Technical and Vocational Education in China

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目录
- 前辅文
- 1 Introduction to Technical and Vocational Education in China
  - 1.1 History of Technical and Vocational Education in China
    - 1.1.1 Technical and Vocational Education Before the Founding of the People’s Republic of China
    - 1.1.2 Technical and Vocational Education After the Founding of the People’s Republic of China
  - 1.2 Technical and Vocational Education in China
    - 1.2.1 Current Situation of Technical and Vocational Education
    - 1.2.2　Characteristics of Technical and Vocational Education
    - 1.2.3 Problems with the Development of Technical and Vocational Education
    - 1.2.4 Reform Tendency of Technical and Vocational Education
    - 1.2.5 Policies and Measures Promoting Technical and Vocational Education
- 2 Vocational Training and Employment
  - 2.1 Forms of Employment Transition
    - 2.1.1 History of Vocational Guidance
    - 2.1.2 Process of Vocational Guidance
    - 2.1.3 Ways and Methods of Vocational Guidance
  - 2.2 Training and Employment Market
    - 2.2.1 Approaches and Policies of Employment
    - 2.2.2 Policies of Employment
    - 2.2.3 Current Situation of Labor Employment
    - 2.2.4 Tracking Surveys and Services to Graduates
    - 2.2.5 Developing Tendency of Vocational Training and Employment
- 3 Curriculum of Technical and Vocational Education
  - 3.1 The Meaning and Characteristics of Technical and Vocational Education Curriculum
    - 3.1.1 The Meaning of Technical and Vocational Education Curriculum
    - 3.1.2 Characteristics of Technical and Vocational Education Curriculum
  - 3.2 Setup Orientation of Technical and Vocational Education Curriculum
    - 3.2.1 Setup Ideas of Curriculum
    - 3.2.2 Setup Goals of Curriculum
    - 3.2.3 Framework of Curriculum
  - 3.3 Types of Technical and Vocational Education Curriculum
    - 3.3.1 Knowledge-Based Curriculum
    - 3.3.2 Competence-Based Curriculum
  - 3.4 Development of Technical and Vocational Education Curriculum
    - 3.4.1 Principles of Curriculum Development
    - 3.4.2 Process of Curriculum Development
    - 3.4.3 Main Models of Curriculum Development
  - 3.5 Reform of Technical and Vocational Education Curriculum
    - 3.5.1 Context of Curriculum Reform
    - 3.5.2 Contents of Curriculum Reform
    - 3.5.3 Tendency of Curriculum Reform
    - 3.5.4 The Case of Curriculum Reform—Analysis of Reform of Secondary Technical and Vocational Education in Zhejiang Province
- 4 Specialty Setup of Technical and Vocational Education
  - 4.1 Conception of Specialty Setup of Chinese Vocational Schools
    - 4.1.1 Specialty Setup
    - 4.1.2 Specialty Catalog
  - 4.2 Fundamental Basis of Specialty Setup of Chinese Technical and Vocational Education
    - 4.2.1 Training Objectives of Technical and Vocational Education
    - 4.2.2 Demands of Society for Occupations (Professional Post Group)
    - 4.2.3 Adjustment of Industrial Structure and Advancement of Science and Technology
    - 4.2.4 Establishment of Characteristic and Competitive Specialties
  - 4.3 Characteristics of Specialty Setup of Technical and Vocational Education
    - 4.3.1 Expansion of Specialty Scale
    - 4.3.2 Adjustment of Specialty Structure
    - 4.3.3 Flexibility of Specialty Setup
    - 4.3.4 Update of Specialty Name
    - 4.3.5 Wide Connotation of Specialty
    - 4.3.6 Normative Management of Specialty Setup
  - 4.4 Current Situation of Specialty Setup of Technical and Vocational Education
    - 4.4.1 Current Situation of Specialty Setup of Higher Technical and Vocational Education
    - 4.4.2 Current Situation of Specialty Setup of Secondary Vocational Education
  - 4.5 Administrative Documents of Specialty Setup of China’s Technical and Vocational Education
    - 4.5.1 Administrative Measures of Specialty Setup of General Colleges, Higher Technical and Vocational Institutes
    - 4.5.2 Principles and Suggestions on Specialty Setup of Secondary Vocational Schools
- 5 Teaching in Technical and Vocational Education
  - 5.1 Teaching Modes of Technical and Vocational Education
    - 5.1.1 A Brief Introduction
    - 5.1.2 Some Common Teaching Modes
  - 5.2 Teaching Methods of Technical and Vocational Education
    - 5.2.1 A Brief Introduction
    - 5.2.2 Some Common Teaching Methods
  - 5.3 Teaching Organization Forms of Technical and Vocational Education
    - 5.3.1 A Brief Introduction
    - 5.3.2 Some Common Forms of Teaching Organization
  - 5.4 Characteristics of Teaching of Technical and Vocational Education
    - 5.4.1 Clear Vocation-Orientation
    - 5.4.2 Behavior-Oriented Teaching Process
    - 5.4.3 Integration of Theory and Practice
    - 5.4.4 Cooperation of All Participants During the Teaching Process
- 6 Teachers of Technical and Vocational Education
  - 6.1 Current Situation of Technical and Vocational Education Teaching Faculty
    - 6.1.1 Structure of Teaching Faculty
    - 6.1.2 Cultivating and Training System of Teaching Faculty
    - 6.1.3 Management of Teaching Faculty
    - 6.1.4 Problems with Teaching Faculty Construction
  - 6.2 Traits and Requirements of Technical and Vocational Education Teaching Faculty
    - 6.2.1 Traits of Teaching Faculty
    - 6.2.2 Requirements of Teaching Faculty
  - 6.3 Professional Development of Technical and Vocational Education Teaching Faculty
    - 6.3.1 Professionalism of Teaching Faculty
    - 6.3.2 Reflection on Professional Development of Teaching Faculty
- 7 Management of Technical and Vocational Education
  - 7.1 Management System of Technical and Vocational Education
    - 7.1.1 History of Management System
    - 7.1.2 Current Situation of Management System
  - 7.2 School Management of Technical and Vocational Education
    - 7.2.1 Management System of Vocational Schools
    - 7.2.2 Management Mode of Vocational Schools
  - 7.3 Teacher Management of Technical and Vocational Education
    - 7.3.1 Source of Vocational School Teachers
    - 7.3.2 Appointment and Evaluation of Vocational School Teachers
  - 7.4 Other Management of Technical and Vocational Education in China
    - 7.4.1 Major Management and Curriculum Provision
    - 7.4.2 Teaching and Training Management
    - 7.4.3 Textbook Management
  - 7.5 Thinking for Improving Technical and Vocational Education Management
    - 7.5.1 Improving the Macro-Management of Technical and Vocational Education
    - 7.5.2 Improving the Micro-Management of Technical and Vocational Education
- 8 Transformation of Technical and Vocational Education: From Quantity Expansion to Quality Improvement
  - 8.1 Factors Pushing the Transformation Progress
    - 8.1.1 The Needs of Self-Development and Sustainable Development
    - 8.1.2 The Needs of Economic Development
  - 8.2 Policies to Improve the Quality of Technical and Vocational Education
    - 8.2.1 Increasing the Educational Vitality
    - 8.2.2 Enhancing Teaching and Training Efficiency
    - 8.2.3 Improving Management and Evaluation
    - 8.2.4 Completing External Guarantee Mechanism
  - 8.3 Cases of Transformation of Technical and Vocational Education
    - 8.3.1 Cases of Increasing the Educational Vitality
    - 8.3.2 Cases of Enhancing Teaching and Training Efficiency
    - 8.3.3 Cases of Measures to Improve Management and Evaluation
    - 8.3.4 Cases of Completing External Guarantee Mechanism
  - 8.4 Construction of Modern Apprenticeship as a Supplement to the School-Based Technical and Vocational Education System
    - 8.4.1 Institutional Barriers to Skilled Personnel Training
    - 8.4.2 Problems in School-Enterprise Cooperation
    - 8.4.3 Modern Apprenticeship: A Supplement to the Vocational Education System
    - 8.4.4 Issues to Be Solved
  - 8.5 Achievements in Technical and Vocational Education Attained in the Past Five Years
- 9 Conclusion
- References
- Index

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Technical and Vocational Education in China

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