教育博士新增职业技术教育方向的认识逻辑、运行张力与未来进路OA

The addition of doctor of education program to vocational and technical education track has raised a new issue:how to cultivate doctoral-level"dual-qualified"vocational teachers.The conceptual underpinnings of doctor of education in vocational and technical education comprise five core dimensions:constructing a new paradigm for nurturing doctoral-level"dual-qualified"vocational educators;charting a progressive path from focused deployment to full coverage;focusing on authentic vocational education challenges to drive innovation;forging a new integration pattern of"artificial intelligence+education+specialized disciplines";establishing a collaborative mechanism of"government+universities+enterprises+vocational colleges".Employing a tension-analysis perspective,this study identifies key operational tensions,including:conflicts between the program's applied orientation and entrenched academic paradigms;contradictions between limited resources and widespread needs;a misalignment between practical objectives and academic evaluation criteria;the dynamics between interdisciplinary integration and disciplinary sovereignty;and constraints arising from the imperative for cross-boundary collaboration amidst existing institutional barriers.Consequently,subsequent training practices should prioritize the following:clarifying training standards to optimize the top-level design of programs;focusing on key needs to form a diversified and collaborative training landscape;improving a practice-oriented achievements evaluation system;building robust interdisciplinary platforms centered on"AI+education+specialisation";and implementing an effective collaborative training model involving"government,universities,enterprises and vocational schools".