Research On The New Vocationalism Of History Developments And Enlightenments

In the 1970s,the new vocationalism first arose in the United Kingdom,and then it came to the United States,Germany and Canada. Soon it became the focus of national attention and set off a wave of reform and development of vocational education in the world.New vocationalism is relative to the past,which old vocationalism is skills training for a specific job.According to the needs of the times, new vocationalism put forward completely different points of view to some of the fundamental issues, which become the history of the development of vocational education with the idea of the significance of the times.The main reason for the rise of the new vocationalsm in the United Kingdom is to solve the problem of higher youth unemployment brought about by the economic crisis. In the 1980s, the United States combined with its own educational practice to inherit and develop the new vocationalism in the United Kingdom, in order to form an important idea of guiding the reform movement of American career and technical education. Subsequently, Canada, Germany and other western developed countries have carried out the corresponding reform of vocational education.The research of "New vocationalism" reached its peak in the 1990s and the beginning of the new century.Scholars combined with different backgrounds of times and carried out a lot of theoretical researches on this issue.At the same time,policymakers from different states invested in the practice and reforms of new vocationalism.The reason why new vocationalism gets the attention by the national vocational education policymakers attention is because it indicates a different thought,not only the times and backgrounds are different,but also the contents which are much richer,wider and deeper.Its new characteristics mainly represent new thoughts and changes in the view of vocation,talented people,curriculum and teaching and so on.Through the research into vocational education policy acts and practice in different countries,we can read some basic views for the new vocationalism.In these practices worth learning include:integration of academic education and vocational education, the creation of context teaching model;to achieve the integration of secondary and post-secondary vocational education in high school from middle to higher levels;integration of school-based learning and work-based learning to achieve ’Theory and Practice of Integration"organization and the core skills,which adapts to the changing world of work,and so on.Through the new vocationalism doctrine longitudinal transverse cross-country comparisons and sort out the history in order to fully and accurately grasp the meaning of a new vocationalism doctrine and future trends.It can generally provide for the construction of modern vocational education theoretical basis, and stand on the basis of new vocationalism theory changes proposed to construct a basic premise of modern vocational education development assumptions, mainly including the following aspects:Chapter One is an introduction. In this part, the author will introduce reasons of topic selection and the domestic and foreign existing related researches so as to define the core concepts, research scope, ideas and methods of the paper in a better way.Chapter Two is about concepts on the historical development of new vocationalism.New vocationalism arose in Britain in the late 1970s to 1980s,and later came to the US and other developed countries. So far it has developed nearly four decades ago.The main features of the new vocationalism vary under different backgrounds and nations.This section including the new changes in the performance of vocational education doctrine talent curriculum and teaching perspectives and national education development practice in different historical development.Chapter Three is about a comparative analysis of the new vocationalism in the transverse doctrine between different countries. Basic connotation, curriculum reform, teaching initiatives compare the similarities and differences in each country. This section summarizes the specific issues by comparing their similarities and differences between them from the transverse cross-border, in order to provide useful lessons for China’s vocational education.Chapter Four is the last part,consisting of the experience and enlightenment of new vocationalism. Based on comparative analysis of the previous chapter, this part summarizes the useful experience of new vocationalism.From the origin to explore the future development of China’s vocational education reform,and proposed to build a basic premise of modern vocational education development assumptions.