共查询到20条相似文献，搜索用时 234 毫秒
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20世纪80年代,新职业主义运动在美国职业教育改革中逐渐生成。新职业主义是相对于传统的职业主义而言,认为职业教育要面向所有学习者,要实现职业教育与学术教育、中等教育与中等后教育以及教育与工作生活的整合。迄今为止,美国新职业运动已有了近三十年的历史,经历了从产生到兴盛的发展历程,并在新世纪有了新的发展。 相似文献
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本文从美国研究型大学学术职业的萌芽与初期发展、学术职业的形成和确立、学术职业的巩固与繁荣、学术职业的困境与新发展等几个方面,对其历史沿革进行梳理分析,说明了美国研究型大学学术职业的特点。 相似文献
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有效的系统的新职业教师入职项目的缺失是造成美国职业教育面临职业教师短缺和职业教师专业素质不完全的原因之一。新职业教师入职项目由地方专业发展协调、系统的行政支持等11个部分组成,力图通过建立一种灵活的适应机制帮助新职业教师顺利过渡到职业教师工作领域,实现新职业教师专业化。 相似文献
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美国新职业主义运动的理念与实践 总被引：2，自引：0，他引：2
谌启标 《世界职业技术教育》2001,(1):5-8
本主要探讨美国80年代以来兴起的“新职业主义”运动的基本理念与实践运作，其中包括“新职业主义”运动的基本历程、“新职业主义”的目标模式、教学策略和内容结构。 相似文献
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以全新的视野梳理了美国"新职业主义教育"兴起和发展的历程,剖析了"新职业主义教育"关于学术性课程和职业性课程、课堂教学和基于工作的学习以及中等教育和中等后教育等三个层面的整合加工过程,为我国职业技术教育的改革发展提供了有益的启示。 相似文献
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20世纪初,围绕通过建立学校职业教育体系重构美国公立教育的问题,职教理论界产生了“职业主义”和“民主主义”两种截然对立的观点。其后80年中,“职业主义”职业教育思想主导了美国职业教育的发展。产生于70年代的生涯教育思想和90年代的“新职业主义”对“职业主义”进行了反思与重构,并通过全国范围的改革对传统职教体系与模式形成了有力冲击。进入21世纪后,新职业教育理念以“学校到生涯”的形式在美国延续下来。 相似文献
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智能制造人才分类体系及其标准是建立以数字化、网络化以及智能化为中心的新制造业职业布局的理论基础.通过对美国数字制造与设计创新研究所(DMDII)发布的数字人才框架中165个新职业的分析发现,制造业创新研究所将成为数字制造人才新的提供系统,职业布局的整体呈现为数字制造生态系统利益相关者提供共同行动框架,以及类层的职业角色分类为数字制造优先人才和过渡人才战略提供制定依据,构成了美国DMDII数字人才框架的基本特征.此研究对完善中国智能制造数字化人才分类体系及其标准具有以下启示意义:建立"技术领域—人才分类—技能标准—教育实现"的分类逻辑;制造业创新中心应关注技术创新与数字人才的并行开发;以数字制造优先人才分类体系的完善推进数字制造整体职业布局的形成. 相似文献
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随着经济发展与产业结构的升级和调整,许多职业新名词在各行各业不断涌现,相应的职业结构也需进行更新和同步。通过认识美国的职业分类模式,了解美国最新职业分类标准中出现的新变化及新趋势,对我国职业标准体系的完善具有很好的借鉴意义。 相似文献
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论美国基于新职业主义的职业教育理念及实践 总被引：4，自引：0，他引：4
在新的经济体系下,传统的职业教育理念已很难适应社会的发展,“新职业主义”教育理念的提出,为寻求一种满足经济发展和个人发展需求的教学途径提供了有效的理论指导。研究美国基于新职业主义的职业教育理念及实践有助于对“新职业主义”全面而深刻的理解。 相似文献
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本文主要探讨美国80年代以来兴起的“新职主义”运动的基本理念与实践动作,其中包括“新职业主义”运动的基本历程、“新职业主义”的目标模式,教学策略和内容结构。 相似文献
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Mike Hickox 《British Journal of Sociology of Education》1995,16(2):153-163
The approaches taken to the analysis of vocationalism within the sociology of education have been dominated by the concept of the New Right and have operated within a dominant strong‐state/free market paradigm based upon an analysis of the Thatcherite project. I argue that vocationalist ideologies should be more properly linked to an emerging ‘statist’ model of capitalism in which the state intervenes to create the conditions for greater international competitiveness. However neither this, nor other legitimations of vocationalism in terms of its supposed Jit’ with a new post‐fordist economy, can be seen to cany complete conviction. 相似文献
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新职业主义是自20世纪七八十年代在西方主要国家开始盛行的一种职业教育思潮。它强调职业教育在满足社会经济发展要求的同时,也要满足人自身的发展要求,重视人的可持续发展和终身发展。它要求新的职业教育以培养具有灵活适应能力的人为教学目标,贯彻全面发展、工作导向和关联整体性的教学原则,重视经验化的教学方法,进而转向以核心技能和整合能力为主要内容和全过程综合性的教学评价。 相似文献
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Gareth Rees 《教育政策杂志》2013,28(3):227-244
Current policies aimed at promoting a ‘new vocationalism’ through changes in vocational training in further education are based upon a particular functional model of labour market behaviour, which sees the relationships between technical qualifications, training and recruitment to jobs as unproblematic. In fact, however, this model bears little relationship to the realities of actual labour markets, especially given the enormous diversity which exists between economic conditions in different localities. What this implies, therefore, is that there are considerable tensions between the imperatives of a national training strategy, promoted centrally by the Training Commission (and previously by the Manpower Services Commission), and its local implementation mainly by the local education authorities and their colleges of further education. In many local labour markets, far from promoting closer responsiveness to the needs of employers, current policy initiatives may actually be making it more difficult for the colleges to react to employers' demands. These general arguments are illustrated here by reference to a large‐scale empirical study which was specifically designed to investigate the inter‐relationships between the labour market behaviour of employers and the implementation of the ‘new vocationalism’ in further education. 相似文献
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英国推行国家职业资格证书制度的基本经验 总被引：6，自引：0，他引：6
20世纪80年代中期,受经济建设、社会发展和新职业主义思潮的影响,英国政府对传统职业教育进行了一次改革,在全国范围内推行国家职业资格证书制度。为确保该制度的顺利实施,英国政府采取了一系列有效措施。经过多年努力,英国职业教育改革取得巨大成绩,并积累了有益的经验,对我国完善职业资格证书制度有一定的借鉴作用。 相似文献
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职业教育课程、教学范式的演变 总被引：6，自引：0，他引：6
徐国庆 《河南职业技术师范学院学报(职业教育版)》2002,(6):63-67
随着经济的发展，以及认识论、学习理论等相关理论的演进，职业教育研究范式也经历了从社会效率主义到新职业主义的演变。但是，目前这些范式都遇到了困难，制约了知识经济时代职业教育课程、教学的进一步改革。为此，我们需要寻求新的范式。笔认为，当前在教育研究中比较流行的一种认识论－建构主义，可以为此提供很好的范式。 相似文献
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Jie XIONG 《Frontiers of Education in China》2011,6(4):495-520
The development of higher vocational education in China embodies a global trend of vocationalism that values skills and skilled
workers, which is opposite, in some ways, to the Confucian tradition in Chinese education that values theoretical knowledge
related to good governance. As the cultural trend supporting the development of higher vocational education, vocationalism
is implicated in certain challenges including high tuition fees, limited upward mobility, and neglect of the humanities in
education. Humanities for moral education, and mechanisms for upward mobility on equal terms for all, which are fundamental
elements of Confucianism, may help resolve these challenges. This paper embodies the dialectic of a global trend and local
culture in educational reform within the context of globalization. 相似文献
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Vocationalism and Liberal Education: exploring the tensions 总被引：2，自引：0，他引：2
KEVIN WILLIAMS 《Journal of Philosophy of Education》1994,28(1):89-100
Vocationalism is distinguished from vocational education and distinctions are drawn between the various senses in which vocationalism or the pursuit of vocational ‘relevance’ can be understood. The burden of the argument of the essay is that vocationalism, understood as teaching skills in virtue of their putative vocational usefulness or relevance, is misguided both on prudential and educational grounds. A basis for some reconciliation between liberal and vocational learning is found in the fact that learning for its own sake and learning for vocational purposes need not be conceived as mutually exclusive activities. 相似文献
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James Donnelly 《Studies in Science Education》2013,49(2):225-254
This article reviews an important but neglected area of the science curriculum: connections with work and the workplace. The first section offers some historical background, arguing that economic and practical relevance has from the beginning been an important theme within science education. The article then undertakes a broader exploration of the intellectual background, usage and meaning of the term vocationalism within education, before turning to vocational themes as they are represented more specifically within research on science education. It then examines the development and contemporary policy significance of vocational provision across the world. This is followed by an account of a specific case: the innovative version of school science currently under development in England, which is occurring under the rubric of ‘applied science’. Finally the article sketches a research agenda for vocationalism within science education, drawing on the themes and issues that have been identified. It suggests that greater attention to this area will contribute to a broadening of the intellectual compass and relevance of science education research. 相似文献