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The Path Of Technical Knowledge Production

Posted on:2019-01-07Degree:DoctorType:Dissertation
Country:ChinaCandidate:Y LiFull Text:PDF
GTID:1317330563455286Subject:Education, culture and society
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Currently,higher vocational colleges are being faced with the “double cold”situation for engineering technology education.The enterprises are not willing to cooperate deeply with colleges,and the students are unwilling to study too.How to make the students learn well and the society satisfied,and to better meet the challenges of the new intelligent manufacturing is a question which needs to be solved urgently for the engineering technology education.Under this background,the study attempts to provide scientific principles for resolving the “double cold" situation throuth empirical researches.The existing studies shows that on the one hand,it is different from the objective view of knowledge,the humanistic knowledge view deems that the inner composition of knowledge includes the elements of the tacit dimension;On the other hand,rational uses of tacit knowledge are conducive to achieve better goals.Researches on knowledge productions of education in China are mainly confined to the production of advanced science and technology knowledges.Based on this,this study established the dominant correlations among technical knowledge concepts,technical education paths and education effects from the perspective of humanistic knowledge view throuth investigating the actual paths of engineering technology education of higher vocational school C from a microscopic level.Through casing observatios,interviews and questionnaire surveys in the school,this study founds that class type is obviously related to educational effects.And the educational effects of experimental classes based on sino-german cooperation educations are better than non-experimental ones in school C.Further exploring the scientific causes resulting to social facts of the dorminant corelations,this study finds that the application theory of technology knowledge applies to interpretate the formation and development of social technologies,and the generation view of technology knowledge suits to explain the individual technical knowledge acquisitions.Therefore,it is hypothesized that education effects will fail ifthe “application” concept of technology knowledge is used to guide the education practice.However,good education effects will be guaranteed under the guidance of the generating view of technology knowledges.Through the follow-up interviews and comparative studies of the experimental classes and the non-experimental ones,the above hypothesis has been further proved.The education effects of the experimental ones are better than the non-experimental classes,because the formers follows the generating education path and the latter complys with the application concept of technology knowledge.Thus the dominant correlations among class types,paths of education and education effects have been further established.Through tracking surveys of graduates it is found that the elements affecting comprehensive vocational abilities of graduates mainly include two aspects:attainment ability domains whose core is working attitude and professional technical abilities,both of them,none is dispensable.Between them,accomplishment competence is more important than professional technical abilities.The survey also found that educational effects of the experimental classes are better than the non-experimental ones,which are reflected in various aspects such as working status,professional technical abilities,professional confidence,and evaluations of almamate.On the basis of class types,the discovery further established the dominant correlations among education effects,the education contents and education paths.Namely,the educational effects are better if we attach more importance to the tacit technology knowledge and follow the path of knowledges generating.Through the historical study of the education schemes of a representative specialty of the school C,it is found that the educational effects are better by taking the generating technical knowledges rather than applicating of technical knowledge as the education goals,and also following the generating path to reach each elements of knowledge goals in engineering technology educations in higher vational colleges.The dominant correlations among the knowledge views,education targets,education contents,education paths and educational effects have been further established.The conclusions of this study include four aspects,firstly,the ontologicalgeneration path of the technology knowledges includes six stages:doubting,discoverring,problems,searchlightingknowledges;discoverring,validat ing,understanding,cognizing knowledge,applying technology knowledge,generating technology knowledge.Secondly,the coefficient components of technical knowledge include four parts,personal participations(perception,doubt,discovery,surprise,validation,understanding,reasoning,application,senses of achievement,etc)the objective knowledge domains understood,generated ability domains(including personality abilities,method abilities,social abilities and professional abilities),the objective knowledge domains found but not understood and the problem domains generated.The individual participations have prior significance to the individual technology knowledge generation.Thirdly,the ontology path of technology education is the path of production of technology knowledges,and it is needed to take the generated technology knowledge as the education target,and carry out educations according to the path of technology knowledge generation.Fourthly,the education subjects,the education goals,the education contents and education paths should be scientifically orientated based on the concept of technology knowledge generation in the engineering technology education of higher vocational colleges.
Keywords/Search Tags:knowledge view, view of technology knowledges generation, view of technology knowledges application, engineering technology education of higher vocational colleges, education experiments, knowledge productions, empirical research
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