CAJ | 학술논문

职业人文教育命题的提出有其现实必要性与可能性，应然的职业人文教育应为职业教育的题中应有之义，但由于其理论范式和实践路径缺乏顶层设计，因此必须重塑并彰显职业人文教育的本然要义。重构的职业人文教育是以人文精神为旨归，以培养“成人”为其价值追求的职业教育，它是一种存在教育、素质教育与生态教育。实践职业人文教育，必须从职业教育的顶层设计、课程设计和教学设计上入手，进行理论范式的转型与渗透。这是就张少兰老师对“职业人文教育”理论的生成语境、价值追求和实践路径选取等命题的质疑的理论回应。
직업인문교육명제적제출유기현실필요성여가능성，응연적직업인문교육응위직업교육적제중응유지의，단유우기이론범식화실천로경결핍정층설계，인차필수중소병창현직업인문교육적본연요의。중구적직업인문교육시이인문정신위지귀，이배양“성인”위기개치추구적직업교육，타시일충존재교육、소질교육여생태교육。실천직업인문교육，필수종직업교육적정층설계、과정설계화교학설계상입수，진행이론범식적전형여삼투。저시취장소란로사대“직업인문교육”이론적생성어경、개치추구화실천로경선취등명제적질의적이론회응。
According to Mr. Zhang Shaolan’s view of generating context of“ vocational education”,the pur-suit of value and the question of the practice path selection of the proposition,this paper makes a theoretical re-sponse. The proposition of occupation humanities educations has its necessity and possibility. In the view of perfect angle,occupation of humanistic education should be an inner meaning of occupation education,but because of the theory and practice path lack of the top - level design. So we must reshape and highlight the original meaning of the humanistic education. This paper aims to reconstruct the vocational education,its aim to highlight the humanistic spirit to cultivate“men”as its value pursuit. It is a kind of existence education,quality education and ecological education. To practice the humanistic education occupation,we must start from the top - level design,occupation education curriculum design and teaching design to carry on the theoretical paradigm transformation and infiltration.