我国实施绿色职业教育的阻力与策略
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摘要
在国际上,绿色职业教育理念逐渐成熟并走入实践。绿色职业教育与绿色教育、环境教育以及可持续发展教育在内涵上存在区别,不能混用。在我国,绿色职业教育实践进展十分缓慢,这主要是因为职业教育各方对绿色职业教育的认识不到位,普遍对其内涵及外延理解不清晰;绿色职业教育是随着近年绿色经济发展逐步被重视的,不受重视的传统使其缺乏发展基础;相关研究成果匮乏,也难以对其实践形成较强的推动力。为使我国绿色职业教育克服这些阻力取得突破性进展,应持续引入国际最新绿色职业教育研究成果,促进国内对绿色职业教育的认知;在对职业教育工作者的培养培训中加入绿色职业教育内容,强化他们开展绿色职业教育的意识和能力;在各类职业教育评估中加入绿色指标,以评促改,全方位推动绿色职业教育实践。
Internationally, the concept of Greening TVET has been gradually matured and goes into practice.There are differences in connotation between Greening TVET and Green Education, Environmental Education andEducation for Sustainable Development, which cannot be mixed. In China, the practice progress of Greening TVETis very slow, mainly because stakeholders' understanding is not in place, which leads to a general unclear interpreta-tion of its connotation and extension. The Greening TVET education has been gradually attached importance to, withthe development of green economy in recent years. A tradition of neglect has left it without a basis for development.Moreover, the lack of relevant research results makes it even more difficult to form a strong driving force for its prac-tice. In order to make breakthroughs in Greening TVET in China, the latest international Greening TVET researchresults should be continuously introduced, to promote domestic awareness of Greening TVET. In the training of vo-cational teachers, Greening TVET should be added to strengthen their awareness and ability to carry out GreeningTVET. Meanwhile, indicators of Greening TVET should be added in all kinds of vocational education evaluation topromote the practice of it in an all-round way.
Internationally, the concept of Greening TVET has been gradually matured and goes into practice.There are differences in connotation between Greening TVET and Green Education, Environmental Education andEducation for Sustainable Development, which cannot be mixed. In China, the practice progress of Greening TVETis very slow, mainly because stakeholders' understanding is not in place, which leads to a general unclear interpreta-tion of its connotation and extension. The Greening TVET education has been gradually attached importance to, withthe development of green economy in recent years. A tradition of neglect has left it without a basis for development.Moreover, the lack of relevant research results makes it even more difficult to form a strong driving force for its prac-tice. In order to make breakthroughs in Greening TVET in China, the latest international Greening TVET researchresults should be continuously introduced, to promote domestic awareness of Greening TVET. In the training of vo-cational teachers, Greening TVET should be added to strengthen their awareness and ability to carry out GreeningTVET. Meanwhile, indicators of Greening TVET should be added in all kinds of vocational education evaluation topromote the practice of it in an all-round way.
引文
[1]余清臣.绿色教育在中国:思想与行动[J].教育学报,2011(6):73-76.
[2][3]康永久.绿色教育的意蕴与纲领[J].教育学报,2011(6):59-65.
[4]唐林伟.面向可持续发展的职业教育理念述评[J].职教通讯,2011(5):24-28.
[5]Greening TVET[EB/OL].[2018-11-09].http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&filt=all&id=233.
[6]王启龙,石伟平,李君敏.哥本哈根进程后德国促进职业教育的经验与启示[J].中国职业技术教育,2015(3):66-70.
[7]李玉静.绿色技能开发:背景、内涵及策略[J].职业技术教育,2015(15):11-17.
[8][11]黄春麟.面向可持续发展的高等职业教育课程改革行动研究[M].杭州:浙江大学出版社,2011:75-78.
[9][12]刘育锋.职业教育绿色技能开发的现状、问题与建议——来自9个职业教育专业大类的调研报告[J].中国职业技术教育,2016(30):24-28.
[10]吴静秋.贵州职业教育的六大“绿色”成果[EB/OL].[2018-11-09].http://news.gog.cn/system/2016/07/12/015010907.shtml.
[13]UNESCO-UNEVOC International Centre. Greening technical and vocational education and training:A practical guide for institutions[EB/OL].[2018-11-09].https://unevoc.unesco.org/up/Greening%20technical%20and%20vocational%20education%20and%20training_online.pdf.
[14][德]菲利普斯·劳耐尔,赵志群,吉利.职业能力与职业能力测评[M].北京:清华大学出版社,2010:60.
[2][3]康永久.绿色教育的意蕴与纲领[J].教育学报,2011(6):59-65.
[4]唐林伟.面向可持续发展的职业教育理念述评[J].职教通讯,2011(5):24-28.
[5]Greening TVET[EB/OL].[2018-11-09].http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&filt=all&id=233.
[6]王启龙,石伟平,李君敏.哥本哈根进程后德国促进职业教育的经验与启示[J].中国职业技术教育,2015(3):66-70.
[7]李玉静.绿色技能开发:背景、内涵及策略[J].职业技术教育,2015(15):11-17.
[8][11]黄春麟.面向可持续发展的高等职业教育课程改革行动研究[M].杭州:浙江大学出版社,2011:75-78.
[9][12]刘育锋.职业教育绿色技能开发的现状、问题与建议——来自9个职业教育专业大类的调研报告[J].中国职业技术教育,2016(30):24-28.
[10]吴静秋.贵州职业教育的六大“绿色”成果[EB/OL].[2018-11-09].http://news.gog.cn/system/2016/07/12/015010907.shtml.
[13]UNESCO-UNEVOC International Centre. Greening technical and vocational education and training:A practical guide for institutions[EB/OL].[2018-11-09].https://unevoc.unesco.org/up/Greening%20technical%20and%20vocational%20education%20and%20training_online.pdf.
[14][德]菲利普斯·劳耐尔,赵志群,吉利.职业能力与职业能力测评[M].北京:清华大学出版社,2010:60.