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《学会做事》——《LeaningToDo》一书由联合国教科文组织国际教育和价值观教育亚太网络和联合国职业教育中心专家组编写;已由联合国教科文组织于2005年出版。其前言中写道:“为了迎来真正的变革,我们应首先改变自身。由于面临着巨大的全方位的变革,需要改变我们自身工作和相互交流的方式。”《学会做事》源于1996年由德洛尔代表21世纪国际教育委员会做的报告中提出的“教育的四个支柱:学会认知(Leaningtoknow)、学会做事(Leaningtodo)、学会生存(Leaningtobe)、学会共处(Leaningtolivetogether)。”该书也是回应1999年4月在汉城召开的第二届国际职业教育大会提出的建议,由一些国际专家基于2004年10月波恩专题研讨会议上的成果而完成的。第二届国际职业教育大会建议书中描绘了21世纪需要一个新的以人为中心的发展图像:“职业技术教育和培训(TVET)是一个关键的角色,是实现和平文化、良好环境和可持续发展、社会和谐和造就国际公民的一个有效工具”。职业技术教育专家的优先任务就是集中阐述了那些引导走向和平文化和以人为中心可以持续发展的价值、态度、行为模式和生活道路。为此,该书阐述了在TVET中与工作相关的价值,使通过TVET培养出全面发展的工人和公民在一个全球化的环境下,具有能够以高尚的道德,负责任地全面参与社会和有效工作的能力。重要的是,该书介绍了如何通过学习者保持一贯的态度、行为和实际行动,来内化和外显这些重要价值的过程。为了把联合国教科文组织倡导的这些与TVET结合的价值观介绍给读者,本刊将陆续翻译介绍这本书的内容框架。
“Learning to do things” - “Leaning To Do” book by the UNESCO International Education and Values Education Asia Pacific Network and the United Nations Vocational Education Center, an expert group prepared; by UNESCO published in 2005. In its preface, we wrote: “In order to usher in real change, we should first change ourselves, in the face of a huge all-round change, in the way we need to change our own work and interaction.” “Learning to do” stems from 1996 The four pillars of education: Leaningtoknow, Leaningtodo, Leaningtobe, Leaningtolivetogether, put forward by Delol in his report on behalf of the 21st Century International Board of Education. The book also responds to the recommendations of the Second International Conference of Vocational Education held in Seoul in April 1999 and was completed by a number of international experts based on the results of the Bonn Symposium held in October 2004. The recommendations of the IIIC Congress portrayed the need for a new people-centered development in the 21st century: “TVET is a key player in achieving a culture of peace, a good environment and a sustainable Development, social harmony and creating an effective tool for international citizens. ” The priority for TVET specialists is to focus on the values, attitudes, patterns of behavior and lifestyles that lead to a culture of peace and people-centered sustainability. To this end, the book addresses work-related values in TVET so that all-round development of workers and citizens through TVET can be conducted in a global environment with the potential to be socially and effectively and ethically and responsibly Ability to work. Importantly, the book describes how to internalize and visualize these vital values through the learners’ consistent attitudes, behaviors, and actions. In order to introduce the values of these TVETs advocated by UNESCO to readers, we will translate and introduce the content framework of this book in succession.