摘要
基于社会系统理论视角考察,德国职业教育与学术教育的关系演进大体经历三个阶段:中世纪至18世纪末,两者分别附属于经济系统与宗教/政治系统的无关联阶段;19世纪至20世纪60年代,同属教育功能系统但功能分立的并行阶段;20世纪60以来,结构耦合与功能融合的融通阶段。职业教育与学术教育长期分立的根源在于“实践导向”与“学术导向”的功能定位差异,外部环境的相对稳定强化这一格局。经济系统与家庭系统对教育需求的转变,是打破两者分立格局的核心动力。教育系统与政治系统、法律系统及科学系统的耦合互动,以及欧盟教育改革形成的制度参照,是职业教育与学术教育走向融通的重要推力。
From the perspective of social systems theory,the relationship between vocational and academic education in Germany has evolved through three stages:the Middle Ages to the late eighteenth century,when vocational and academic education were separately embedded in the economic and the religious/political systems;the nineteenth century to the 196Os,when both were incorporated into the education system but remained functionally divided;and the period since the 196Os,when both have been characterized by structural coupling and functional convergence.Their long-standing separation stemmed from different functional orientations"practice—oriented"versus"academic-oriented"and was reinforced by the relative stability of the environment.The change of educational demands within the economic and family systems served as the core driving force in breaking this separation,while the education system's interaction with the political,legal,and scientific systems,together with the institutional influence of European Union educational reforms,provided an important impetus for advancing the integration.
作者
郭荣梅
GUO Rongmei(Institute of Education,University of Tübingen,Tübingen 72074)
出处
《比较教育研究》
北大核心
2026年第2期72-81,共10页
International and Comparative Education
基金
国家社会科学基金2020年度教育学一般课题“德国、瑞士、奥地利职业教育与普通教育贯通性制度设计与实践模式的比较研究”(项目编号:BDA200076)。
关键词
德国
职业教育
学术教育
职普融通
社会系统论
Germany
vocational education
academic education
integration of vocational and general education
social systems theory
