On Curriculum Development Situation,Problems And Countermeasures For Private Vocational Foreign Language Schools

Abstract:At present, China’s vocational education curriculum development situation is:curriculum development practices failed to escape from the "discipline" theory, the effect of foreign language vocational skills training practice needs to be improved, the private advantage of private schools in curriculum development is ineffective. Take Changsha Mingzhao Foreign Language vocational school for an example, the study introduces its curriculum objectives, curriculum content, curriculum implementation and evaluation, then furtherly explores three issues concerning to the curriculum development, i.e.,1) professional training programs replaces the curriculum standard due to the lack of a national curriculum standards;2) the arbitrariness and non-systematic development of curriculum resources due to the teachers’ lack of curriculum development awareness and ability;3) a teaching tendency to taking certificate tests as core tasks in the curriculum implementation and evaluation that mainly caused by the above two problems.However, practically and inevitably, the curriculum development of private vocational foreign language school has also brought some results, it is worth thinking and further improved. For instance, new "three-stage" curriculum system replaces the old "three-stage" curriculum, the overall effect is good. In the curriculum implementation, task-based approach is broadly accepted. To better and faster construct and improve vocational education, valuable experience of private schools shall be summed up, exchanged and promoted.Mapping the study on the private vocational schools in curriculum development to the entire secondary vocational schools curriculum development issues, I thought:first, the scientific concept of secondary vocational education shall be established. Second, rigorous upper, middle and lower reaches of all levels of curriculum development system shall be established. Thirdly, try to promote or establish three modes of producing national curriculum standards.