澄明与借鉴——人本主义视角的美国职业教育研究
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摘要
在当前我国职业教育正面临从规模发展向质量提高转型的历史时刻，如何在实践中渗透人本主义的要素成为改革与发展的关键。在美国职业教育的历史发展中，关照个体的人本主义理念一直存在着，尤其是在当今美国职业教育的实践中体现的更为明显。因此，研究的目的旨在通过对美国职业教育人本主义实践的历史考察和现实分析，从中梳理出美国职业教育人本主义蕴意的基本经验，从而为中国职业教育的人本主义实践提供经验的借鉴与启示。
研究使用质的研究方法，这种方法基于建构主义的认识论与现象学和解释学的方法论，具体使用文献法、文档法、访谈法、观察法和比较法等方法。通过文献法，对人本主义的理论进行详细诠释；基于历史纵向考察与现实横向研究相结合、现实总体考察与现实个案调查相结合的技术路线，使用文献法、访谈法、观察法和文档法对美国职业教育人本主义实践的历史与现实进行系统考察与梳理；最后通过比较法，以美国职业教育人本主义的实践为借鉴，为中国职业教育人本主义的未来发展提出了相应的措施。
研究以人本主义理论的三维度即人之本体的维护、完整个体的追寻和民主关系体的构建为理论基础，分别从教育权的维护、培养目标的设计、课程的建设和教学实践的建立四个方面总结出美国职业教育人本主义蕴意的历史与现实状况。在历史的发展中，美国职业教育先后经历了1800年前的宗教人本主义、19世纪的科学人本主义、20世纪初的实用主义、60-70年代心理学人本主义和80年代以来的后现代主义和批判理论五个阶段不同形式人本主义理论的影响，蕴意了不同侧重的人本主义理念，并渗透到教育权、培养目标、课程与教学领域。在现实的实践中，无论是总体的践行还是个案的运行，都凸显出美国职业教育人本主义蕴意的四个方面，即对特殊群体教育权的维护、全面发展培养目标的设定、完整课程的建设和主体性教学实践的建立。以美国职业教育人本主义实践的历史与现实经验为借鉴，以中国特殊的国情为背景，研究最后从职业教育权利的人人性、培养目标的全面性、课程内容的完整性和教育实践的主体性四个方面就我国职业教育人本主义蕴意的未来发展提出了应然措施。
Chinese vocational education is undergoing changes from scale development to quality improvement, and the key is to import humanism for reform and development. Historical development of U.S. vocational education has always manifested the idea of humanism, taking care of individual needs. That notion is spread even more widely in contemporary American vocational education. On this basis, the purpose of the study is to investigate the historical and current practice of U.S. humanistic vocational education, and to extract from it experience, which is a very important guiding light, for China's implement of humanism in its development of vocational education.
Qualitative methods are used in this study includes literature, document, interview, observation and comparison, which are based on the epistemology of constructivism and methodologies of phenomenology and hermeneutics. Qualitative literature research provides a detailed explanation of the theory of humanism. Furthermore, based on the technical route of combinations between historical vertical inspection and current horizontal investigation, and between current overall investigation and individual case probe, the method of literature, interview, observation and document are used to explore the historical and current practice of U.S. humanistic vocational education. Finally, on the ground of experience gained from U.S. humanistic vocational education practice, the comparative method was used to put forward some proposals for the future development of Chinese humanistic vocational education.
Based on the theoretical structure consisting of the three dimensions of humanism, that is defending for human being in themselves, pursuing full-development individuals, and constructing democratic practice, summarizations of historical development and current practice of humanism reflected in American vocational education could be made from four aspects, which are defence of the educational right, design of training objective, construction of curriculum, and formation of instruction. Historically, U.S. vocational education has been influenced by Christian humanism before1800, scientific humanism in the19th century, pragmatism at the beginning of the20th century, humanistic psychology in the1960s-1970s, and postmodernism and critical theory since the1980s. These influences are seen in educational right, training objective, curriculum and instruction, and humanism is reflected in it to different extents. Meanwhile, findings from overall investigation and individual case study, both show the four aspects of U.S. humanistic vocational education, which are defending for the educational right of the special groups, designing the full-development objective, constructing the complete curriculum and subjective instruction. Enlightened from the experience in the historical and current practice of U.S. humanistic vocational education, and based on the special national conditions in China, some measures originated from the educational right for everyone, the full-development training objective, the complete curriculum and the subjective instruction which promote the future development of China humanistic vocational education are proposed.
研究使用质的研究方法，这种方法基于建构主义的认识论与现象学和解释学的方法论，具体使用文献法、文档法、访谈法、观察法和比较法等方法。通过文献法，对人本主义的理论进行详细诠释；基于历史纵向考察与现实横向研究相结合、现实总体考察与现实个案调查相结合的技术路线，使用文献法、访谈法、观察法和文档法对美国职业教育人本主义实践的历史与现实进行系统考察与梳理；最后通过比较法，以美国职业教育人本主义的实践为借鉴，为中国职业教育人本主义的未来发展提出了相应的措施。
研究以人本主义理论的三维度即人之本体的维护、完整个体的追寻和民主关系体的构建为理论基础，分别从教育权的维护、培养目标的设计、课程的建设和教学实践的建立四个方面总结出美国职业教育人本主义蕴意的历史与现实状况。在历史的发展中，美国职业教育先后经历了1800年前的宗教人本主义、19世纪的科学人本主义、20世纪初的实用主义、60-70年代心理学人本主义和80年代以来的后现代主义和批判理论五个阶段不同形式人本主义理论的影响，蕴意了不同侧重的人本主义理念，并渗透到教育权、培养目标、课程与教学领域。在现实的实践中，无论是总体的践行还是个案的运行，都凸显出美国职业教育人本主义蕴意的四个方面，即对特殊群体教育权的维护、全面发展培养目标的设定、完整课程的建设和主体性教学实践的建立。以美国职业教育人本主义实践的历史与现实经验为借鉴，以中国特殊的国情为背景，研究最后从职业教育权利的人人性、培养目标的全面性、课程内容的完整性和教育实践的主体性四个方面就我国职业教育人本主义蕴意的未来发展提出了应然措施。
Chinese vocational education is undergoing changes from scale development to quality improvement, and the key is to import humanism for reform and development. Historical development of U.S. vocational education has always manifested the idea of humanism, taking care of individual needs. That notion is spread even more widely in contemporary American vocational education. On this basis, the purpose of the study is to investigate the historical and current practice of U.S. humanistic vocational education, and to extract from it experience, which is a very important guiding light, for China's implement of humanism in its development of vocational education.
Qualitative methods are used in this study includes literature, document, interview, observation and comparison, which are based on the epistemology of constructivism and methodologies of phenomenology and hermeneutics. Qualitative literature research provides a detailed explanation of the theory of humanism. Furthermore, based on the technical route of combinations between historical vertical inspection and current horizontal investigation, and between current overall investigation and individual case probe, the method of literature, interview, observation and document are used to explore the historical and current practice of U.S. humanistic vocational education. Finally, on the ground of experience gained from U.S. humanistic vocational education practice, the comparative method was used to put forward some proposals for the future development of Chinese humanistic vocational education.
Based on the theoretical structure consisting of the three dimensions of humanism, that is defending for human being in themselves, pursuing full-development individuals, and constructing democratic practice, summarizations of historical development and current practice of humanism reflected in American vocational education could be made from four aspects, which are defence of the educational right, design of training objective, construction of curriculum, and formation of instruction. Historically, U.S. vocational education has been influenced by Christian humanism before1800, scientific humanism in the19th century, pragmatism at the beginning of the20th century, humanistic psychology in the1960s-1970s, and postmodernism and critical theory since the1980s. These influences are seen in educational right, training objective, curriculum and instruction, and humanism is reflected in it to different extents. Meanwhile, findings from overall investigation and individual case study, both show the four aspects of U.S. humanistic vocational education, which are defending for the educational right of the special groups, designing the full-development objective, constructing the complete curriculum and subjective instruction. Enlightened from the experience in the historical and current practice of U.S. humanistic vocational education, and based on the special national conditions in China, some measures originated from the educational right for everyone, the full-development training objective, the complete curriculum and the subjective instruction which promote the future development of China humanistic vocational education are proposed.
引文
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