocational education is to foster labors with high qualification and specialized personnel of medium level, who have a comprehensive vocational ability that matches the demands of the socialist modernization, and who can work on the frontline of production, service, technology and management. The Advice has become a guideline that all the vocational schools have to follow, and it has also brought up a new subject on how to foster comprehensive vocational ability.
stepping into the 21st century, we are now living in the age of knowledge economy, which is characteristic of informationization, marketization and globalization. China will also see its good opportunity of developing into “the world’s manufacturing center”. The personnel needed by the modern society are totally different from those in a traditional sense, the former is supposed to be skillful, whereas the latter is usually technical. What the enterprises need are personnel with a comprehensive vocational ability, which is the key to one or more similar professions. A comprehensive vocational ability can be divided into ability of professions; ability of methods and ability of social activities as far as its contents and scope are concerned.
Although the concept of “comprehensive vocational ability” was put forward as a goal of medium vocational education, yet no definition was made, and there a re still no suggestions and requests on curriculum arrangements, teaching plan and teaching method. Exploration have been made, to a certain extent, by different vocational schools on how to cultivate students’ comprehensive vocational ability, but in view of the fact that it is a new subject not only in China but also worldwide, I deem it rather practical to make a theoretical study in the following article.
Germany is a country with a highly advanced vocational education system, and vocational education has once been regarded as Germany’s secret weapon of its quick economic development after the World War II. The Dual System of the German vocational schools and big enterprises has played a vital important part in the country’s economic development.
During the past few years, Germany has laid emphasis on fostering the students’ comprehensive vocational ability as well as on overcoming the disadvantages of the Dual System. The following article contains a theoretical comparison between China and Germany’s different ways of fostering the comprehensive vocational ability; it introduces the German ways and puts forward a new idea of systematical work process curricula. The comparison covers the fostering of teachers in vocational education, the practice-oriented teaching method and the project-based teaching method. Although some efforts have been made in the studying of DACUM, project-based teaching method, MES modular method and CBE, yet effective patterns and methods of fostering comprehensive vocational ability have not yet formed due to the vocational education system, the teachers’ level and the enterprises’ view on vocational education. The big difference existing between China and Germany’s vocational education in curriculum arrangements, fostering of teachers and teaching methods certifies that China still has a long way to go in the same respects.
Therefore, we must put the goal of vocational education into practice and make vocational education a contribution to the development of economy. It is a key procedure for the vocational schools to cooperate with enterprises and the society to foster a qualified teachers team with a combination of both skills and theories, only in this way, can we provide enterprises with high qualified skillful personnel of comprehensive vocational ability.
德国是世界上职业教育非常发达的国家，职业教育曾经被誉为是德国二次大战后经济腾飞的秘密武器。德国的职业学校及大企业进行“双元制”教育模式，为经济建设发挥了极大的作用。
近几年来德国在克服“双元制”弊病基础上注重综合职业能力的培养，本文认为对我国职业教育改革有积极的借鉴作用。本文就中德综合职业能力开发培养进行理论上比较研究。论文结合职业教育培养目标，介绍了德国综合职业能力开发的做法，提出和分析了推行工作过程系统化课程的最新理念。从职教教师培养、行动导向的教学方法、项目教学法的实施，与我国职业教育发展状况进行分析比较。尽管我国某些职业学校在DACUM法、项目教学法、MES模块式教学法、CBE等方面进行了积极的探索和实践，但由于职教的体制、教师的观念和水平、企业的认识等诸多因素的影响，还没有形成综合职业能力培养的有效模式和方法。中德两国职业教育在课程开发、师资培养、教学方法等存在极大的差异，说明我国在职业教育综合职业能力培养方面还需做出极大的努力。
树立职业教育服务于经济的意识，明确职业教育培养目标，切实落实到具体的办学行动中。职业学校要密切联系企业和社会，造就一支合格的技能与理论相结合的“双师型”教师队伍，是加快学生综合职业能力培养，为企业提供高素质技能型人才的有力措施。
The Ministry of Education has set a new goal for the cultivation of the 21st century personnel in the Advice on How to Promote Qualification Education and the Reform of Medium Vocational Education issued on March 21, 2000. The goal of medium vocational education is to foster labors with high qualification and specialized personnel of medium level, who have a comprehensive vocational ability that matches the demands of the socialist modernization, and who can work on the frontline of production, service, technology and management. The Advice has become a guideline that all the vocational schools have to follow, and it has also brought up a new subject on how to foster comprehensive vocational ability.
stepping into the 21st century, we are now living in the age of knowledge economy, which is characteristic of informationization, marketization and globalization. China will also see its good opportunity of developing into “the world’s manufacturing center”. The personnel needed by the modern society are totally different from those in a traditional sense, the former is supposed to be skillful, whereas the latter is usually technical. What the enterprises need are personnel with a comprehensive vocational ability, which is the key to one or more similar professions. A comprehensive vocational ability can be divided into ability of professions; ability of methods and ability of social activities as far as its contents and scope are concerned.
Although the concept of “comprehensive vocational ability” was put forward as a goal of medium vocational education, yet no definition was made, and there a re still no suggestions and requests on curriculum arrangements, teaching plan and teaching method. Exploration have been made, to a certain extent, by different vocational schools on how to cultivate students’ comprehensive vocational ability, but in view of the fact that it is a new subject not only in China but also worldwide, I deem it rather practical to make a theoretical study in the following article.
Germany is a country with a highly advanced vocational education system, and vocational education has once been regarded as Germany’s secret weapon of its quick economic development after the World War II. The Dual System of the German vocational schools and big enterprises has played a vital important part in the country’s economic development.
During the past few years, Germany has laid emphasis on fostering the students’ comprehensive vocational ability as well as on overcoming the disadvantages of the Dual System. The following article contains a theoretical comparison between China and Germany’s different ways of fostering the comprehensive vocational ability; it introduces the German ways and puts forward a new idea of systematical work process curricula. The comparison covers the fostering of teachers in vocational education, the practice-oriented teaching method and the project-based teaching method. Although some efforts have been made in the studying of DACUM, project-based teaching method, MES modular method and CBE, yet effective patterns and methods of fostering comprehensive vocational ability have not yet formed due to the vocational education system, the teachers’ level and the enterprises’ view on vocational education. The big difference existing between China and Germany’s vocational education in curriculum arrangements, fostering of teachers and teaching methods certifies that China still has a long way to go in the same respects.
Therefore, we must put the goal of vocational education into practice and make vocational education a contribution to the development of economy. It is a key procedure for the vocational schools to cooperate with enterprises and the society to foster a qualified teachers team with a combination of both skills and theories, only in this way, can we provide enterprises with high qualified skillful personnel of comprehensive vocational ability.
引文
1．王平川，刘淑霞。知识经济与高等教育改革。教育探索,2001第2期：9
2．姜大源。能力本位——职业教育面向未来的选择。中国职业教育1997年第1期：39
3．刘占山。第四届全国重点中专校长高级研讨班上的讲话。化工职业技术教育信息，2000第8期：15
4．吕鑫祥。面向21世纪的职业教育观。《迈向21世纪的中国高等职业教育》：73～74，西安电子科技大学出版社，1999
5．王湛。在2001全国职业教育与成人教育工作会议上的讲话。化工职业技术教育信息，2000第2期：3
6．何东昌。《高级技能人才的培养（序）》。高等职业教育，2001第1期：60
7．天津日报。“新闻背景”，2001,12,12,第13版
8．苏东水。《管理心理学》:105-106》.复旦大学出版社 1992
9．赵志群。职业教育与培训——学习新概念。北京：科学出版社。2003：20～21
10．李守福。国外中等职业教育人才培养模式的比较研究。北京：北京师范大学出版社。2001
11．赵志群。职业教育与培训——学习新概念，北京：科学出版社。2003：97～97
12．Pangalos J, Knutzen S.2000. Moeglichkeiten und Grenzen der Orientierung am Arbeitsprozess fuer die Berufliche Bildung. In: Pahl PJ, Rauner F,Spoettl G. Berufsliches Arbeitsprozesswissen.Baden-Baden: Nomos Verlagsgesellschaft
13．Rauner F 1994. Didatik beruflicher Bildung: In: Dehnbostel P, Walter-lezius HJ. Berichte zur beruflichen Bildung. Berlin.
14． Bader R,Sloane, PEE.2000. Lernen in Lernfeldern. Mark Schwaben: Eusr-Verlag
15. Volker Ider ,迎接21世纪挑战的德国双元制职业培训。中国教育和科研计算机网络中心
16. Rauner F 2000. Der berufswissenschaftliche Beitrag zur Qualifikationsforschung und zur Curriculumentwicklung In: Pahl JP,Rauner F,Spoettl G. Berufliches Arbeitsprozesswisssen. Baden-Baden: Nomos
17．Martin W, Pangalos J,.1996.Auspraegung der Informationstechnik und ihte Stellung in der Beruflichen Bildung.In: Lipsmeier A, Rauner F. Beitraege zur Fachdidaktik Elektrotechnik. stuttgart
18．Kleiner M,Rauenr F, Reinhold M.u.a.2002. Curriculun-design I: Arbeitsaufgaben fuer eine gestaltung sorientierte Berufsausbildung(Berufsbildung und Innovation,Band1). Konstanz: Dr.-Ing.Paul Christiani
19．Malek R, Pahl JP.1996. Instandhaltungsrationalisierung bei zunehmengdem Redchnereinsatz in der Produktion. Dresden
20.《历史与现状》—德国双元制职业教育。国际教委职业技术教育中心研究所著。北京：经济科学出版社，1998年出版
21. Meyer H.1994. Unterrichtsmethoden. Frankfurt a.M.:Cornelsen Verlag Scriptor
22. Karl Frey , 1998. Die Projekt methode 8.,ueberaarbeitete Auflage Koeln
23 全国化工中专教学指导委员会编制。《化工普通中等专业学校教学计划》。北京：化学工业出版社，1996年出版
24.湖南职教中心职业高中专业教学状况调查组。1999。 职业高中专业教学状况调查报告。长沙
25.叶肇芳。2002。中等职业教育教学改革的现状、问题及对策研究。见：教育部职业教育与成人教育司。“面向21世纪职业教育课程改革和教材建设规划“研究与开发项目成果汇编。北京：高等教育出版社
26. 瞿葆荃。1989。教育学文集 课程与教材（上）。北京。人民教育出版社
27．杨达生，杨潞。CBE教育模式。中国高职高专教育网摘自《高中后教育与人力资源开发》1997.第2期
28．黑龙江林业职业技术学院。会议交流材料。2002
29．吴言。MES教学模式的优势及需要解决的问题，WWW.CDEI.NET
30．马佳宏。教育信息化与新型教师的培养。教育理论与实践，2001年第1期：21~22
31．杨永杰。天津大学工程硕士学位论文。2002.10：23～24
32．教育部。2000。职业教育年度报告1999。北京
2．姜大源。能力本位——职业教育面向未来的选择。中国职业教育1997年第1期：39
3．刘占山。第四届全国重点中专校长高级研讨班上的讲话。化工职业技术教育信息，2000第8期：15
4．吕鑫祥。面向21世纪的职业教育观。《迈向21世纪的中国高等职业教育》：73～74，西安电子科技大学出版社，1999
5．王湛。在2001全国职业教育与成人教育工作会议上的讲话。化工职业技术教育信息，2000第2期：3
6．何东昌。《高级技能人才的培养（序）》。高等职业教育，2001第1期：60
7．天津日报。“新闻背景”，2001,12,12,第13版
8．苏东水。《管理心理学》:105-106》.复旦大学出版社 1992
9．赵志群。职业教育与培训——学习新概念。北京：科学出版社。2003：20～21
10．李守福。国外中等职业教育人才培养模式的比较研究。北京：北京师范大学出版社。2001
11．赵志群。职业教育与培训——学习新概念，北京：科学出版社。2003：97～97
12．Pangalos J, Knutzen S.2000. Moeglichkeiten und Grenzen der Orientierung am Arbeitsprozess fuer die Berufliche Bildung. In: Pahl PJ, Rauner F,Spoettl G. Berufsliches Arbeitsprozesswissen.Baden-Baden: Nomos Verlagsgesellschaft
13．Rauner F 1994. Didatik beruflicher Bildung: In: Dehnbostel P, Walter-lezius HJ. Berichte zur beruflichen Bildung. Berlin.
14． Bader R,Sloane, PEE.2000. Lernen in Lernfeldern. Mark Schwaben: Eusr-Verlag
15. Volker Ider ,迎接21世纪挑战的德国双元制职业培训。中国教育和科研计算机网络中心
16. Rauner F 2000. Der berufswissenschaftliche Beitrag zur Qualifikationsforschung und zur Curriculumentwicklung In: Pahl JP,Rauner F,Spoettl G. Berufliches Arbeitsprozesswisssen. Baden-Baden: Nomos
17．Martin W, Pangalos J,.1996.Auspraegung der Informationstechnik und ihte Stellung in der Beruflichen Bildung.In: Lipsmeier A, Rauner F. Beitraege zur Fachdidaktik Elektrotechnik. stuttgart
18．Kleiner M,Rauenr F, Reinhold M.u.a.2002. Curriculun-design I: Arbeitsaufgaben fuer eine gestaltung sorientierte Berufsausbildung(Berufsbildung und Innovation,Band1). Konstanz: Dr.-Ing.Paul Christiani
19．Malek R, Pahl JP.1996. Instandhaltungsrationalisierung bei zunehmengdem Redchnereinsatz in der Produktion. Dresden
20.《历史与现状》—德国双元制职业教育。国际教委职业技术教育中心研究所著。北京：经济科学出版社，1998年出版
21. Meyer H.1994. Unterrichtsmethoden. Frankfurt a.M.:Cornelsen Verlag Scriptor
22. Karl Frey , 1998. Die Projekt methode 8.,ueberaarbeitete Auflage Koeln
23 全国化工中专教学指导委员会编制。《化工普通中等专业学校教学计划》。北京：化学工业出版社，1996年出版
24.湖南职教中心职业高中专业教学状况调查组。1999。 职业高中专业教学状况调查报告。长沙
25.叶肇芳。2002。中等职业教育教学改革的现状、问题及对策研究。见：教育部职业教育与成人教育司。“面向21世纪职业教育课程改革和教材建设规划“研究与开发项目成果汇编。北京：高等教育出版社
26. 瞿葆荃。1989。教育学文集 课程与教材（上）。北京。人民教育出版社
27．杨达生，杨潞。CBE教育模式。中国高职高专教育网摘自《高中后教育与人力资源开发》1997.第2期
28．黑龙江林业职业技术学院。会议交流材料。2002
29．吴言。MES教学模式的优势及需要解决的问题，WWW.CDEI.NET
30．马佳宏。教育信息化与新型教师的培养。教育理论与实践，2001年第1期：21~22
31．杨永杰。天津大学工程硕士学位论文。2002.10：23～24
32．教育部。2000。职业教育年度报告1999。北京
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |