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1、Higher Vocational Education Curriculum Reform deep thinking Paper Keywords: higher Vocational Education curriculum reform curriculum integration professional ability Abstract: This paper focuses on essential characteristics of higher Vocational Education, contact the current reform of higher Vocatio
2、nal Education courses practical, technical discipline, professional competence, teaching analysis, curriculum integration, curriculum stratification, interaction between teachers and other basic content and design strategies analysis and Research. In order to promote Vocational Education reform and
3、development, promotion of Zhejiang Vocational College of Industry and Trade on the basis of the existing forward more quickly, our hospital and the Shanghai Academy of Educational Sciences Zhicheng Jiao Institute, from March 2002 to July 2003 on the footwear design and technology with professional e
4、xpertise of modern automotive technology, electronics technology expertise of three national, provincial model of curriculum reform of professional conduct. experienced a mind-stage reform, market Research stage, curriculum design, teacher training phase. in the whole curriculum reform, higher vocat
5、ional and technical Education around the type of feature, made a number of new theory, try some new approaches. bilateral cooperation has yielded initial results, and cooperation some results related to the profession is being used. but some of the problems occurring in the reform, still need to con
6、tinue to raise awareness in practice, in-depth Research. First, should not subject Disciplines, is the academic classification, refers to a certain field of science or a branch of science, such as natural science, physics, biology, history, social science, Education and so on. Our basic view is that
7、 discipline in the field of higher Vocational Education is also important and indispensable. Higher Education institutions of all organizations, are based courses as a unit, from the teachers teach, students learn all the way to teaching management, curriculum has become an important way schools and
8、 signs. It has been used to press the curriculum way of thinking, and sometimes do not better and more suitable alternatives. However, in the field of higher vocational Education, especially in the higher vocational education of professional teaching, we believe that the concept of the traditional d
9、isciplines and should be some changes need to be integrated subject to technical subjects, or to gradually replace the normal subjects. This change Vocational education is completely determined by the characteristics. vocational education should be employment-oriented vocational education a very imp
10、ortant function is to make it competent business student daily work for daily work needs the support of a number of disciplines. The so-called technical disciplines is the field for the completion of the tasks of a professional subject knowledge required for the collection of many. If the subject is
11、 from the perspective of academic classification vertical, then horizontal technical disciplines is from the perspective of academic classification. For example, we want to conduct a successful business and trade activities, for those who need to implement a knowledge of marketing, psychology, knowl
12、edge, legal knowledge, knowledge of public relations, accounting knowledge, knowledge of statistics, computer science knowledge so, this knowledge is indispensable, the lack of knowledge of any of them are not complete, are flawed, in this sense, the technical disciplines also need the system, compl
13、ete knowledge, relative to the task to be accomplished, the need for systematic and complete knowledge. But to them the knowledge of any subject, they are not is a systematic and complete, but to them, and between branches of knowledge of the content is not identical Some subject knowledge (eg marke
14、ting) should be more, and some knowledge of disciplines (eg statistics) is comparatively less. Second, who for professional capacity analysis, Professional competence of a professional building, curriculum development is one of the most important aspects. Professional ability of first need to solve
15、the problem of who will be professional capacity analysis, we propose Yingyou both participation in the professional competence of staff. First, the first line from the head of the grassroots, such as the head nurse in the hospital, supermarket chains in the manager, machine shop where the section c
16、hief, etc., one business leader and chief engineer. The former has extensive practical experience in the forefront of production, is the most professional people who say they can accurately , the intuitive, the vivid description of the various requirements of occupation, which is the Industrys high
17、standing, to a clear understanding of the latest international developments in the Industry dynamics and future trends in a number of years the overall development of the Industry. Both the organic combined with capacity development of the profession should be the best candidate. Professional abilit
18、y of needs to address is the ability to analyze how professional and economic development simultaneously, this is Vocational Education and the actual and economy development. We all know, the educational needs of a cycle, the current decision of the matter, often in three or after a longer period of
19、 time will have graduates. seems to lag behind the economic development of education is inevitable. professional capacity of the proposed involves more than just the current, but also take into account the near future, the future of the 3-5 years. Not only the professional competence of a profession
20、al to accurately make all the necessary skills needed to master certain skills to determine training time required. Because a career is composed of a number of professional skills, with every key professional skills the degree of difficulty, there is not the same frequency, and therefore the time re
21、quired to obtain the skills are not the same. Therefore it is necessary to calculate each coefficient of the importance of professional skills, difficulty coefficient and frequency factor, and then determined based on the relationship between the professional skills to obtain the necessary training
22、time. Third, the teaching of the main points of what teaching analysis is the final link in curriculum development, curriculum development is the most critical link. If the macroeconomic analysis by means of macroeconomic analysis can be an expert analysis of labor market we can help of experts in t
23、he labor market, vocational ability of the first line of business we can help of the experts, then the realization of the teaching of mainly rely on our vocational school teachers, by our own experts to finally solve the problem. Teaching is an important part of professional competence will be the r
24、esults of the analysis phase skill points (a career all the necessary professional skills points) one by one into a knowledge point, and then point that knowledge of technical disciplines in accordance with the requirements of the new (note, not the existing disciplinary system) into a new branch of
25、 technical activities courses. new technology with the traditional academic curriculum curriculum both different but related. There is no doubt that the new curriculum needs technical activities of knowledge, but knowledge is based on the needs of certain technical activities over the processed inte
26、gration of knowledge, the purpose of such knowledge is to our students to use this knowledge in the shortest possible time, the most accurate to hold each of the professional skills to grasp the profession all the necessary skills. teaching that it is also important analysis of vocational training a
27、nd vocational education to organically link up, giving the results of vocational training can be a certain way (such as credit) into vocational education, apprenticeship training and also Vocational school education organically link up, and be able to fully demonstrate the advantages of education to
28、 vocational schools. Fourth, how curriculum integration, Existing vocational education programs to integrate science and technology development to a certain stage of the objective needs, as the productivity of the continuous improvement of science and technology, vocational and professional blur the
29、 boundaries between each other of the compound have been asked to infiltrate and increasingly become the main trend of development, the existing vocational education programs to integrate science education, especially vocational education the objective needs of their own development, the modern need
30、s of vocational education to the students a strong theoretical knowledge, but also need to give students more Strong technical skills, but the students time to education is a constant, there must be a scientific arrangement, the existing vocational education curriculum integration is also the object
31、ive needs of development of psychological science, developmental psychology, the latest Research shows that when knowledge are linked, when the knowledge exists in the scenario, when linked to the practical application of knowledge, the individuals learning was the best. The so-called integration, i
32、s in accordance with the specific teaching objectives and requirements, have a choice of the original belonging to different disciplines of the teaching content organically combined into a new course, the original press disciplinary system is divided into the curriculum into a specific teaching obje
33、ctive requirements set of courses. Higher Vocational Education curriculum integration is mainly reflected in the professional foundation courses and professional courses. professional foundation curriculum integration, mainly around the ability to support a similar number of professional courses tea
34、ching objectives and requirements of this particular expansion usually integrated professional foundation courses are involved in relatively wide, the integration of courses around the ability to take the work of the occupation of the main task of teaching objectives and requirements of this particu
35、lar expansion, integration of the professional courses are usually involved deeper point. curriculum integration is not a simple mixture of original content, but organic combination, curriculum integration should be a chemical reaction, rather than physics. reposted elsewhere in the Research Papers
36、Download http:/www. curriculum integration teaching around specific objectives and requirements expand. Here, the specific teaching objectives and requirements must always grasp. all with the specific teaching objectives and requirements of relevant content, the general should be retained, can not b
37、e easily lost, all with a specific objectives and requirements of teaching content has little or nothing to do, is another exciting, but also resolutely discarded, not mercy. We are in the process of curriculum integration are firmly grasp the basic principles of teaching around specific objectives
38、and requirements, remove the duplicate parts, combine similar parts, cut red tape part, discard outdated part of the personality part of the reservation, increase in the advanced section. Fifth, how to achieve the layered curriculum, For a long time, people we have knowledge building is divided vert
39、ically, from top to bottom to form an independent discipline, as mentioned above, need to integrate the curriculum of vocational education, and therefore knowledge building not only longitudinal division, part of them, especially the professional section also requires horizontal division, from left
40、to right to form independent layers of technical disciplines. It is relatively independent, but linked to each other hierarchical levels of the curriculum. Generally said a maximum of integrated courses are usually divided into three layers, such as accounting Accounting (-), (b), Accounting (III).
41、Layered curriculum integration and curriculum are the current vocational education curriculum reform content, course curriculum integration layer is added. Courses to meet different professional stratification of the different requirements of the same course, with a lower level to meet the large cla
42、ss in the common requirements of different professions, with a higher level to meet the different professional categories in the different requirements of different professional proper place so that the curriculum to meet different individuals stratified on the different requirements of the same cou
43、rse, with lower meet the needs of students in low-level requirements, with a higher level to meet the high demands of the students, so that the different needs of the students get what they want, courses can also meet the different stratification types on the same course of education to the differen
44、t requirements, with a lower level to meet the low type of education requirements, with a higher type of education level to meet the high requirements of the different type of education their place. Layered curriculum usually follow the basic principles are as follows, each roughly the same chapter,
45、 but does not require one to one, with lower level sections are not required to have a higher level, although the content of each layer has some repetition, but higher levels of the same content with the lower level, is not a simple repetition, but the rising spiral, layered with different types of
46、content need to consider the content associated with the same education, the lower hierarchical levels should be lower content dovetail type of content of teaching (such as vocational and job training linked to the content), while the higher-level and upper layer of teaching content should be linked
47、 to the type of content (such as the level associated with the higher content). Sixth, how to reflect the interaction between teachers and students, The so-called interactive, as opposed to one-way flow of information, means two-way flow of information. In higher vocational education of the teaching
48、 process, one-way flow of information is a teacher, the students listen to the teaching process, and two-way flow of information refers to information that teachers and students asked the interaction of information between students and teachers, students and student interaction and information betwe
49、en the interaction. Interaction must be interactive content, teaching materials should be fully equipped to discuss such issues, case analysis, the path of choice, choice of program content. There is a problem will have different answers, there are cases, will have a different point of view, a path will have a different choice, there will have different policy options. different answers, different perspectives, different choices, d
