Keywords: the connection between secondary and higher vocational schools; Curriculum convergence; Modular curriculum reform
About the author: Zhu Linjia (198 1-), female, from Jiaxing, Zhejiang, lecturer at Linjiang College of Hangzhou Vocational and Technical College; Lu Jingchang (1955—), male, from Beijing, is a researcher at the Development Center of Hangzhou Vocational and Technical College.
Fund Project: This paper is a phased research achievement of Zhejiang Philosophy and Social Science Planning Project "Research on the Connection and Development Innovation of Secondary and Higher Vocational Colleges Based on Economic Transition —— Taking Hangzhou as an Example", with the project number11jcjy16yb and the host: Lu Jingchang.
China Library Classification Number: G7 10 Document Identification Number: A Document Number:1001-7518 (2012) 22-0057-03.
With the transformation of China's economic growth mode, the adjustment of industrial structure and the development of the new technological revolution in the world, the structure and level of talent demand in all walks of life have also changed accordingly. This requires corresponding promotion and adjustment in the field of vocational education. Since its inception, China Vocational Education has been undertaking the function of directly providing skilled workers for the society. With the development of social economy, vocational education adapts to the changes of economy and society, and gradually embarks on the road of improving connotation and quality from simply focusing on extension and scale expansion. In order to make rational use of existing resources and adapt to regional economic and social development, secondary vocational education must extend to higher vocational education and realize organic connection.
As early as 1985, the central government's "Decision on the Reform of Education System" proposed that higher vocational colleges should give priority to recruiting graduates from secondary vocational schools and on-the-job personnel with practical experience and qualified grades, which provided policy guidance for the connection between secondary and higher vocational schools. Since the beginning of the new century, the state has held three national conferences on vocational education, and successively issued "the State Council's Decision on Vigorously Promoting the Development and Reform of Vocational Education", "Several Opinions of the Ministry of Education and Other Seven Departments on Further Strengthening Vocational Education" and "the State Council's Decision on Vigorously Developing Vocational Education", which clarified the function, position and role of vocational education. It is also pointed out that "expanding the proportion of graduates from secondary vocational and technical schools entering higher education institutions, especially higher vocational and technical schools, and appropriately increasing the five-year higher vocational schools after junior high school ... Higher vocational schools can organize corresponding entrance examinations separately and give priority to recruiting outstanding graduates from secondary vocational schools". At the policy level, this has built a development system of interconnection and connection of secondary and higher vocational education and academic system. At present, there are advantages and disadvantages in several main modes of the connection between secondary and higher vocational schools in China. How to make full use of and integrate the limited teachers and teaching resources, do a good job in curriculum connection and improve the quality and level of talent training in higher vocational schools has become an important topic in the research of the connection between secondary and higher vocational schools.
First, the important position of curriculum integration and the principles it must follow.
The ideal state of the connection between secondary and higher vocational schools is to form an interactive "overpass" that runs through from top to bottom and vertically. The main problems involved include management system, teaching system, training objectives, specialty setting, curriculum setting, teaching material use and so on. Curriculum cohesion is the most important and the key to success. This is determined by the connotation and function of the course in teaching.
Curriculum is the realization form of professional teaching and the carrier of completing teaching plan. The connection between secondary and higher vocational schools, whether academic or non-academic, is, in the final analysis, the connection of majors, which can only be achieved through the connection of courses. Therefore, the research on the convergence of secondary and higher vocational education at home and abroad takes curriculum convergence as the research focus.
Generally speaking, curriculum convergence must follow the following principles:
(A) the principle of flexibility
As an educational model of cooperation, transition and convergence between secondary vocational schools and higher vocational schools, both sides must follow the principle of flexibility in curriculum setting and teaching plan implementation. We should be employment-oriented, industry-based, and enterprise-based, adjust and revise the teaching plan for the connection between secondary and higher vocational schools at any time according to the needs of post (group) employers, industrial structure adjustment, technical level improvement and national vocational (industry) standards, and set up a modular curriculum system with "broad foundation and flexible modules" to promote the effective connection between secondary and higher vocational schools.
(b) The principle of coordination between quality development and skills learning
Vocational education is employment-oriented education, and professional skills are the hard power for graduates to be competent for their jobs, but their comprehensive quality is an important aspect (soft power) that employers emphasize when selecting and employing people. In a sense, soft power is more important than hard power. Therefore, secondary vocational colleges should follow the principle of coordinating quality development with skill learning, and advocate the comprehensive quality module of the concept of great moral education, which is a measure.
(3) The principle of mutual unification of series and intersection.
It takes a long time to connect secondary and higher vocational schools, at least five years. During this period, students' interests and specialties have gradually become prominent or changed, even in their professional volunteers or career choices. Therefore, the course must pay attention to the progressive level and interaction of professional (group) knowledge, pay attention to the extension and infiltration of majors, and lay a good foundation for students' sustainable development.
Secondly, it briefly analyzes the method of modular curriculum connection between secondary and higher vocational schools.
At present, in the practice of connecting secondary and higher vocational schools, we think that modular curriculum connection is a better connection form. First of all, there are some similarities or similarities in training objectives, teaching contents, teaching methods and specialty settings in secondary and higher vocational schools, which makes it possible to link up the courses in secondary and higher vocational schools. The organizational form of modular courses has the characteristics of flexibility, applicability and strong pertinence. Each module is independent of each other, and the sub-modules are independent of each other, which can break the relatively fixed professional (discipline) boundaries, organize teaching according to the post ability and training requirements, and track the new technologies, new processes and new methods of leading industries (industries). And you can modify sub-modules, develop and supplement new content and adjust the whole modular curriculum system at any time. Therefore, modular curriculum is the key link of curriculum convergence in secondary and higher vocational schools.
As two different levels of education subjects involved in the connection between secondary vocational schools and higher vocational schools, secondary vocational schools and higher vocational schools should strengthen communication and cooperation, take majors (groups) as units, hold regular education and teaching seminars, invite enterprise (industry) experts to carry out post vocational ability analysis, and develop a modular curriculum system suitable for professional characteristics and the needs of the connection between secondary vocational schools and higher vocational schools. When necessary, we can break the boundaries between majors and types to ensure the realization of phased education goals.
Specifically, we can divide the different learning contents of secondary and higher vocational schools into two modules. In the module of secondary vocational schools, we should pay attention to the basic professional theory and basic operational skills, pay attention to the education of students' basic cultural knowledge, cultivate students' basic ability to adapt to the needs of corresponding professional posts, emphasize practicality, foundation and sufficiency, and connect with the senior high school entrance examination; In the module of higher vocational education, we emphasize the further deepening of students' professional theoretical knowledge and practical ability, cultivate students' ideas of autonomous learning and lifelong learning in career development, and emphasize the transfer of knowledge and the integration of majors. Then, the secondary vocational module and the higher vocational module are divided into different sub-modules, such as comprehensive quality module (moral education concept), professional core courses and basic skills training module, professional elective courses and training module, extracurricular development and related professional development module. Secondary vocational schools and higher vocational schools can implement teaching in accordance with relevant curriculum modules within their respective time periods.