作　　者： (杨潘升）;

机构地区： 深圳职业技术学院,深圳518055

出　　处： 《职业技术教育》 2017年第22期32-36,共5页

摘　　要： 我国高职课程大体可归纳为"以学科为中心"的范式与"以岗位为中心"的范式,二者在我国高职教育发展的不同历史阶段各自发挥了重要作用。受新经济体诞生及岗位职责日益融合的影响,近年来我国高职课程范式正朝着"技能—人格"转型,其聚焦点已不再是社会效率而是个体发展,即"教育的主要目标是个人的自我实现"的实用主义教育思想。新的课程范式应更加关注个体的自我发展,专注培养个体的职业能力。"以学生为中心"作为新视角,以职业能力为中心,高职课程应注重培养学生的技术实践能力与技术理论知识,在课程目标、课程思维、课程内容、课程组织和课程体系等五个方面作出转型。 The curriculum of higher vocational education can he summed up as the ＂subject centered＂ paradigm ;rod the ＂operating post centered＂ paradigm, and the two play a role in different historical stages of the development of higher vocational education. Affected by the new economy and the increasing integration of operating post skills, higher vocational curriculum paradigm is moving in the transformation of personality skills, the flatus is no longer the social efficiency hut individual development, namely ＂the main goal of education is the individual self-realization＂ pragmatic educational thoughts. The new paradigm of curriculum should pay more attention to the individual development, focus on the individual occupation ability. In this paper, starting from the ＂student centered＂, higher vocational education should attach importance to cultivate students＇ technical practical abilities and technical theoretic knowledge, and try, to realize transformation in five aspects of curriculum objectives, thinking, contents, organization and system.

关 键 词： 课程范式 高职教育 以学科为中心 以岗位为中心 以学生为中心