Basic Education And Technical Education Paradigm Research

Paradigm, which was put forward by Kuhn, is originally limited to be used in natural science field for explaining the development of natural science. But in recent years, it has been widely used in the field of humanistic and social science to explain the development of humanistic and social science. This dissertation chooses "paradigm" to review the past, present and future of technology education in basic education of China.There are three kinds of paradigm of technology education, which are labor-oriented paradigm of technology education, skill-oriented paradigm of technology education and vocation-oriented paradigm of technology education, during the development of technology education in Chinese modern history. It is apparent that every kind of paradigm of technology education roots in given era and exerts great efforts in training persons of ability, promoting the economic construction and social development.After people stepping in the 21st century, the influence of technology on people's daily life is becoming more and more wide and profound. When people say "technology education", it indicates not only inculcating knowledge and skills which are essential to daily life, but also cultivating and improving technology literacy. The literacy-oriented paradigm of technology education pays attention not only to teaching knowledge and skills but also to students' apperception of technology thought and method, students' apprehension of humanistic factors about technology, the cultivation of students' creative spirit and practical ability, the development of students' emotions, attitudes and values. Therefore the literacy-oriented technology education will exceed technology education, which only aims at helping student master some kinds of skills perfectly, making students prepared for a vocation or fostering students' labor opinion, labor attitude and labor habit.Facing the transform of paradigm of technology education, this dissertation suggests that we should increase public opinion on technology education, strengthen theoretical research of technology education and teacher training, walk out of the "hedge" of evaluation of traditional technology education and provide enough resources for technology education through concerted effort.