A Study On Designing Activities Of Project-based Curriculum In Vocational Education

From subject-based toward problem-based, from knowledge-based toward competency-based, from out of life to return to the life itself, this trend is currently explored deeply in China and around the world for the educational theory and practice research, especially curriculum design. Observing the current practice of various vocational institutions and schools, the project-based curriculum is leading the trend and being the direction of curriculum reform, and accepted, recognized by the majority. However, due to a variety of reasons, such as misunderstanding, fault-location, the implementation does not and can not be plain. This dilemma means that we've found a breakthrough to resolve the problem, but just stay in the breakthrough. Practice shows that only looking deep into the design of activities can truly make the project-based curriculum turning into the greatest effectiveness.Both for the elementary education or vocational education, constructivist theory, situated learning theory, activity theory, inquiry learning, etc., are the most famous theories in recent years. These theories become a cornerstone, which also embody the essence of project-based activities. In its long evolution process, project-based activities condense the essence of a variety of advanced concepts. Therefore, in the basis of previous studies, this study aims to explore more specific, more meaningful guidance and framework of the designing behavior, and extract out the effective design elements and steps from actual case, elaborate each element's (learning supports, task sheets, activity process, and product) content, features and functions, set forth in detail on how to provide appropriate learning supports, how to design a task sheet, how to design a project-based activity process and how to display products, only by these can the implementation of the project-based curriculum be truly put into practice.Therefore, this paper is trying to solve and study those problems mentioned above systematically and deeply.Chapter One, Introduction. This chapter mainly expounds the origins of the study and its purpose. As well as the definition of related concepts in this study. Besides, it also mentions related project-based activities designing at home and abroad. At the same time it gives an account of research methods used in this study. Chapter Two, The theoretical framework of project-based activities designing. Based on current related practice and its errors, as well as domestic and foreign researches around the "Project-based activities" and practical operation, at first the author analyzes the changing of concept. That is, from "teaching units" to "learning activities", from "individual activity" to "joint activity", from "sheer intellectual or skills activities "to "complex activities ", and draws on the view of constructivism, humanism, etc., summaries the background, causes and significance of changing the theoretical concepts of the project-based activities. That is, the project-based curriculum reform and its implementation creates the distinction of "teaching unit" and "project-based activities", the transition from "compulsory learning " to "spontaneous learning", and also highlights the nature of situated learning, learners can be achieved meaning reconstruction and identity changing only in the common activities. Second, the author also inspected the goal of vocational education in China, and its relations with project-based activities. It tries to explain that project-based activities which in line with the aims of education, could encourage learners to carry out activities and exploration by professional design.Chapter Three, The main elements of project-based activities system. Based on theoretical framework above, based on comprehensive consideration of various vocational schools'teaching practice and existing related literature, the author discusses four major elements of project-based activities system, namely, learning supports, task sheets, activity process the product. And also elaborates the content, features and criteria of each element, while adding practical (mainly Pharmacy) examples, indicating their function and significance. Among them, the task sheet is "to help establish the meaning and make learners yearned to learn, throughout the entire course of activities, mainly in a structured form (or charts)." Its dominant feature is to arouse and guide the entire the learning process, its latent function is to create "conversational, cooperative, reflective" learning. After completing project-based activities, students will produce a range of services or production. Products are helpful for the learners'development, and enhance their own understanding of disciplines and occupation.Chapter Four, The key steps in designing of project-based activities—taking "Pharmaceutical Technology" courses as an example. After discussing main elements of the project-based activity system, this study further put forward key steps in designing the project-based activities in order to provide a reference for practice. This study suggests that we should pay attention to the following considerations. That is, judging the students in which development areas through the establishment of "problem and issue network"; providing situated support, demonstrated support, problem-based support for the practical knowledge, the theoretical knowledge, and the expanding knowledge; designing task sheets, require students clearly writing (or oral presentation); designing "sheer implementation activity" and "teaching activity", "sheer implementation project" and "inquiry project", and making them mutual promoted and coordinated each other; displaying products, allows students to innovate and improve their own products. Eventually forming a complete, operational design of a project-based activity.