德国“双元制”职业教育

German “Dual System” Vocational Education: A Review of Theoretical and Practice Research in China’s Past Twenty Years

德国“双元制”职业教育根植于德国特有的文化背景、德意志的自由观和行会传统中。它具有办学主体多元、法律体系严格、办学体系完善、师资培养严格、考核标准科学多样的特点。政府调控、企业参与、完备的立法与优秀的师资等共同促进了德国“双元制”职业教育的发展。“双元制”下的课程与教学围绕着课程目标、组织理念、课程类型、课程模式展开。中国对德国“双元制”职业教育的研究起步于20世纪80年代初，对其本土化实践和研究多以学校为依托，以历史的视角对其发展历程进行叙事研究后再从普遍联系的视角出发进行的。在现代学徒制的范畴下，以“校企合作”为切入点继续推进对德国“双元制”的比较研究，进一步凸显中国职业教育的教育属性优势，形成以教育部门为主导、人社部门的协同推进职业资格证书制度，将为探索出中国特色的职业技术教育模式提供更多的借鉴。

The German “dual system” is rooted in the unique cultural background of Germany, the German concept of freedom and the tradition of guilds. It has the characteristics of diverse school-running subjects, strict legal system, perfect school-running system, strict teacher training, and scientific and diverse assessment standards. Government regulation, enterprise participation, comprehensive legislation, and excellent teachers have jointly promoted the development of “dual system” vocational education in Germany. Curriculum and teaching under the “dual system” revolve around curriculum objectives, organizational concepts, curriculum types, and curriculum models. China’s research on German vocational education started in the early 1980s. The research and practice of the localization of the German “dual system” in China is mostly carried out on the basis of schools. After conducting a narrative study on the development of the German “dual system” from a historical perspective, the Chines scholars continued to promote the comparative study of the German “dual system” in the context of the modern apprenticeship system from the perspective of universal connection. In the future, China should take cooperation between companies and Schools as the entry point to deepen the research on the German “dual system”, and further highlight the advantages of the educational attributes of China’s vocational education, and then form a vocational qualification certificate system which is leaded by the education department and coordinated by the human resources and social departments in order to explore the vocational and technical education model with China’s characteristics.