从“转识成技”到“转技成智”：高职技法德三维融合教学改革研究
Journal: Educational Research DOI: 10.32629/er.v9i5.7088
Abstract
在职业教育类型定位日益明晰与高质量发展战略纵深推进的背景下，高职教学改革正面临从“技术技能本位”向“整全职业人培养”的范式转换压力。当前高职教学实践中普遍存在技术训练与职业素养相割裂、知识传授与能力生成相脱节的结构性困境，其深层原因在于“转识成技”的单向逻辑主导了人才培养全过程。本研究基于具身认知理论与场域重构视角，提出“技·法·德”三维融合的教学改革框架，即以技术技能习得为认知载体、以职业规范内化为行为边界、以价值素养生成意义坐标，构建“价值引领—规则内化—技能习得”三阶递进的教学模型。研究从课程重构、教学革新、产教融合、评价改革四个维度展开实践探索，旨在推动高职教学从“转识成技”走向“转技成智”，为培养兼具技术智慧与职业品格的复合型技术技能人才提供理论支撑与实践路径。
Keywords
高职教育；教学改革；具身认知；产教融合；三维融合；转技成智
Funding
本文系衢州市教育科学规划2027年度课题“融合·赋能·共生：‘德技法’素养融合的高职思政实践教学改革”阶段性成果。
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