本文選題：職業(yè)教育　切入點：概念　出處：《天津大學》2012年博士論文

【摘要】：職業(yè)教育概念在我國素存爭議。我國職業(yè)教育百余年的發(fā)展史，就是一部名稱之爭的歷史。對這些爭議背后原因的探究，是寫作本文的最初動機。在第一部分，即導言里，對研究的由來、意義、思路、方法等進行了集中闡述。 “職業(yè)教育”這一概念有三個基本元素：職業(yè)、技術和教育。本文將之稱為“源概念”。本文將整個研究建立在這樣一個信念之上，即：沒有對“源概念”進行歷史、深入、系統(tǒng)的了解，就不可能真正理解職業(yè)教育概念本身。對“源概念”的研究，構成了本文的第二部分（第二到第四章）。這一部分，通過歷史溯源，揭示了這些概念的社會文化意涵，并就其中西差異進行了比較分析。 職業(yè)教育在不同的國家或社會，或者在同一個國家或社會的不同時期，有著不同的稱謂，如“職業(yè)教育”、“技術教育”、“職業(yè)培訓”等。本文將它們稱為“核心概念”。本文第三部分（第五到第八章），從思想、組織機構、社會分層與教育分類的關系、教育與培訓的關系等方面，對這些“核心概念”的歷史演進，以及由此所形成的一種復雜文化現(xiàn)象，進行了全面解讀。 最后，本文第四部分，即第九章，在對全文總結和歸納的基礎上，，形成了如下幾個主要的研究結論： 1．職業(yè)教育與哲學二元論密切相關。對二元論的不同態(tài)度形成了保守與進步兩種不同的職業(yè)教育思想。凱興斯泰納和杜威分別是這兩種思想的代表人物。 2．等級文化、民主精神和社會特性，是形塑不同國家或民族職業(yè)教育概念特征的主要因素。德國由新教改革所形成的職業(yè)觀與國家主義的意識形態(tài)相結合，使“職業(yè)教育”成為一個盛行的詞匯。英國的紳士文化和自由放任主義，則使它選擇了“技術教育”一詞。法國民族特性兼容性的一面，使得“職業(yè)教育”和“技術教育”同時]Z入了它的歷史。而美國由于它的民主主義、實用精神和缺乏等級文化的傳統(tǒng)，在職業(yè)教育術語的選擇上則呈現(xiàn)了多樣性和多變性的特征。 3．我國職業(yè)教育概念之所以長期存在爭議，其根源在于“本體論”和“實踐論”或者說是文化和制度的沖突。也就是說，我國本體價值上的職業(yè)教育是杜威式的，而現(xiàn)實制度的職業(yè)教育則是凱興斯泰納式的。這種沖突反映了我國傳統(tǒng)文化和社會主義的價值觀與變化了的社會分層之間的矛盾。 4．“職業(yè)教育”實際上包含了三個相對獨立的子概念，即“字面意義的職業(yè)教育”、“技術教育”和“職業(yè)培訓”。因此，基于學術概念純凈性的原則，當下所謂的“職業(yè)教育學”相應應該有三條不同發(fā)展的路徑，即：“教育職業(yè)學”、“技術教育學”與“職業(yè)培訓學”。
[Abstract]:The concept of vocational education is controversial in our country. The history of the development of vocational education in China for more than a hundred years is the history of the controversy over the name. The exploration of the reasons behind these disputes is the initial motive of writing this article. In the first part, the introduction, The origin, significance, train of thought and method of the research are expounded in this paper. The concept of "vocational education" has three basic elements: occupation, technology and education. This paper refers to it as the "source concept". It is impossible to understand the concept of vocational education itself with a systematic understanding. The study of the "source concept" constitutes the second part of this paper (chapter two to chapter four). This paper reveals the social and cultural implications of these concepts and makes a comparative analysis of their differences between China and the West. Vocational education has different appellations in different countries or societies, or at different times in the same country or society. Such as "vocational education", "technical education", "vocational training" and so on. This paper refers to them as "core concepts". In the aspects of the relationship between education and training, the historical evolution of these "core concepts" and a complex cultural phenomenon formed therefrom are comprehensively interpreted. Finally, the fourth part of this paper, namely the ninth chapter, on the basis of the summary and induction of the full text, has formed the following main research conclusions:. 1. Vocational education is closely related to the dualism of philosophy. The different attitudes towards dualism form two different ideas of vocational education, namely, conservative and progressive. Kathleen Steiner and Dewey are the representatives of these two thoughts. 2. Hierarchical culture, democratic spirit and social characteristics are the main factors shaping the conceptual characteristics of vocational education in different countries or nationalities. To make "vocational education" a popular term. The English culture of gentry and laissez-faire led it to choose the word "technical education". "Vocational education" and "technical education" at the same time] Z into its history. And the United States because of its democratic, practical spirit and lack of hierarchical culture tradition, The choice of terms in vocational education presents the characteristics of diversity and variability. 3. The reason why the concept of vocational education in our country has been controversial for a long time lies in the conflicts between "ontology" and "practice" or between culture and system, that is, vocational education in our country is Dewey in its ontological value. This conflict reflects the contradiction between our traditional culture and socialist values and the changing social stratification. 4. "Vocational education" actually contains three relatively independent sub-concepts, namely, "literal vocational education", "technical education" and "vocational training"... therefore, based on the principle of purity of academic concepts, At present, the so-called "vocational pedagogy" should have three different paths of development, namely, "educational vocational science", "technical pedagogy" and "vocational training study".
【學位授予單位】：天津大學
【學位級別】：博士
【學位授予年份】：2012
【分類號】：G710

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