| General vocational integration is the basic trend of the development of secondary education in the world.In June 2019,"Guiding Opinions on Promoting the Reform of Educational Methods in Ordinary Senior High Schools in the New Era" took the integration of general education and vocational education as the key link to promote the reform of educational methods in senior high schools.However,in practice,there are still some problems in the supply mode of general vocational integration training,such as "simplification" and "convergence";The practice of general vocational integration in various places has failed to achieve ideal results in terms of promotion scope,integration degree and social recognition.This study takes seven pilot schools in Shandong Province as the research object,systematically investigates students’ satisfaction with various elements of the existing general vocational education process from the perspective of quantitative evaluation of students’ subjects,and deeply analyzes the reality,existing problems and influencing factors of the implementation of the general vocational education policy in senior high schools in combination with semi-structured interviews with some managers,teachers,students and parents of the pilot schools.The main findings are as follows:First,since the founding of New China,the policy track of general vocational education in senior high schools in China has generally experienced a policy embryonic period(1949-1977)characterized by attaching importance to promoting productive labor education and separating general vocational education,a policy embryonic period(1978-2000)characterized by the structural adjustment of secondary education and the trend of general vocational education from integration,and a policy exploration period(2001-2009)characterized by the horizontal integration centered on curriculum integration and the adjustment of general vocational relations.The policy deepening period(2010-present)in which the national policy focuses on support and general vocational integration moves towards connotative development.The implementation plan of general vocational integration policy of provincial governments has commonalities in objectives and tasks,resource sharing,curriculum co-construction,teacher mobility and student status conversion.Secondly,students’ overall satisfaction with general vocational integration is relatively high(4.37),and the order of each dimension from high to low is teaching and evaluation(4.47)> personal development(4.42)> curriculum setting(4.33)>inter-school cooperation(4.25),while the satisfaction with curriculum setting and inter-school cooperation is relatively low.In the analysis of differences,students’ satisfaction with general vocational integration has no obvious difference in different majors and different school-running modes,but there are significant differences in their satisfaction with different academic performance levels.The students’ performance is in the bottom 20% of the class,and their scores in curriculum setting and inter-school cooperation are significantly lower than other groups.From the perspective of dimensionality,in terms of curriculum setting,the satisfaction of curriculum diversity,class allocation,semester planning and integration of general vocational integration is higher,but the satisfaction of curriculum difficulty and course selection mode is obviously lower than the average;In terms of inter-school cooperation,the satisfaction of credit transfer is the lowest.Thirdly,there are the following problems in the implementation of the current general vocational integration policy: First,the implementation subject is unbalanced,which is manifested in the reform led by weak departments,the low willingness to cooperate in ordinary high schools and the absence of family subjects;Second,the implementation content is rigid,which is manifested in the simple superposition of curriculum design,the "edge ball" of student status design and the lack of unity of teacher sharing mechanism;Third,there is a lack of implementation guarantee mechanism,which is manifested in insufficient investment in special funds,insufficient professional guidance and inadequate publicity and guidance.The main reasons for these problems are:first,the policy design is not feasible,the policy content is vague,and the policy tool configuration is unreasonable;Second,there are different demands for value and interests among multiple subjects such as decision-makers,implementers and target subjects;Third,the cooperative governance mechanism of multiple subjects is not perfect,communication and coordination between departments are unfavorable,and the supervision mechanism of implementation process is not clear.Based on the above research findings,from the perspective of holistic governance theory,it is urgent to seek new governance breakthroughs from four aspects: concept change,system construction,mechanism innovation and pattern co-construction,so as to ensure the smooth progress of the general vocational integration policy. |
