中国职业技术教育

技术知识是职业教育教材内容的本体，数字化时代职业教育教材必须深层次反思技术知识的存在方式，理解职业教育教材的发展性价值。追问教材技术知识的政治意图、学科意图为基础，同时必须处理好“需求性知识观”与“实用性知识观”知识生产方式、“原子赋能”向“比特传播”知识呈现方式、“知识边界”和“数字流动”知识组织方式、“一家之言”和“师生同构”知识来源方式之间的关系，不断反思职业教育教材技术知识的样态合理性存在的隐性问题。数字化时代基于职业教育教材技术知识的教材建设包括以“三元共生”为理念，树立“多场域”一体化的技术知识观；以数字化“新基建”为底盘，开发“纸质—数字”一体化的技术知识教材；以知识“模块化”为基础，搭建“理论—实践”一体化的技术知识体系；以知识“多元分权”为抓手，夯实“多源—同构”一体化的技术知识立场。

Technical knowledge is the essence of vocational education textbooks. In the digital era, vocational education textbooks must deeply reflect on the existence of technical knowledge and understand the developmental value of vocational education textbooks. Based on the political and disciplinary intentions of questioning the technical knowledge in textbooks, it is necessary to handle the relationship between the "demand oriented knowledge view" and the "practical knowledge view" knowledge production mode,the "atomic empowerment" to "bit broadcasting" knowledge presentation mode, the knowledge boundary and "digital flow" knowledge organization mode, the "one family opinion" and "teacher-student isomorphism" knowledge source mode, and constantly reflect on the implicit problems of the rationality of the form of technical knowledge in vocational education textbooks. The construction of vocational education textbooks based on technical knowledge in the digital era includes the concept of "triple symbiosis" and the establishment of a "multi domain" integrated technical knowledge concept; Developing integrated "paper digital" technical knowledge textbooks based on digital "new infrastructure"; Based on the modularization of knowledge, build an integrated technical knowledge system that combines theory and practice; Taking the "diversified decentralization of knowledge" as the starting point, we will consolidate the technical knowledge stance of "multi-source isomorphic" integration.