CAJ | 학술논문

职业教育从传统的“学徒制”走向现代，得益于“工业革命”和社会职业发展的推动，也是“知识革命”和教育自身发展之使然。这就是职业教育的“经济学逻辑”和“知识论逻辑”。现代职业教育的知识论基础，就是人们认识到“陈述性知识”和“程序性知识”这两种知识体系的存在，而传授“程序性知识”需要“工作情景”。这样，真实、模拟、虚拟情境和校企合作便成为必要的选择。鉴于整个职业教育目标同时指向普通知识0专业知识（重点是其中的“职业知识”），学生学习的有效性就应该用“双证制”来检验；与之相适应的师资只能是“双师型”。面对知识爆炸与知识转型的时代，教师面临的一项极其艰巨任务就是遴选知识，建立职业教育的双重“育人目标”，从现代职业教育的个性重新回到教育的共性和本质上来。
직업교육종전통적“학도제”주향현대，득익우“공업혁명”화사회직업발전적추동，야시“지식혁명”화교육자신발전지사연。저취시직업교육적“경제학라집”화“지식론라집”。현대직업교육적지식론기출，취시인문인식도“진술성지식”화“정서성지식”저량충지식체계적존재，이전수“정서성지식”수요“공작정경”。저양，진실、모의、허의정경화교기합작편성위필요적선택。감우정개직업교육목표동시지향보통지식0전업지식（중점시기중적“직업지식”），학생학습적유효성취응해용“쌍증제”래검험；여지상괄응적사자지능시“쌍사형”。면대지식폭작여지식전형적시대，교사면림적일항겁기간거임무취시린선지식，건립직업교육적쌍중“육인목표”，종현대직업교육적개성중신회도교육적공성화본질상래。
Owing to ＂Industrial Revolution＂ and development of social professions, vocational education has come out of the limitations of traditional apprenticeship, and that is ＂economic logic＂ and ＂logical knowledge theory＂. Knowledge theory of modern vocational education is that people recognize the existence of two kinds of knowledge, one is declarative knowledge and the other is procedural knowledge. Teaching procedural knowledge needs working scenario, which makes re- al, simulated, virtual situations and school-enterprise cooperation necessary. Since the goal of vocational education points to both general knowledge and professional knowledge, students should be double-certificated and teachers should be double-qualified to lead modern vocational education to realize the two goals of educating people.