多视域整合下职业中文教学认识论模型的重构OA

Vocational Chinese teaching faces a theoretical divide between vocational education and language education perspectives,with the former emphasizing occupational knowledge and skills while the latter focuses on communicative competence.This divergence restricts the self-consistency of the theoretical system and the standardization of teaching practices in this field.An integrative literature review method was employed to conduct an interdisciplinary analysis of the core viewpoints in three fields:English for specific purposes,vocational education,and vocational Chinese teaching.The study found that the essence of vocational Chinese teaching lies in language instruction grounded in occupational knowledge and skills,work environments,and tasks,rather than being vocational skills training per se.Its practical manifestations can be categorized into four levels:co-branded,terminology-based,communicative,and culturally developmental,with the communicative level serving as a typical embodiment of its essential attributes.Its values exhibit a progressive structure spanning"individual capacity development—socio-economic advancement—linguistic ecological construction".Based on these three major orientations,an epistemological framework comprising"theoretical foundation layer—value leadership layer—organizational support layer—implementation operation layer"was constructed.This framework clarifies core elements such as teaching objectives,curriculum models,content principles,and task principles,along with their internal connections,providing a systematic reference for both theoretical understanding and practical implementation of vocational Chinese teaching.