Research On Education System Of The Connection Between Kindergarten And Primary School In France

With the development of science and technology, the acceleration of theknowledge renew and the frequent change of vocation, it is not satisfying that theemployee is only good at one technology; with the adjustment of industry and thedevelopment of market economy, the worker changes their job more frequently; withthe appearance of study society, the vocational education will be involved in theemployees’ career. All of those require the future workers to have broad and soundbase and the studying ability. The traditional education, which only teachesknowledge and emphasizes on the technology and practical knowledge, can not meetthe social needs any more. Existere is the theme of the times and vocational educationis closely related to this theme. But it neglects that human beings and the subject ofthis theme. The conventional vocational education holds survival as the concept ofeducation, regarding the targeted learners as robots. This kind of vocational educationpursues substance, regulating the training courses by vocation, so school life is in thelack of vigor and vitality. It forgets it’s a life-world, alienates the survival of individualstudents, and neglects vocational education functions in ontology.The orientation of secondary vocational education is to establish the base for thestudents’ vocational career, and changes the “knowledge center” education to“self-improvement” sustainable development education. Thus it is able to construct alearning society of knowledge economy era through improving the individualconsciousness and studying ability. Besides, researching the values of vocationaleducation is a necessity. It is of great significance to guide the development ofvocational education in a correct direction, adjust vocational education curriculum,improve the quality and build basic theory. France is the initiator of the idea of thesetwo theories as well as the effective implementator. France and China are two of theworld’s most influential powers whether from the historical or contemporaryperspective. The two nations’ social developments attribute to their own nationalcultural tradition and practical needs．As a composing part of historical heritage and contemporary society，Secondary vocational education shows a lot in common anddifference．Based on these, the thesis analyzes the curriculum reform of the secondaryvocational education in France by learning the concepts of advanced curriculumreform and its practical application, to put forward the idea of how to speed upcurriculum reform of the secondary vocational education in China.The thesis consists of three parts:Part Ⅰ: Basic theoretical researches include the first three chapters. The firstchapter explores the reasons for choosing the topic, the definition and theoretical basis;the second chapter introduces the French vocational education curriculum reform inthe context of international and domestic reform and reality needs; the third chapteroverviews French21st century vocational education curriculum reform and putsforward some surveys.Part Ⅱ: An analysis on the reform. Chapter IV is involved. This chapter focuseson analyzing the characteristics and measures of vocational education curriculumreform in France, including the deficiencies identified in the reform and thedifficulties faced.Part Ⅲ: Inspirations and countermeasures. The last chapter puts forward theexisting curriculum problems in the secondary vocational education in China byreferring to the same situation in France to express the author’s concern about thevocational education curriculum view on human survival and development.