我国高等职业教育学位制度:域外经验与本土构建
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摘要
高等职业教育是我国高等教育的重要组成部分,但至今尚未建立正式的学位制度。学位的本质属性是"学"与"术"的结合,其起源于职业资格。学位制度具有职业属性,在我国建立高等职业教育学位制度并无认知障碍。高等职业教育学位具有衔接、正名、导向和资本等四个方面的功能作用,发达国家的高等职业教育学位制度充分凸显了这些功能。基于发达国家高等职业教育学位制度设计的经验及我国职业教育发展的现实情况,应该从制度顶层设计、强化学位质量标准建设、做好学位衔接体系建设以及构建本科职业院校等方面入手来构建我国高等职业教育学位体系。
Higher vocational education is an important part of higher education in China,but formal degree system hasn't been established yet. The essential attribute of a degree is the combination of"general study"and"specific skill",which originated from professional qualifications. The degree system has professional attribute,and there is no cognitive barrier in establishing a higher vocational education degree system in China. Higher vocational education degrees have functional roles of connection,rectification,orientation and capital. In developed countries higher vocational education degree system highlights these functions fully. Based on the experience of the design of higher vocational education degree system in developed countries and the reality of the development of vocational education in China,we should start from the top of the system design,strengthen the construction of degree quality standards,build a degree system,and establish undergraduate vocational colleges.
Higher vocational education is an important part of higher education in China,but formal degree system hasn't been established yet. The essential attribute of a degree is the combination of"general study"and"specific skill",which originated from professional qualifications. The degree system has professional attribute,and there is no cognitive barrier in establishing a higher vocational education degree system in China. Higher vocational education degrees have functional roles of connection,rectification,orientation and capital. In developed countries higher vocational education degree system highlights these functions fully. Based on the experience of the design of higher vocational education degree system in developed countries and the reality of the development of vocational education in China,we should start from the top of the system design,strengthen the construction of degree quality standards,build a degree system,and establish undergraduate vocational colleges.
引文
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[13]赵昕.职业教育学位制度的比较与借鉴[J].中国职业技术教育,2012(33):6.
[14]姜大源.现代职业教育与国家资格框架构建[J].中国职业技术教育,2014(21):29.
[2]谭光兴,冯钰平.新时代的学位制度变迁——基于我国高校转型发展的视角[J].中国高教研究,2018(5):106.
[3][美]查尔斯·霍默·哈斯金斯. 12世纪文艺复兴[M].上海:上海人民出版社,2005:31.
[4][法]涂尔干.教育思想的演进[M].上海:上海人民出版社,2003:56.
[5]孙进.德国大学教育的日常文化与创造力培养——一项在德国波鸿大学的案例研究[J].比较教育研究,2009(12):62.
[6][美]菲利普·G·阿特巴赫,张炜,刘进.高等教育的复杂性:学术与运动生涯[J].中国高教研究,2018(5):11.
[7]陈厚丰,李海贵.建立我国高等职业教育学位制度的探讨[J].高等教育研究,2015(7):54.
[8]罗先锋,黄芳.高等职业教育学位制度的域外实践及启示——基于美国、英国、澳大利亚和荷兰四国的分析[J].高校教育管理,2017(2):85.
[9]张意.文化与符号权力[M].北京:中国社会科学出版社,2005:101.
[10]蒋小佩,张棉好,刘颖.美国社区学院新发展:特征与趋势[J].职业技术教育,2016(12):67.
[11]崔延强,吴叶林.我国高等职业教育学位的制度功能及其构建[J].教育研究,2015(9):86.
[12]鄂甜.德国可持续发展的职业教育改革及其启示[J].职业技术教育,2018(1):69.
[13]赵昕.职业教育学位制度的比较与借鉴[J].中国职业技术教育,2012(33):6.
[14]姜大源.现代职业教育与国家资格框架构建[J].中国职业技术教育,2014(21):29.