论职教教师面对“被普通教育考试淘汰”职校学生的工作路径

Pedagogical Practice Pathways for TVET Teachers Working with Students “Excluded from General Education Tracks through Standardised Academic Testing”

摘要: 当前，社会普遍存在将职校学生标签化为“被普通教育考试淘汰者”的认知偏差。这一认知偏差加剧了学生的自我认同危机，也为职教教师的教育实践带来系统性挑战。作为职业教育育人核心主体，职教教师应立足学生异质性特征与成长需求，以破除标签束缚为切入点，通过打破认知偏见、优化教学模式、强化技能培养、培育综合素养等关键举措，构建全方位、多层次教育引导体系，既助力学生重建自我认同、实现职业成长，又以专业实践扭转社会对职业教育的传统认知，彰显其类型教育价值，为产业升级与经济社会发展输送更多高素质技术技能人才。

Abstract: At present, a prevalent social cognitive bias labels vocational school students as “those eliminated by general education examinations”. This cognitive bias not only intensifies students’ identity crisis, but also poses systematic challenges to the educational practice of vocational education teachers. As the core subject of talent cultivation in vocational education, vocational education teachers should be grounded in students’ heterogeneous characteristics and growth needs, take breaking the shackles of labels as the starting point, and construct a comprehensive and multi-level educational guidance system through key measures including breaking cognitive biases, optimizing teaching models, strengthening skill training, and cultivating comprehensive literacy. This can not only help students rebuild self-identity and realize career growth, but also reverse the traditional social cognition of vocational education through professional practice, highlight the value of vocational education as a distinct type of education, and deliver more high-quality technical and skilled talents for industrial upgrading and economic and social development.