Offering school-based courses in vocational schools enhances the adaptability of the courses to students and is conducive to achieving the training objectives of vocational education. Therefore, many vocational school leaders and teachers are paying great attention to the development of school-based curriculum with great enthusiasm, and some schools have also achieved good results. It can be predicted that the development of school-based curriculum will become an important task for vocational school teachers at present and in the future. Therefore, exploring the development of school-based curriculum in vocational schools has positive theoretical and practical significance.
School-based curriculum refers to school curriculum or school-based curriculum. School-based curriculum is a curriculum which is compiled, implemented and evaluated by school teachers according to the national educational goals and local educational requirements, analyzing the school's environmental factors and the actual needs of students. It can be seen that school-based curriculum is a school-based, educational purpose-oriented and student development needs-oriented curriculum.
Vocational education points to the improvement of students' cognitive ability and vocational skills. In this process of improvement, school-based curriculum should be more targeted and effective, so as to create the most favorable information environment for the development of our students and promote the generation of personality potential to practical professional quality. Because this course is school-based, it is an information carrier created by schools and teachers according to the requirements of vocational education objectives and the needs of students' development, combined with the reality of our school, which is most suitable for the growth of vocational school students.
If the school-based curriculum of vocational schools is regarded as an auxiliary course of national curriculum and an extension of the subject of "one test and one standardization", it will be misinterpreted; If we only think that the school-based curriculum of vocational education is a measure of decentralized curriculum management in the country, and that the school-based curriculum is to set up optional courses and write supplementary teaching materials at will, we can simply understand the school-based curriculum; If we think that the development of school-based curriculum in vocational education can ignore the requirements of national curriculum and local curriculum, we can understand school-based curriculum in isolation; If we think that the school-based curriculum of vocational education is only a superficial and vivid curriculum form, then we will underestimate it.
It can be seen that the development of school-based curriculum in vocational schools must establish a new educational concept: the development of school-based curriculum should first point to the development of people, the improvement of students' professional knowledge and skills, the improvement of students' professional quality and the publicity of personality. Only under this goal can we correctly understand and deal with the relationship among national curriculum, local curriculum and school-based curriculum, and make them complement each other, penetrate each other and organically combine. Furthermore, the development of school-based curriculum should be guided by the requirements of national curriculum standards, and professional school-based curriculum design should be carried out according to three dimensions: knowledge and ability, process and method, emotional attitude and values. We should not only pay attention to the construction of the career direction of the course, but also pay attention to the process construction; We should not only pay attention to the preparation of vocational courses, but also pay attention to the generation of vocational courses; Pay attention to both professionalism and comprehensiveness; We should not only pay attention to the interest of the professional surface, but also pay attention to the in-depth research of the profession. In a word, the development of school-based curriculum in vocational education must attach importance to the cultivation of students' professional knowledge, the exercise of vocational skills and the improvement of comprehensive quality. Only in this way can the school-based curriculum meet the growth needs of vocational school students and the educational goals of vocational schools.
Through the above analysis, we believe that the development of school-based curriculum in vocational schools should pay attention to the research, comprehensiveness and innovation of school-running reality, professional characteristics, professional knowledge and skills.
1, according to the actual situation of our school, choose the course theme.
The development of school-based curriculum must proceed from the reality of our school, which must be highly valued. What kind of geographical environment the school is in, what kind of vocational education resources it has, what kind of school scale it has, what kind of professional characteristics it has, and what kind of students it has need to be analyzed and studied by school-based curriculum developers. Only through analysis and research can we determine the career orientation and starting point of school-based curriculum development. The importance of the starting point is self-evident, which determines the orientation of school-based curriculum development. This orientation cannot be ignored, nor should it be ignored. Don't we often run characteristic vocational schools? You don't just talk about characteristics. There are two problems here: one is the external geographical environment of the school. Urban schools are different from rural schools, and their geographical environments are also different. This difference in geographical environment affects the school-running style of vocational schools. Of course, we should not make excuses for environmental determinism, but pay attention to the influence of environment on education. The school is surrounded by electronic technology industry and commerce, so we should pay attention to the development of electronic technology vocational courses; There are tourist attractions around the school, so we should pay attention to the development of tourism vocational curriculum resources; The school is surrounded by plants, so we should pay attention to the development of specialized courses in biological growth and application. Another problem is the internal environment of the school. Specifically, one is the environment of things, and the other is the environment of people. Physical environment refers to school venues, school buildings, experimental practice equipment and facilities. Human factors include school spirit, teaching style, study style, professional teachers' quality, specialty setting, class and number of schools, and vocational education tradition formed on this basis. The development of school-based curriculum is to determine the general trend of school-based curriculum theme and professional content on the basis of analyzing various factors inside and outside the school. This general specialization trend needs extensive and serious discussion and analysis.
2. Analyze the specialty setting and develop the specialty characteristics.
It is an indisputable fact that the development of school-based curriculum in vocational schools should pay attention to the professional characteristics of running vocational schools. What we need to study is that the school-based curriculum in vocational schools should not only develop professional characteristics, but also be practical and developmental.
The so-called development characteristic is to make the school-based curriculum of one school different from that of other schools; Even schools with similar majors cannot have the same school-based curriculum. It is necessary to analyze the professional setting and historical evolution of our school, which are long-term majors and which are short-term majors? Choose relatively stable individual majors as the main line of developing school-based courses. The so-called practicality mainly refers to two aspects: First, the school-based curriculum of vocational schools must adapt to the local economic development, so as to cultivate the educated and skilled applied talents needed by economic construction. Another problem is that the school-based curriculum should adapt to the main majors and teaching conditions of our school, so that the implementation of the school-based curriculum can be implemented. The so-called development is to fully analyze and predict the trend of local economic development, the dynamic application of science and technology in the economy and the potential of school development. So that the school-based curriculum of vocational schools will not lag behind the development of economy and science and technology for a period of time.
In other words, the school-based curriculum of vocational schools should reflect the professional characteristics of schools. This vocational feature is not only the vitality of the curriculum itself, but also the driving force for students' growth and the potential driving force for school development, thus serving the training objectives of vocational education.
3. Select professional backbones and integrate comprehensive knowledge.
The comprehensiveness of school-based curriculum refers to the integration of cultural knowledge and professional knowledge; It refers not only to the integration of professional skills, but also to comprehensive practical activities. Experimental research in psychology shows that one kind of learning has different degrees of influence on another, which is the phenomenon of learning transfer in the process of learning. What we advocate in teaching is learning transfer. Learning a foreign language helps to learn another foreign language; Strengthening listening and speaking training is conducive to the improvement of reading and writing ability, painting and calligraphy are not separated, lathe workers and locksmiths are a family, and so on. , all refer to learning migration. The theory of learning transfer provides us with important enlightenment in developing school-based curriculum: the development of school-based curriculum should consider not only the professionalism of knowledge, but also the comprehensiveness of professional knowledge and skills.
Therefore, the development of school-based curriculum must pay full attention to students' broadening their knowledge horizons, exercising and improving their professional ability and promoting the improvement of their professional quality. This requires that the development of school-based curriculum should be closely linked with students' real life, and comprehensively improve students' cultural knowledge, professional knowledge, professional skills and labor and technical quality.
It is worth pointing out that knowledge and skills are integrated and organic, and all kinds of knowledge and skills cannot be mechanically imposed on school-based curriculum; Instead, we should take a major as the main line and bring comprehensive knowledge and skills into the school-based curriculum in an orderly and natural way.
4. Pay attention to process design and guide students to explore.
The development of school-based curriculum in vocational schools should also pay attention to research. This is because school-based curriculum is closer to the reality of schools, teachers and students. Curriculum is not only a result, but also a process. Only research-oriented courses are more conducive to students' exploration and development. School-based curriculum should not be regarded as a materialized and static text state, but as a more vivid and innovative activity form in vocational schools. It is a learning activity process that teachers and students jointly develop and create to promote students' cognitive ability and skill level. Only the school-based curriculum of vocational and technical education with research significance can be conducive to the development of students' various abilities.
Only when the school-based curriculum in vocational schools is research-oriented, can students' initiative, enthusiasm and inquiry be truly mobilized. As teachers, we have a deep understanding that in the past, in order to complete the tasks stipulated in the textbook and the objectives set in the syllabus, we carefully designed a series of "heuristic" teaching methods. However, after teaching, we will feel that no matter what kind of inspiration is always limited, or superficial, we cannot enter the deep field.
It is worth noting that there is nothing wrong with heuristic teaching, and it must be carried forward. The crux of the problem is that in the past teaching and training mode, our professional teachers were too tired to be inspired, and they could not be inspired if they were a little careless. If the school-based curriculum we develop is research-oriented, it is enlightening in itself. Why worry about students' lack of enthusiasm and initiative? Therefore, the school-based curriculum of vocational schools should always be research-oriented.
5. Design innovative activities to stimulate innovative spirit.
School-based curriculum development in vocational schools is an innovative activity. In order to carry out this innovative activity, we must establish innovative consciousness. We should not only pay attention to the innovation of results, but also pay attention to the innovation of processes. The so-called process innovation refers to the innovation of ideas, strategies and means of school-based curriculum development. Enable students to acquire new experience, new knowledge and skills through new processing, combination and exploration while absorbing knowledge, so as to continuously improve their professional ability and quality.
This requires the design of school-based curriculum to be democratic, scientific and open. The so-called democracy means that school-based curriculum should create a relaxed and harmonious learning atmosphere for students. The compilation of school-based curriculum can reflect an interactive process between teachers and students and between students. The so-called science; Refers to the scientific nature of curriculum objectives and contents, and the scientific nature of combining professional knowledge with professional skills. Teachers must create specific teaching situations according to the actual situation of vocational schools; According to students' physical and mental characteristics and development level, courses with vocational education characteristics should be designed reasonably and orderly. The so-called openness means that the design of school-based curriculum should leave some space for students' personality development and stimulate students' innovative spirit.
It can be seen that the innovation of school-based curriculum in vocational schools is mainly reflected in guiding students to actively participate in production practice, using their hands and brains, and cooperative exploration. Pay attention to what students have experienced in the process of learning activities. What do you feel? What did you realize? What did you get? What has been innovated? Let students think positively and experience positively, and let students establish innovative consciousness and form innovative ability.
In a word, the development of school-based curriculum in vocational schools is a process of continuous exploration and innovation. Under the goal of vocational education, explore effective school-based ways, methods and means to achieve educational goals; That is, from content, process to goal, choose the best combination point of teacher-student interaction with curriculum as the carrier. We have reason to believe that the school-based curriculum in vocational schools will be more conducive to promoting the growth of our students.
What courses does advanced vocational and technical college offer?
Higher vocational and technical colleges usually offer many majors, and the courses offered by different majors are basically different, and the differences are quite big. But no matter what major, there are basically some similar courses, such as English, physical education, ideological and political education, computer courses and so on.
What courses are offered for computer application major in secondary vocational and technical schools?
Learn C language, data structure, computer network first, and then learn discrete mathematics, calculus, probability theory and so on. And then learn multimedia technology, JAVA, etc. , and finally study software engineering. It's almost the same when you finish learning artificial intelligence.
I have collected many computer video tutorials in my blog all the year round, hoping to help you with your study.
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What subjects do vocational and technical schools offer?
There are 44 majors in hubei polytechnic institute, and the specific disciplines are as follows: the school has 1 national education reform pilot major, 12 provincial key majors, 8 provincial key construction experimental training bases, 9 national excellent courses and 24 provincial excellent courses. Provincial key majors (12): automobile inspection and maintenance technology, accounting, stomatology, clinical medicine, etc. National experimental specialty of educational reform (1): experimental training bases for provincial key construction of automobile inspection and maintenance technology (8): numerical control technology training base, nursing training base, clinical skills training base of medical college, automobile training base, architectural training base, electronic training base, tourism training base and accounting training base.
What courses does the accounting major of Anyang Vocational and Technical School offer?
Main course:
Basic accounting skills, basic accounting, enterprise financial accounting, cost accounting, tax accounting, financial management, auditing, computerized accounting, accounting laws and regulations, basic statistical knowledge, economic law, practical writing, tax basis, finance and finance, non-profit organization accounting, computer network technology, Visual FoxPro, etc.
Technical schools are under the control of the Labor Bureau, while vocational schools are under the control of the Education Bureau. After finishing vocational school, there is still hope to take the vocational examination and be admitted to junior college, so this kind of university is much better than the original 3+2 university.
If you want to have a better college degree, you can choose a vocational high school, but it's a gamble. If you want insurance, it is better to go to 3+2.
"3+2" refers to the "three-two-stage system" in secondary and higher vocational schools.
What courses do senior technical schools offer?
Higher vocational and technical colleges usually offer many majors, and the courses offered by different majors are basically different, and the differences are quite big. But no matter what major, there are basically some similar courses, such as English, physical education, ideological and political education, computer courses and so on.
What courses do paper-cutting majors in secondary vocational and technical schools need to offer?
Folk knowledge, paper-cutting knowledge (classification, design, production methods (including dyeing materials and methods), mounting (various mounting methods)
What subjects does Zhoukou Vocational and Technical College offer?
There are 10 full-time teaching units in Vocational and Technical College, including the Department of Biological Engineering, the Department of Animal Science, the Department of Finance and Economics, the Department of Information Science, the Department of Mechanical and Electrical Engineering, the Department of Foreign Languages, the Department of Arts, the Department of Humanities, the Department of Technical Secondary School and the Department of Basic Education, and two adult education teaching units, including the Department of TV University and the Department of Adult Education. There are 265,438+0 majors in higher vocational colleges, including gardening technology, facility agriculture technology (garden and flower direction), feed and animal nutrition, animal husbandry and veterinary medicine, financial management, marketing, property management, computer application technology, road and bridge engineering technology, architectural design technology, computer system maintenance, tourism management, Chinese, secretarial, applied English, business English, music performance and decorative art design, as well as.
What subjects are there in vocational schools?
Vocational schools have everything, but some majors and schools have nothing! Our school has: interior design, advertising design, fashion design, electronics, electromechanical, accounting, computer, secretarial and kindergarten teachers. See which of these majors you are interested in.
What are the specialized courses in Huizhou Economic Vocational and Technical School, and what is the annual tuition fee?
The college is mainly an education major. At present, there are 65,447 majors in CNC technology, automotive technical service and marketing, computer application, animation design and production, advertising design and production, applied electronic technology, marketing, logistics management, tourism management, property management, computerized accounting, international trade practice, e-commerce, investment and wealth management, fashion design, business English, secretarial, international business customs declaration and inspection.
Accommodation fee: 1400- 1800 yuan per student per year according to the accommodation standard.
Tuition: 12500 yuan or 13000 yuan per year for each major student.