Should and Can Flipped Classroom Be Introduced to Secondary Vocational Schools in China?

The flipped learning model, which “flips” traditional in-class lectures with cooperative activities, has obtained lots of followers and backers in education. Usually teachers have a negative attitude toward flipped model. Teachers have their stance, and flipped model is still in the exploration stage in vocational education context at present. Studies and design models for flipped learning in secondary vocational education are insufficient. However, flipped classroom is an educational tool which may benefit students. This paper attempts to provide a foundation for further research and implementation for flipped learning in secondary vocational education. It was found that there is no quick answer to the question whether the flipped classroom should and can be introduced to secondary vocational schools or not, but teachers should implement flipped classroom positively.

Appeal of 3 ＋ 4 Program： Good Students are Few but Growing at Secondary Vocational Schools in Shanghai

Secondary vocational education in Shanghai continues to experiment in an attempt to find ways to solve the decline of student enrollment and adjust to rapidly changing social and economic environments. The 3 ＋ 4 Pilot Program （three-year secondary vocational education and four-year undergraduate education） has been under experiment since 2014. It has attracted more and more academically good junior middle school graduates to secondary vocational schools with the national and local favorable policies and laws. Except the three-year’s hand-on practice, what appeals most to the junior middle school graduates is the academic transfer under the Program, a breakthrough in history of vocation education in China. However, only initiating a new program is not enough. Shanghai government should map out a long-term plan to set up promotion to increase the public awareness to change the long prevailing outdated ideology in order to add more to its appeal of the Program. There is still much work to be done before expanding the scope of the Program.

How to Provide“Scaffold”in Reading for Secondary Vocational School Students

Many secondary vocational school students are afraid of reading,while teachers are often trapped in a dilemma as to how to teach reading. The present paper,based on scaffold theory,elaborates when and how to provide scaffold in reading teaching through a case study so as to promote the efficiency of English reading classes in secondary vocational schools.

The Composition and Promotion Strategy of Teachers'Curriculum Development Ability in Secondary Vocational Schools

The curriculum development ability of secondary vocational school teachers is a necessary professional ability for teachers.It has important practical significance and practical value for promoting secondary vocational education curriculum and teaching reform.On the basis of analyzing the connotation and composition of curriculum development ability of teachers in secondary vocational schools,this article proposes three strategies to improve the curriculum development ability of teachers in secondary vocational schools.

Several Reflective Strategies of English Teachers in Secondary Vocational Schools

Nowadays, students in secondary vocational schools are required to have better English competence. How to improve English teaching quality in secondary vocational schools? One of the effective means is reflective teaching. By way of it, English teachers in secondary vocational schools improve English quality and promote professional development.

New Research of English Teaching in Secondary Vocational School-Based on Postmethod Pedagogy

Postmethod pedagogy of B. Kumaravadivelu can bring a new hope for English teaching of secondary vocational schools. This new research has gained some inspiration for English teaching from the perspective of teachers, students, teacher educators and so on based on postmethod pedagogy.

An Investigation into English Teaching Methods in Secondary Vocational Schools in Zhejiang Province

New requirements in English teaching were brought up under vocational curriculum reform in Zhejiang province.The work presented in this paper mainly focus on three aspects of the following: Teaching methods in class,the students' knowledge background and learning motivation.Methods used in this investigation are known as questionnaires as well as interview.Total182 students from two Vocational Schools in Hangzhou city were surveyed in random manner,aiming at the students' knowledge background,learning motivation and teachers' teaching methods.Interview was used as supplementary information.It's in order to get an entire grasp of the present situation of English teaching Methods in secondary vocational schools and to find out an effective way to solve the problems.After that,as a result of the Investigation indicates that problems still exist in secondary vocational schools.Suggestions are to put forward some effective strategies and approaches that will improve English teaching quality in secondary vocational schools; what is more,according to students' choices and interests,situational teaching and layered teaching could be implemented in order to improve students' English ability.

Application of Context Theory in English Vocabulary Teaching in the Secondary Vocational School

This paper conducts a study of English vocabulary teaching in the secondary vocational school based on context theory. Through the quantitative research method, results of the study indicate that it is effective for the secondary vocational school students to improve their vocabulary mnemonic ability, English proficiency and words guessing ability through English vocabulary teaching based on context.

Curriculum Reform in Secondary Vocational Education Based on Constructivism Curriculum Theory

The constructivism in the field of education exerts the main effects : to put forward a new concept of knowledge and learning theory, to explain the nature and occurring mechanism of learning again, and to advocate new course construction. In the process of the new curriculum reform in China, constructivism has become one of the main theories of guiding education and teaching reform, and has played a good role in promoting the reform of traditional education and teaching. As for secondary vocational education which is confused in curriculum development, constructivism can also provide new ideas for it. How to combine constructivism with secondary vocational curriculum development, and how to apply the constructivist curriculum concept to the development of secondary vocational curriculum is the core of this research.

An Empirical Study on Classroom Learning Anxiety of Secondary Vocational English Learners in Content-based Instruction

This research aims to study the relationship between content-based instruction and secondary vocational English learners.Two classes in one secondary vocational school were chosen as participants.The result shows that CBI teaching has a negative correlation with English learning anxiety and has an impact on alleviating students' anxiety.

Evaluation of Technical Education by Using a Modern Structured MOODLE Laboratory Course, in Relation to Recent Data

E-learning platforms support education systems worldwide, transferring theoretical knowledge as well as soft skills. In the present study high-school pupils’, and adult students’ opinions were evaluated through a modern structured MOODLE interactive course, designed for the needs of the laboratory course “Automotive Systems”. The study concerns Greek secondary vocational education pupils aged 18 and vocational training adult students aged 20 to 50 years. The multistage, equal size simple random cluster sample was used as a sampling method. Pupils and adult students of each cluster completed structured 10-question questionnaires both before and after attending the course. A total of 120 questionnaires were collected. In general, our findings disclosed that the majority of pupils and adult students had significantly improved their knowledge and skills from using MOODLE. They reported strengthening conventional teaching, using the new MOODLE technology. The satisfaction indices improved quite, with the differences in their mean values being statistically significant.

On the Application of Red Cross Spirit to Moral Education of Secondary Vocational Health School

Red Cross Spirit acts as an important moral value for students.It wins so wide recognitions that more and more Chinese secondary vocational health schools have already put it into use.This paper attempts to discuss the application of Red Cross Spirit to the moral education of secondary vocational health school from the perspectives:curriculum,assignments,and activities.We hope this study could promote students’professional ethics and boost the development of moral education with the feature of secondary vocational health school.

中考普职分流:何以定分止争

调整中等教育结构,保持合理的普职比例,对构建现代职业教育体系,形成良好的教育生态具有重要意义。考察我国初中后普职分流政策演进史可以发现:普职比“大体相当”政策是改革开放后吸取教育改革教训而制定的,后经历了我国经济与就业市场化改革以及大学扩招等各种考验,但是近年来该政策在实施过程中,普职比例、分流时间和分流功效等方面存在诸多争议。从巩固中等职业教育的基础性地位与完善现代职业教育体系出发,未来初中后普职分流改革应因地制宜调整普职比例,适当延后普职分流时间;健全职业教育体系,在高中阶段教育完善“分流-交流”机制,拓宽中职考试升学通道;加大高中阶段课程改革,增大校内分流可能性;在构建国家资历框架中充分考虑高中阶段教育的普职融通。

"一平台、三路径"中职制冷专业建设与实践——以天津市第一商业学校为例

“一平台”是对接国际行业标准,搭建制冷维修行业良好操作培训平台。“三路径”是构建“国际视野,一专多能”师资成长路径;构建“标准对接,资源共享”教材建设路径;构建“育训并举,课证融通”人才培养路径。本文旨在为相关院校的制冷专业在专业教育教学改革、提高教育教学质量、实现培养目标等方面提供借鉴。

现场工程师培养视域下中高职校企协同育人实践研究与探索

中高职贯通培养是职业教育育人的重要途径,为区域产业发展提供重要人力资源。针对中高职贯通培养规格定位不准,培养质量不高等问题,以东莞职业技术学院机械制造及自动化省级高水平专业群建设为契机,构建以工程实践项目为载体的五年一贯制培养模式,开发一体化系统化的课程体系;以递进层级岗位能力要求为培养主线,精准对接企业需求,提出了中高企一体化协同育人模式,形成了中高企命运共同体机制,为培养符合现场工程师标准的技术技能人才提供经验借鉴。

省域内中职学校产教融合特点、困境与突破——基于110所中职学校的调查

近十年,国家连续出台多项推动产教融合的政策,产教融合被赋予了多重历史使命。但在实践层面,中职学校出现了片面追求升学率一定程度上弱化产教融合的现象,选择合作的企业多是新建的、民营的、规模较小的企业,参与学校人才培养能力不足;中职学校服务企业技术改造能力有限,教师以教学为主,科研成果产出不足;学校专业设置与产业匹配度低,毕业生合作企业就业比例不高;校企双方互惠能力较弱,产教融合要素有限,成效有待进一步提高。为此,提出了政府主导下产教融合平台建设,依托区域内产业集群打造一批职业技能训练场,促进校企间形成共生关系等可行策略。

德国普通中学的职业导向教育:价值意义、实施路径与实践特征

职业导向教育旨在促进学生职业定位和选择能力的养成,对所有学生成功过渡到升学、培训和工作具有指引作用。德国各联邦州在遵循KMK关于职业导向教育总体规定的基础上,制定相应的职业导向教育准则和细化措施,由各学校负责具体执行。从实施方式看,德国普通中学的职业导向教育主要通过系统的职业导向课程与校内外职业实践活动来落实,具有多主体协同服务、全过程循序发展、信息化手段推进及差异化全纳包容等特点。

回归职校属性:校企合作的现实困境与路径探索——基于中职学生“升学热”视角

在中职学生升学诉求日益增长背景下,升学成为阻碍中职学校与企业深度合作的重要因素,寻找升学与就业的平衡点成为突破口。分析中职学校与企业合作中存在学生留企与管理难、中职教师缺乏企业实践经验与行业认知、学生实操课时不足且课时分配不均匀等问题,提出提升学生综合岗位能力以适应轮岗要求、增加教师的企业经验与技能,技能主导升学考试、深化校企合作等建议。

中小学教师对其孩子接受职业教育意愿的差异分析

国家有关政策及法律要求社会各界要积极营造职业教育良好发展氛围,在普职分流及民众对职业教育接受度不高的情况下,中小学教师对职业教育的接受度值得关注。通过对全国15625名中小学教师的调查发现:中小学教师让其孩子接受职业教育的意愿比较低,仅为27.9%,在各人口学变量间存在显著差异,学段越高的教师越不愿意让其孩子上职业院校,经济越发达的东部地区及地级市、省会地区的教师越不愿意让其孩子上职业院校,除了年收入在10万元以上的高收入水平及职称未定级的教师外,年收入水平越高及职称越高的教师越愿意让其孩子上职业院校。为此,建议:为形成正确的劳动观与职业观,很有必要要求中小学教师在平时的课程与活动中逐步渗透有关的职业启蒙教育知识,应要求初中及普通高中教师越来越多地正面向学生宣讲职业教育,让学生明白职业教育同样是适合的成长成才途径,在正面宣讲职业教育中应更多地要求男性教师及年收入水平在10万元以下中的收入越高的教师及职称越高的教师,因他们更能接受职业教育,其有利身份与地位也更容易取得学生及家长的信任与接纳。

中职学校护理专业实习教学存在的问题及解决对策

为进一步提升中职学校护理专业实习教学质量,探究目前护理实习中存在的问题及解决对策.针对目前中职学校护理专业存在的实习生实习心理压力大、实习管理不到位和实习评价片面若干问题,针对性给出强化实习前培训、加强实习期管理及科学评价实习后效果系列对策.这些措施为中职学校护理专业实习教学改革提供参考依据.