高校辅导员职业认知及其升级优化
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摘要
当前对辅导员职业认知的研究多集中于其静态层面,而探究职业认知过程有助于从动态层面把握职业认知的要素构成、发生机制、发展过程。将辅导员职业认知过程特点概括为发展性、建构性、社群性、阶段性,并对职业知识的内容与性质、职业环境、辅导员认知能力进行了分析。提出升级优化的策略在于强化知识创造、重塑团队结构、提升培训效果、加强高阶思维培养等。
Current research on college advisors' understanding of the profession is mainly static. It is important to grasp the dynamic process of advisors' occupational understanding: its elements, its formation and its development. This paper holds that advisors' understanding of their profession is mostly developmental and constructive; it is characterized by its social nature and divided into different stages. Based on analysis of advisors' knowledge structure and cognitive power and the occupational environment they work in, the article urges colleges and universities to help advisors deepen their understanding of their profession by strengthening their knowledge base, restructuring the team, provide more effective training and cultivate higher order thinking.
Current research on college advisors' understanding of the profession is mainly static. It is important to grasp the dynamic process of advisors' occupational understanding: its elements, its formation and its development. This paper holds that advisors' understanding of their profession is mostly developmental and constructive; it is characterized by its social nature and divided into different stages. Based on analysis of advisors' knowledge structure and cognitive power and the occupational environment they work in, the article urges colleges and universities to help advisors deepen their understanding of their profession by strengthening their knowledge base, restructuring the team, provide more effective training and cultivate higher order thinking.
引文
[1] 中华人民共和国教育部.教育部关于印发《高等学校辅导员职业能力标准(暂行)》的通知[R].教思政[2014]2号,2014-3-27
[2] 赵蒙成,等.具身认知:理论缘起、逻辑假设与未来路向[J].现代远程教育研究,2017,(2)
[3] 费利克斯·劳耐尔,等.职业能力与职业能力测评[M].北京:清华大学出版社,2010
[4] 黄永乐.高校辅导员职业化发展的“四种状态”[J].高校辅导员学刊,2017,(4)
[5] 王映,等.高校辅导员专业化知识困境及其对策[J].思想理论教育,2017,(3)
[6] 皮亚杰.发生认识论原理[M].北京:商务印书馆,1985
[7] 武迪,等.高校辅导员实践性知识生成的内在机理和现实途径[J].思想理论教育,2018,(10)
[8] 何小梅.论高校辅导员职业环境及其发展路径[J].思想理论教育导刊,2019,(2)
[9] 应方淦,等.试论职场学习[J].职教论坛,2010,(10)
[10] 王习胜.高校辅导员科学思维素养论[J].高校辅导员学刊,2017,(2)
[11] 高文.教学模式论.上海:上海教育出版社,2002
[2] 赵蒙成,等.具身认知:理论缘起、逻辑假设与未来路向[J].现代远程教育研究,2017,(2)
[3] 费利克斯·劳耐尔,等.职业能力与职业能力测评[M].北京:清华大学出版社,2010
[4] 黄永乐.高校辅导员职业化发展的“四种状态”[J].高校辅导员学刊,2017,(4)
[5] 王映,等.高校辅导员专业化知识困境及其对策[J].思想理论教育,2017,(3)
[6] 皮亚杰.发生认识论原理[M].北京:商务印书馆,1985
[7] 武迪,等.高校辅导员实践性知识生成的内在机理和现实途径[J].思想理论教育,2018,(10)
[8] 何小梅.论高校辅导员职业环境及其发展路径[J].思想理论教育导刊,2019,(2)
[9] 应方淦,等.试论职场学习[J].职教论坛,2010,(10)
[10] 王习胜.高校辅导员科学思维素养论[J].高校辅导员学刊,2017,(2)
[11] 高文.教学模式论.上海:上海教育出版社,2002