About cultivate core competencies Vocational education can nature and human nature meeting point毕.docx

About cultivate core competencies Vocational education can nature and human nature meeting point毕.docx

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AboutcultivatecorecompetenciesVocationaleducationcannatureandhumannaturemeetingpoint毕

Aboutcultivatecorecompetencies:

Vocationaleducationcannatureandhumannaturemeetingpoint

Abstract:

competency-basedvocationaleducationqualities,butvocationaleducationmustalsohighlightthethemeofpeople-oriented,promotethecomprehensivedevelopmentofthebanner,andaccuratelygraspandeffectivelydevelopcoreprofessionalcompetence,itisconnectedtovocationaleducationcannatureandhumannaturemeetingpoint.

PaperKeywords:

vocationaleducation,tonature,humannature,meetingpoint;corecompetencies

Differenttrainingobjectives,differenttypesofeducationfirstflaginglobalization,informationtechnologyandtheknowledgeeconomyera,howtoproperlygraspandeffectiveimplementationofvocationaleducationtrainingobjectives,isrelatedtothesurvivalanddevelopmentofvocationaleducationamajorissue.

First,thecompetency-based:

thecharacteristicsofvocationaleducation

Vocationaleducationistomakeaccesstocertainoccupationsoreducatedproductivelaborrequiredskillseducation.Career-oriented,competency-basedvocationaleducationqualities.

Organizationofvocationaleducation,firstbytheeconomicandsocialdevelopmentneedsofthetypeoftalentdecisions.Vocationaleducationisnottotrainacademictalentorengineeringtalentsasthegoalofeducation,butrathertofostertechnology,skilledpersonnelresponsibilityeducation.Suchtalentintheproduction,service,technologyandmanagementofthefirstline,orthejobsitetoengageindirectoperations,thedesign,planning,decision-makingintoaproductorservice,theyshouldhavethenecessaryprofessionalknowledgeandstrongoperationalskills,withcomprehensiveuseourexpertisetosolvespecificproblems,andtoaddresstheproblemofsudden-siteresilience,etc.Withtheadvancesintechnologyandthecontinuousupgradingofindustrialstructure,economicandsocialdevelopmentoftechnology,thetotalamountofskilledpersonnelgrowingdemand,theleveloftheincreasinglyhighdemand,soastopromotetheexpansionofvocationaleducationandlevelofimprovementhasbeensuggestedthat,strictlyspeakinguniversityonlytwocategories:

onecategoryisacademic,research,anditsservicepointistopromotescienceprogress,oneistechnology-based,skills-based,anditsservicepointistopromotescienceintopracticalproductiveforces.visible,educationclassificationisultimatelydeterminedbythesocialdivisionoflabor.

Organizationofvocationaleducation,followedbyhumanintelligencecharacteristicsofdifferenttypesofdecisions.Modernpsychologystudiesconfirm:

TastingwithZhiyutocompetewiththetraditionalconceptofhumanintelligencetointelligencequotient（IQintelligentpeoplecompeteasameasuresolecriterion“IQstylethinking,“andtheindividualcharacteristicsofthesame,standardandthuscanbequantitativelydescribedonthebasisoftheassumptionthatintelligencetestsandotherconceptsandpractices,notonlyignoresthediversityoftypesofhumanintelligence,diversity,andtherationalizationofcuringsinglecurriculumandteachingmethodsaswellasthe“standardizedtests”tomeasureallstudentsofthe“standard”modeofeducation,resultinginmanyaspectswithothertalentsandabilitiesofthestudentswerehumbledandneglect.VocationalEducationexpertProfessorJiangDayuanconsolidatedresultsofrelevantstudies,furtherindividualintelligencetypesdividedintotwocategories:

onecategoryortheemphasisongoodatabstractthinking,logicalthinking,namely,anemphasisonclassorgoodatthinkinginimages,namelyconcretethinking,thinkingthattheworlddominatedbytheimageofapersonabout60%to70%,mainlyinlogicalthinkingpersononly30%to40%,whilethedifferenttypesofthinking,butalsolendsadifferenttypeofintelligence-intelligentnon-compete,typeadifference.rightintheabstractthinkingmainlyofpeople,itshouldbesubjectedtodisciplinarysystemeducationisgeneraleducation,sothatinmasteringaparticulararea（subjectdeclarativeknowledge（whatandwhyonthebasisofknowledge,andfurthertoexplore,developafieldThedeclarativeknowledge,basedonthethinkingofpeopleintheimage,theeducationsystemshouldbesubjectedtoactionsthatvocationaleducation,sothatincertainareasofworktomastertheprocessofknowledge（includingtheknowledgeofexperience-whattodowiththeknowledgeandstrategiesknowledge-theknowledgeofhowtodobetterthebasisofaparticularfieldofworktocompletethetaskoperabilityshort,generaleducationandvocationaleducationbythediscretestructureofhumanintelligenceandintelligenttypeofdistinctionratherthancompetewithintellectualdecision,andvocationaleducationistopromotetheimageofthinkingbased,withthecharacteristicsofalternativeintellectualeducationtaughtyoungstersfromthissense,theclassificationisdeterminedbyeducationindividualizededucation,individualizededucationalprinciplesdecision.

Employment-oriented,competency-based,istheconsensusofvocationaleducationineconomicglobalization,informationnetworking,culturesof,internationalcompetitioninthe21stcentury,therapiddevelopmentoftheknowledgeeconomy,thenewtechnologicalrevolutionafteranother,people’scareerlivingandlifestyleisundergoingtremendouschanges,humancapacityespeciallyinnovativeabilitytobecomethemostimportantsourceofwealthanddevelopmentmomentum.“competency-basedsocietyhasbeentheriseinWesterncountries,emphasizingthehumancapacity-buildinghasbeenaconsensusforthegovernmentandsociety.“[2]dualsysteminGermany,Australia,CBT,NorthAmerica,CBE,arecompetency-basedvocationaleducationteachingmode.

“Career-oriented,competency-based,”thebasiccriteriafordeterminingvocationaleducationshouldbeoperational,application,practicethestrongesteducationsystem,itisinteaching,curriculumdesign,teachingmaterials,classroomorganization,teachingmethodsandassessmentandevaluationmethodsetc.,andgeneraleducationshouldbeacleardistinction.Meanwhile,thevocationaleducationclosertoactualproduction,closertothelabormarketneeds,sotheexamination-orientededucationdrawbacksfeelmoreintense,morepowerfulimpetusforreform,therefore,itwasconsideredvocationaleducationreformanddevelopmentislikelytoimpacttherigideducationsystemthroughoutourbreakthroughinthereformofvocationaleducationandtrainingsuccess,itmaycrackthepuzzleoftheentireeducationinrecentyears,China’semploymentofcollegegraduatesisdifficultandthephenomenonofcorporaterecruitmentdifficultiescoexistenceproved“competency-based”vocationaleducationhasbroadprospectsfordevelopment.

Two,people-oriented:

Vocationaleducationmustholdhighthebanneroftheothersideof

Tofostertechnology,skilledpersonnelresponsibilityforvocationaleducation,doesnotmeanitcanignoretheoverallqualityofstudentstodevelop,itmustalsohighlightthethemeofpeople-oriented,promotethecomprehensivedevelopmentofthebannerreasonwhyitmustbeso,firstbythequalityofthelabormarketdemandfortalentdecisions.Recruitmentwillrevealallkindsofinformationthatenterprisesandinstitutions,thedegreetoheavierweightcapacity,weightandhealthvalues​​ofprofessionalethics,hasbecomeitsselectionandrecruitmentoftheimportantcriteria,theprofessionaltalent,theabilitytooccupationasthemaincore,inordertocorrectandhealthyforthecoreprofessionalvalues​​oftheoverallqualityofcompetitionisanimportantconditionoftheiremployment,entrydevelopmentofthebasicmotivation,JinZhisuccessfulkernelresides.labormarketneedschangesinthefinalanalysis,inturn,thenewtechnologicalrevolutionbroughtaboutbythedecisiontochangethenatureofwork:

theoccupationalcategoriesofstructuraladjustmentandupgradingofpostjobcontentchanges,sothatthecurrentmajorityisnotprimarilydependoncompletionoftheworkofskilledpractitionersskills,butrelyontheirgeneroustheoriesandknowledgebase,problemsolving,self-learning,innovationandcreationcapabilities,aswellasprofessionalloyalty,responsibility,sunshinestateofmind,professionalspirit,teamwork,professionalnormsofprofessionalethicsandvalues.Thismeansthatonlythetraditionalsingleprofessionalskillstrainingtomastertheeducationalgoals,farcannotmeetthesocialdevelopmentandthedemandsofthetimes.BasedonprofessionalpersonnelthecomprehensivedevelopmentoftheEnhancedIntegratedAptitude,hasbecomeaknowledge-basedeconomypracticaldemandsofmodernvocationaleducation,humanresourcedevelopment,thebasictrendofinstrumentalconceptofeducationmustchangeto“people-oriented”developmenteducationconceptfollowedimplementtheParty’seducationpolicy,toachievetheultimategoalofeducationneeds.Accordingtothebasicprinciplesofpedagogy,“educationalpurposes”and“trainingobjectives”aretwodifferentconcepts,bothofwhicharegenerallyassociatedwithaspecialrelationship:

educationalpurposeswithfinality,istodeterminetheeducationalgoalsguidingtheeducationgoaliseducationactivitiesspecificeffortsareaeducationalpurposesconcrete.Marxisteducationalteleologyofsocialneedsandpersonaldevelopmentofthedialecticalunification,itovercomestheindividualstandardandsocialstandardofone-sidedness.SeventeenthPartyCongressreportstressed:

“WeshouldfullyimplementtheParty’seducationpolicy,adheretope