1. Educational concept: "hardworking" education and "labor" education.
Influenced by the cultural tradition of "those who work hard govern others, and those who work hard govern others" for thousands of years, China people have always advocated "teaching by example" ideologically. Accustomed to hard competition, the root of students' pain is too hard. Among the middle school students in China, teachers talk more, students do less, recite more, practice less, and do not study non-senior high school entrance examination and college entrance examination courses. Science, chemistry and biology experiments are also theoretical. There are no courses such as cooking, handicrafts, cultivation and carpentry in the school, and excellent students are unwilling to choose vocational and technical colleges to study, lacking the practical spirit of westerners attaching importance to scientific experiments and labor education widely carried out in society. Middle schools in western countries offer vocational and technical courses. Middle school students have classes, but teachers talk less and students do more. The school's life education, production education and skills education are comprehensive, and many outstanding junior and senior high school graduates are also willing to choose vocational and technical colleges for further study.
China's imperial examinations spread the habit of ancient and modern scholars to talk on paper, which is in sharp contrast with the practical style of Socrates, an ancient western philosopher. This way of life has influenced to this day. For more than half a century, slogans have replaced efforts and formalism has replaced practical philosophy. Dominated by the traditional concept of "everything is inferior, only reading is high", modern parents disdain technology to make a living, and their attitude towards vocational education is an important reason for the poverty and backwardness of vocational education in China. The atmosphere of "only academic qualifications" in society has brought great impact on vocational education enrollment and student employment.
2. Way of thinking: "idealism" and "seeking truth and being pragmatic"
China people are used to the fuzzy thinking mode of "freehand brushwork in ink and wash" and subjective thinking. Westerners like rigorous mathematical logic and precise thinking. The analytical thinking of westerners has formed the thinking analysis method of "anatomy", which has promoted the development of productivity and precision technology and laid the ideological foundation of vocational and technical education. China people's vague thinking, although pushed the romantic literary talent of the literati of past dynasties to one peak after another, did not promote the development of productive forces, on the contrary, it also inhibited the development of productive forces.
Traditional ideas have great inertia. For a long time, Chinese people have been expecting education to "honor their ancestors" with the mentality of "looking forward to their children's success". The goal and desire of sending children to school are too idealistic, lacking the realistic and pragmatic concept of westerners. "Ten years of cold window, no one cares, and became famous in one fell swoop." On the hero of fractional theory, a few points may be the watershed of fate. A high test score means success, a low test score means failure, the winner is blocked by all roads, and the loser loses the game. Thousands of primary and middle school students in Qian Qian have been labeled as losers.
3. Evaluation criteria: "score evaluation" and "professional development"
Students in western countries are very enthusiastic when talking about their hobbies. Schools and parents are good at discovering and are willing to cultivate students' hobbies. "Deviation" and "acrobatics" which have nothing to do with study and examination are also popular. Many college students and graduate students have chosen their favorite or good subjects from primary school to middle school. After more than ten years and decades of sharpening, there will be more cutting-edge technology and talents.
China students don't like reading very much, but reading is the same specialty of China students. Originally, I also had my own hobbies since I was a child, which was gradually abandoned and eliminated because it had nothing to do with the study and examination. Even if it is a special hobby in the subject, it will not be far away after becoming a "cripple".
The development of students' specialties is directly related to educational evaluation standards. Western evaluation students see what is good about you, like to calculate small accounts, and attach importance to the development of students' specialties. When we evaluate students, we always stare at the bad places and like to make a general ledger. If the academic performance is not good, or even which subject is not good, then no matter how good the others are, they will get negative comments. The total score is calculated by individuals, and the average score is calculated by groups. Individuals have no special skills, where does the special skills of society come from? China's education evaluation model is too unified, and it is difficult to form a characteristic education with a "standard" to shape all students.
4. Technological inheritance: "family inheritance" and "educational inheritance"
In the long social and historical period, the inheritance and development of China's technical property rights have not been protected by the system, and the inheritance of technology is limited to the family lineage. The social custom of passing on men instead of women has restricted it, which has led to the loss of many brilliant skills in China. On the other hand, the technical system is subordinate to the political system. For thousands of years, the centralized political system has focused on the security and maintenance of its power, while the development of productive forces and technological progress have always been put in the second place. The development of industrial production is slow, and vocational and technical education is even more useless.
The technology inheritance in western countries mainly depends on the virtuous circle of vocational and technical education. Knowledge learning is linked with skill training, and skill training is combined with production practice. In learning and training, cultivate students' ability and methods to discover, analyze and solve problems. Shorten the distance between classroom and workshop, speed up the role transformation between students and technicians, and effectively improve students' multi-post adaptability.
5. Business ethics: "faith" and "contract"
People in China pay attention to the business ethics of "the gentleman is righteous and the villain is profitable", but they lack the entrepreneurial spirit of westerners who pursue efficiency. This kind of social ethics made China miss several opportunities to break through the agricultural society and move towards the industrial society. For a long time, China people believed in the way of doing business maintained by "friendship, personality and loyalty", which was frustrated by the crisis of honesty. Economic disputes, counterfeiting and shoddy emerge one after another. Westerners, on the other hand, have greatly promoted the formation of market rules and the circulation of goods and established a good market order on the basis of fair and equal "contract" relationship. In particular, the production of "technology" as a service commodity greatly improves the efficiency of material production. At the same time, it has greatly promoted the market competition, intensified the increasing enrichment of goods and the continuous updating of technology. Therefore, it is necessary for vocational schools to vigorously cultivate skilled craftsmen and vocational and technical personnel to meet the needs of industrial social and economic development.
6. Culture of rule of law: "Mandarin replaces law" and "law is supreme"
China society is used to using Mandarin instead of law, while western society respects the supremacy of law. China lacks the western legal culture atmosphere, and the national legal consciousness is weak. Taking the technology market as an example, the law enforcement in China technology market is very chaotic, and the illegal phenomena such as plagiarism and piracy are very serious, which has greatly dampened technological innovation. Even if there are legal provisions, without the support of legal consciousness of "law first and fair competition", the law will become a decoration. The lack of legal culture hinders the revitalization of the technology market, and also leads to the confusion of the vocational education enrollment market.
Second, the comparison between Chinese and western systems.
1, administrative system
Vocational education is connected at two ends, one is the school and the other is the enterprise. Germany's "dual system" vocational education is a world-recognized model of "work-study combination" talent training mode. Students learn vocational theoretical knowledge at school and master vocational skills through enterprise internships. In order to ensure the smooth implementation of this talent training mode, the German government has made corresponding provisions on the rights and obligations of educators and educatees through the legislation of Vocational Education Law and Juvenile Labor Protection Law. And by signing a "vocational education contract", the "dual system" talent training model can develop continuously and healthily.
An important reason for the underdevelopment of vocational education in China is that enterprises lack the initiative of vocational training and technological transformation. Accustomed to buying foreign core technology, accustomed to copying other people's management experience and repeating production at a low level. The coordination function between government departments needs to be improved and perfected. So far, there is no administrative organization to manage schools and enterprises as a whole, and there is a lack of communication between schools and enterprises. The fragmented administrative system leads to the cultivation of a large number of talents that enterprises do not need, and consumes huge funds, manpower and material resources of local finance. Under this system, it is not surprising that vocational education in China is difficult to revitalize. Vocational education in China is looking forward to the coming of "hand in hand" between schools and enterprises.
2. Education system
The educational policy and goal of western countries is to make everyone get the most ideal support and funding, get qualified education and training in line with personal interests, and everyone has the opportunity to receive personal professional or political education throughout his life. In the middle school stage, all kinds of schools are equal and balanced, and there is no distinction between key points and ordinary ones. In Germany, more than half of the peers in high schools study technical theory and receive vocational training in the "dual system" education. After training, skilled workers can directly participate in professional activities.
In the past, considering the particularity of vocational education, in order to ensure the quality of students, the enrollment of vocational schools could be carried out separately in advance. At present, according to the test scores and admission order, vocational high schools can only enroll students if they are admitted to key high schools, key construction high schools and ordinary high schools. In this case, it is difficult for high-quality students to enter the field of vocational education or secondary vocational schools with comparative advantages. For many years, those who enter vocational schools are all losers in education, resulting in psychological barriers for both parents and students. Those who enter vocational schools are poor students eliminated from key high schools and ordinary high schools, and students and parents feel inferior, which leads to many low-scoring students "choosing schools" at high prices everywhere in society.
During the Tenth Five-Year Plan period, the enrollment scale of higher education has been expanding. On the contrary, secondary vocational education has fallen into the enrollment dilemma. It is mainly manifested in two aspects: the decrease of students, the low quality and the confusion of enrollment market, which seriously hinders the sustainable development of secondary vocational education. In addition, some local governments pay insufficient attention to the development of vocational education, and the government's financial allocation is biased towards ordinary high school education, and the investment in secondary vocational education is seriously insufficient, which is also an important reason for the difficulty in the development of vocational education.
3. School running system
Germany's "dual system" vocational education, that is, the educational model combining school education with enterprise practice, has the following educational characteristics: it provides a theoretical basis for vocational education; Systematize the teaching content; Provide corresponding teaching content for vocational training; Keep a certain distance from professional activities. Enterprises have the following training characteristics: learning to operate complex machines; Master complex production technology; The working principle of experimental natural science and technology; Demonstrate production, service and other operational processes. According to the needs of vocational education courses, the academic system of vocational schools includes full-time, half-day and flexible academic system. Vocational education usually has two places: one is a vocational school and the other is an enterprise. The school-running system is pragmatic and flexible, and vocational education is integrated with social and economic development and technology market.
Judging from the education and teaching of secondary vocational schools in China, problems such as unreasonable specialty setting, outdated curriculum structure and inflexible teaching mechanism have become increasingly prominent. First of all, the professional setting of secondary vocational schools is far from the social and economic development and the demand of labor market. The specific manifestations are as follows: first, there are directional errors and blind disorder in professional settings; Second, the specialty construction is small and complete, with low-level repetition, and there is no professional advantage and school-running characteristics; Third, the cultivated students have poor social adaptability. This is a problem and contradiction faced by the development of secondary vocational education for many years. The curriculum system of vocational education has always been unable to pick out the barriers of the subject system. In the course structure, the disadvantages exposed by adopting the subject course model are increasingly obvious. The more disciplines are divided, the more detailed the courses are, and the lack of connection between different disciplines can not meet the objective requirements of students to comprehensively apply the theories of various disciplines to solve practical problems; Too much emphasis on theoretical knowledge teaching, while ignoring practical teaching.
Secondly, the teaching system of secondary vocational schools generally adopts fixed academic year system and class teaching system, which lacks enough flexibility and cannot meet the diversified needs of vocational education.
Judging from the construction of teaching staff, the overall quality of secondary vocational education teachers is not high, the degree of specialization and professionalization needs to be improved, and there is a serious shortage of "double-qualified" teachers. On-the-job training of teachers can't keep up with the needs and can't adapt well to the development needs of secondary vocational education under the new situation.
To sum up, the development of vocational education in China still has a difficult course. However, we should still be full of confidence. Since China joined the WTO, many countries have recognized China's complete market economy. Coupled with the exchange and promotion of international business organizations such as the World Bank, China's economic development momentum has been strong. This situation undoubtedly provides a good opportunity for the development of vocational education. At present, the country is vigorously developing vocational education, which requires governments at all levels to take the development of vocational education as an important foundation for economic and social development and the strategic focus of education work, and put it in a more prominent position, closely combining it with economic prosperity, employment promotion, poverty eradication, maintaining stability and building advanced culture, so as to promote vocational education to make new and greater contributions to China's economic and social development. The spring of vocational education is coming!