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现行职业教育教师专业素质的评价方式越来越不能适应教师专业化发展的需要。当前,职业教育教师专业素质评价范式存在心理学悖论和统计学悖论,导致职业教育教师的专业素质积累机制不完善以及职业教师教育体系存在先天的二元对立特征。究其原因主要在于,知识分类标准发展滞后制约职业教育教师的专业化发展观,职业教育教师专业化发展的认知误区加剧了二元对立局面;前者是具有决定性的制约要素,后者是社会性的制约因素。
The current professional education teachers ’professional quality evaluation methods can not meet the needs of teachers’ professional development more and more. At present, there are psychology paradoxes and statistical paradoxes in vocational education teachers ’professional quality evaluation paradigm, leading to the imperfect professional quality teachers’ professional accumulation mechanism and the inherent dualistic opposition of professional teacher education system. The main reason is that the development of knowledge classification standards lags behind the professional development view of vocational education teachers, and the cognitive misunderstanding of the professional development of vocational education teachers exacerbates the dualistic opposition. The former is the decisive factor of restraint and the latter is the social Sexual constraints.