论职业教育的消费价值及其政策意蕴
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摘要
中国现阶段总体上已进入消费社会,消费者从聚焦消费品的使用价值转向更加注重象征价值,消费的目的由主要满足物质生活需要转向更加注重身份建构以及社会地位提升。人们接受职业教育成为一种消费行为,学生是职业教育的第一消费主体。然而中国职业教育象征价值低,吸引力欠缺,呈现出政府重视、民众轻视的不平衡状态,不能满足学生自我实现的需要。造成这种撕裂的重要原因是政策设计罔顾学生作为职业教育首要消费者的事实、权利与需求,社会大众对职业教育低等社会身份建构的固化歧视,以及学生家长对接受职业教育的负面认知等。基于此,应从消费视角对有损职业教育形象的政策制度重新检视,注重内涵建设以改善学生消费体验,优化结构并完善现代职业教育体系,以及强化媒体正面宣传,进而重振公众对职业教育的信心。
China has entered the consumer society in which consumers focus more on the symbolic value of the goods than their use value,and consumption purposes are more focused on identity construction and social advancement than meeting material life needs.Vocational education has been accepted as a consumer behavior,and students are the first consumers of education.However,our vocational education has low symbolic value and lack attraction,resulting in an unbalanced state of government attention and public contempt and its inability to meet the students' self-actualization needs.The main reason for this split is that the policy design ignores the fact that students are the primary consumer of education and their rights and needs should be valued.The second reason is the discrimination from the public who often deem vocational education as low social identity construction.The third is the negative cognition of the students and parents when receiving vocational education.Therefore,we will first review the policies and institutions that are harmful to vocational education from the perspective of consumption.Second,we should focus on connotation construction to improve students' consumption experience.Third,we should optimize the structure and perfect the modern vocational education system.Last,we should reinforce positive public opinion to reshape vocational education image and raise public confidence.
China has entered the consumer society in which consumers focus more on the symbolic value of the goods than their use value,and consumption purposes are more focused on identity construction and social advancement than meeting material life needs.Vocational education has been accepted as a consumer behavior,and students are the first consumers of education.However,our vocational education has low symbolic value and lack attraction,resulting in an unbalanced state of government attention and public contempt and its inability to meet the students' self-actualization needs.The main reason for this split is that the policy design ignores the fact that students are the primary consumer of education and their rights and needs should be valued.The second reason is the discrimination from the public who often deem vocational education as low social identity construction.The third is the negative cognition of the students and parents when receiving vocational education.Therefore,we will first review the policies and institutions that are harmful to vocational education from the perspective of consumption.Second,we should focus on connotation construction to improve students' consumption experience.Third,we should optimize the structure and perfect the modern vocational education system.Last,we should reinforce positive public opinion to reshape vocational education image and raise public confidence.
引文
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[2]林百鹏,臧旭恒.消费经济学大辞典[Z].北京:经济科学出版社,2000.
[3][4](法)让·鲍德里亚.消费社会[M].南京:南京大学出版社,2014:24-69.
[5](法)布希亚.物体系[M].上海:上海人民出版社,2001:223.
[6](美)乔治·瑞泽尔.后现代社会理论[M].北京:华夏出版社,2004:110.
[7]赵萍.消费经济学理论溯源[M].北京:社会科学文献出版社,2011:70.
[8]王永贵,邱琪.象征价值的内涵、维度与关键影响因素研究———基于国际权威期刊文献的回顾与综述[J].南京社会科学,2013(4):21-17.
[9]Tajfel H,Turner J C.An Integrative Theory of IntergroupConflict[J].The Social Psychology of Intergroup Relations,1979(5):33-47.
[10]张等菊.我国高等职业教育的身份认同及生存立场研究[J].教育发展研究,2016(7):73-78.
[11]张孝理,龙跃君,陈宏图.影响高等职业教育吸引力的制度分析[J].中国高教研究,2010(6):69-70.
[12]欧阳谦.消费社会与符号拜物教[J].中国人民大学学报,2015(6):66-74.
[13]胡家祥.马斯洛需要层次论的多维解读[J].哲学研究,2015(8):104-105.
[14]财政部,等.关于中等职业学校农村家庭经济困难和涉农专业学生免学费工作的意见[Z/OL].(2018-12-03).http://zxbs.ordos.gov.cn/xgcx/IAO021/201008/b20100827-584308.html.
[15]程家福,董美英,陈松林,等.高等学校分层与社会各阶层入学机会均等问题研究[J].中国高教研究,2013(7):48-56.
[16]吴亚林.价值与教育[M].北京:北京师范大学出版社,2009:201,48-56.