Talk about knowledge, skills, ability relationship

And higher education and vocational education, compared based education three features:

One is technology-oriented, rather than academic type; 2 it is technology type, rather than design type;

Three is management, rather than decision-making. From these three features, vocational school

The goal should be to train students, enables the student to master certain culture, AD

Industry theory knowledge, professional skills, skilled indeed with skill

Will have to adapt to, and the ability to participate in modern social activities. In teaching after

Cheng thorough understanding and correctly handling the knowledge, skills, and abilities, the relationship

Learning knowledge, training skills and cultivating ability of throughout the teaching process

In the teaching activities, to coordinate, is advantageous in raises the realization of the goal.

A, knowledge is the precondition

From the development of knowledge and ability, knowledge is ability for the base of development.

Ability is the premise condition of knowledge development. No learning knowledge this premise,

Students on labor skill grasping is only simply imitate or "as gourd

Painting, it was the past ladle "of" apprenticeships. "has the corresponding culture,

Professional theory knowledge, again by certain training and practice, students in the skills

The process of the formation and consolidate, can through to the association and the knowledge

Comprehensive, extrapolate, one, achieve rapid and efficient, solid

Effect. Knowledge for students to learn and master the skill of the hair of formation and ability

Exhibition laid solid foundation.

Second, training skills is the key

The so-called skills refers to people using relevant knowledge, successfully complete a

The task airframe activity way or intelligence activity way, divided into action skills

Can and intellectual skills. External action skill is the dominant skills

Can, it is muscle, body movement and kinesthetic analysis of motion coordination organ

As the characteristic. For example, students on the machine manipulation and adjust; Application neither,

File, saw process workpiece machining method of etc, are all is action

Skills. Intelligence skill is the abstract thinking activity as the leading to solve practical asked

Topic skills, is in constant activity of thinking process. Such as perception,

Imagination and thinking, etc., and for the main ingredients in thinking; Master correct thinking

Methods are the main characteristics of intellectual skills. In the production practice intelligence skill is live

A dynamic accumulated adjust intelligence activities and experience comprehensive ability,

Intelligence skill and skill is also heavily and repeatedly in practice

In order to form and consolidated.

Movement skills and intellectual skills are closely linked, indivisible, move

For skill in itself has intelligence activities, including intelligence skills components.

If the workpiece fitter skillfully saws, file, such main is neither hand, arm, eye

Cooperate with action, but how to exact, sawing rules, place a file, full flat

The technical requirements of full pattern dominated by subjective consciousness but, have namely

Intelligence activities. Similarly, intellectual skills are also restricted by movement skills,

Many intellectual skills is often through movement skills shows.

Training skills are the key vocational schools teaching, whether theory teaching

Or production practice teaching is to be trained and to reinforce students' skills in

In a position of prominence, establish viable skill training system, clear grade level,

Training methods and training time; The teaching process to emphasize the skill form

Cheng and laws, to students create hands-on and brain condition, by teachers

Explanation, the demonstration and student's practice and practice, and make students' skills

Can achieve coordination, proficient and perfect degree.

Three, cultivating ability is the objective

Cultivate and develop the students' ability, is the ultimate goal of vocational education.

Whether the study knowledge, or training skills, revolves the training students with

Prepare to participate in social activities, engaged in economic construction of ability of purpose.

In the social practice, single ability is difficult to play a role, any one

Kind of activity depends on various ability organically. So we in the teaching

Cheng should pay attention to the cultivation of students' comprehensive ability.

Vocational school students ability optimal structure should include the following basic

Elements: one is the self-educated abilities. Vocational school student learning theory knowledge

Time is limited, train students to use of the correct way of learning, independently into

Do learning ability is necessary. Each subject teachers must pay attention to the buildup in teaching

Keep students ability of using reference books skillfully; Read reference books and science and technology information

Material ability, etc. The formation of students' self-study ability lay a good for further development

Good foundation. 2 it is expression ability, refers to express their ideas in various ways

The ability of feelings and intention. Including language ability, writing power of expression,

Image expression ability, mathematical computation ability, etc. Three is the innovation ability, including

Find problems and puts forward the question ability, creative problem analysis and solving

The question ability, explore new knowledge, etc. Innovative ability is the modern green

Years upwards and pioneering the prerequisite. Four is the ability to work independently,

Applying learning theory is a reflection of the knowledge and mastery of the operation skills independently completed reality

Ability to work interstate; And there are plans to capacity, and ability of organization, self evaluation and

Self monitoring ability, etc. Have these ability is the student in the school study and go

Necessary to the society.

Whether theory class teaching practice teaching, or production should be followed

Learning knowledge, training skills for the training and development ability of the principle of the service, primers

Guide students learning knowledge, self-conscious skills into the actual ability.

The students to become a cultural professional knowledge, proficient operation

Skills, can adapt to the society development, have the ability to participate in economic construction technology

Art talents, this is the requirements of teaching in vocational schools.

To sum up, in vocational schools teaching deeply understand and correct treatment

The study knowledge, training skills and cultivating ability relationship is very necessary,

The three are different and is closely linked organic whole. In order to learn the knowledge

As the premise, and with the training skills as the focal point for the purpose, to cultivate ability, this just

Can embody the basic characteristics of vocational schools teaching

中文：
谈知识、技能、能力的关系
与高等教育和基础教育相比, 职业教育有三个特点:
一是技术型, 而非学术型; 二是工艺型, 而非设计型;
三是管理层, 而非决策层。从这三个特点出发, 职业学
校学生的培养目标应该是, 使学生掌握一定的文化、专
业理论知识, 具备熟练的专业技能, 确有一技之长, 同
时又要具有适应、参与现代社会活动的能力。在教学过
程中深入理解和正确处理知识、技能和能力的关系, 把
学习知识、训练技能、培养能力贯穿于整个教学过程之
中, 有利于协调教学活动, 有利于培养目标的实现。
一、学习知识是前提
从知识和能力的发展来说, 知识是能力发展的基础,
能力是知识发展的前提条件。没有学习知识这个前提,
学生对劳动技能的掌握只能是简单地模仿或是“照葫芦
画瓢”, 这无异于过去的“学徒制”。具有相应的文化、
专业理论知识, 再经过一定的训练与实践, 学生在技能
的形成和巩固的过程中, 就能通过对所学知识的联想与
综合, 举一反三, 触类旁通, 达到快捷、高效、扎实的
效果。知识的学习与掌握为学生技能的形成和能力的发
展奠定了坚实的基础。
二、训练技能是重点
所谓技能是指人们运用有关知识, 顺利地完成某项
任务的一种机体活动方式或智力活动方式, 分为动作技
能和智力技能。动作技能是以外部动作占主导地位的技
能, 它是以肌肉、肢体动作和动觉分析器官的协调运动
为特点的。比如, 学生对机器的操纵和调整; 应用錾、
锉、锯等工艺方法对工件进行切削加工等等, 都是动作
技能。智力技能是以抽象思维活动为主导的解决实际问
题的技能, 是在不断的认识活动过程中形成的。如感知、
想象和思维等, 而以思维为主要成分; 掌握正确的思维
方法是智力技能的主要特征。智力技能是在生产实践活
动中积累起来的一种调节智力活动和经验的综合能力,
智力技能与动作技能同样是在大量地、反复地练习中得
以形成和巩固的。
动作技能与智力技能是密切联系、不可分割的, 动
作技能本身就有智力活动参加, 包含有智力技能的成分。
如钳工对工件熟练地锯、锉、錾等主要是手、臂、眼的
配合动作, 但如何锯得准确, 锉得规矩, 錾得平整, 满
足图样的技术要求, 却受到主观意识的支配, 也就是有
智力活动参与。同样, 智力技能也受到动作技能的制约,
很多智力技能往往是通过动作技能表现出来的。
训练技能是职业学校教学的重点, 无论是理论教学
还是生产实习教学都是要把训练和巩固学生的技能放在
突出的位置, 建立可行的技能训练体系, 明确等级水平,
训练方法和训练时间; 教学过程中要重视技能形成的过
程和规律, 给学生创造动手和动脑的条件, 通过教师的
讲解、示范和学生的反复练习与实践, 真正使学生的技
能达到协调、熟练和完善的程度。
三、培养能力是目的
培养和发展学生的能力, 是职业教学的最终目的。
不论是学习知识, 还是训练技能, 都是围绕培养学生具
备参与社会活动、从事经济建设的能力这一目的进行的。
在社会实践中, 单一的能力是难以发挥作用的, 任何一
种活动都取决于各种能力有机结合。所以我们在教学过
程中必须注重对学生综合能力的培养。
职业学校学生能力的最佳结构应包含以下几个基本
要素: 一是自学能力。职业学校学生在校学习理论知识
的时间有限, 培养学生运用正确的学习方法, 独立地进
行学习的能力是必要的。各学科教师在教学中要注意培
养学生熟练地使用工具书的能力; 阅读参考书和科技资
料的能力等。自学能力的形成为学生进一步发展打下良
好的基础。二是表达能力, 指用各种方式表达自己思想
感情和意图的能力。包括语言表达能力、文字表达能力、
图像表达能力、数理计算能力等。三是创新能力, 包括
发现问题和提出问题的能力, 创造性地分析问题和解决
问题的能力, 探索新知识的能力等。创新能力是现代青
年奋发向上、开拓进取的前提条件。四是独立工作能力,
是反映运用所学理论知识和掌握的操作技能独立完成实
际工作的能力; 还有计划能力、组织能力、自我评价和
自我监督的能力等。具备这些能力是学生在校学习和走
向社会所必需的。
不论是理论课教学, 还是生产实习教学, 都应遵循
学习知识、训练技能为培养和发展能力服务的原则, 引
导学生自觉地把学习知识、掌握技能转化为实际能力。
把学生培养成为具有一定的文化专业知识、娴熟的操作
技能、能够适应社会发展、具备参与经济建设能力的技
术人才, 这就是对职业学校教学的要求。
综上所述, 在职业学校教学中深入理解和正确处理
学习知识, 训练技能与培养能力的关系是十分必要的,
三者是既有区别而又密切联系的有机整体。以学习知识
为前提, 以训练技能为重点, 以培养能力为目的, 这才
能真正体现职业学校教学的基本特点