Higher Vocational Education Development Trend Analysis and Countermeasures.docVIP

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Higher Vocational Education Development Trend Analysis and Countermeasures.doc

Higher Vocational Education Development Trend Analysis and Countermeasures

Higher Vocational Education Development Trend Analysis and Countermeasures [Abstract] With the economic and social development, China’s vocational education system in improving the structure of higher education to promote the popularization of higher education to meet the aspirations of the people’s access to higher education has played an important role, this article discusses the development trend of higher vocational education Vocational Education Development and put forward their own views. First, the development of vocational education and employment problems in the (A) Social recognition of higher vocational education is not high China’s shortage of highly skilled talent is unquestionable reality, but no matter how the media publicity, the majority of parents and students, vocational education is a low-level of higher education, receive vocational education, the choice seems to be helpless and is forced to to do this. Even on the higher vocational colleges, a considerable number of students it as a Top-springboard. Together with highly educated personnel in the pursuit, so that the social status of vocational education was seriously affected. For these reasons, in the recruitment process, the honors are not on the vocational high school, vocational enrollment marks a dropping lower and lower, and some provinces more than 200 points can be on a vocational high school, new students is large and generally poor quality differences, the tasks are arduous training, education, Quality and size of growth difficult to achieve simultaneous development. (B) Higher Vocational Schools of Higher Vocational Education held the idea is not new A number of vocational institutions in the professional development program is still in use discipline-based curriculum and course format will continue to impart theoretical knowledge as the core of the curriculum, ability-based curriculum models may not be implemented, ‘secondary extension of’ and ‘undergraduate compression’ o

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