Modern Vocational Research Articles

A study on the Management Mode of Modern Vocational Education in China

Since the reform and opening up, the management model of China’s vocational education has exposed many problems and deficiencies in the process of continuous improvement. The purpose of this paper is to study the management mode of modern vocational education in China, including: 1) research on the development of modern vocational education in China after reform and opening up; 2) study the current status and management mode of vocational education management in China; 3) summarize the main aspects of modern vocational education management theory and model to optimize the management model suitable for the development of modern vocational education in China. This paper selects the methods of qualitative research, selects the relevant responsible persons of vocational colleges, government and enterprise departments, conducts in-depth interviews on the relevant issues of China’s modern vocational education management model, and combines relevant books, reports and materials to propose an optimized management mode of modern Chinese vocational education. Through qualitative analysis, we find that 1) Since the reform and opening up, the development of China’s vocational education has mainly experienced the “exploration and practice stage”, “the stage of vigorous growth” and “the stage of quality improvement”, which has shifted from the cultivation of professional talents to the quality training; 2) The current Chinese vocational education management model mainly follows the modern apprenticeship management mode, and gradually explores the formation of vocational education group and corporate management mode. In the quality training of vocational students, it pays attention to the implementation of talent integration projects and strengthens the combination of engineering and learning. School-enterprise cooperation to enhance the practical ability of students in vocational colleges; 3) However, there are still many problems in the management of modern vocational education in China, such as the closure of vocational education teaching mode and the simplification of management mode. In order to meet the employment needs of the new era industrial transformation and upgrading, combined with the current status of modern Chinese vocational education management, this paper proposes an innovative model to optimize China’s modern education management, specifically based on the “three spirals” management theory, to strengthen vocational colleges, governments. The close cooperation of the three parties of the enterprise will give full play to their respective advantages. Including vocational colleges should pay attention to the training of dual-teachers, government departments to strengthen policy guidance, and enterprise production to play a guiding role. Promote the diversified management of vocational education, and actively attract enterprises to participate in the management of modern apprenticeships, fixed-term internships and vocational education groups in vocational colleges. Optimize the management mode of modern vocational education in China by deepening the cooperation between schools and enterprises, the combination of work and study, and the combination of production, study and research.

Four Level Project Teaching Reform in Modern Vocational Colleges

The practice teaching quality of higher vocational education is an important guarantee for the quality of higher vocational education and the quality of personnel training. We put forward the framework of the four level practical teaching system, and explore the practical scheme of the system in computer application technology. There is a big gap between the employment of graduates and the social demand, which is a common problem in higher vocational colleges. In order to cultivate technical talents in social and economic development, according to the existing practice of higher vocational education in the teaching of hardware is not sufficient, system construction is not complete and other problems, this paper explores the people-oriented, with three dimensions of skill dimension, technology literacy and dimension, with training room, training center, training base, training base four layer structure.

The Social and Pedagogical Qualities of Modern Vocational Training Teachers.

The relevance of the research problem is determined by its practical and theoretical components. The practical relevance of the problem is determined, on the one hand, by new demands of society and industry on the pedagogical component of the vocational training teachers’ activity, and by need to realize the potential of Humanities in development of the pedagogical competence of future vocational training teachers and the insufficient development of pedagogical conditions promoting the effective implementation of this process, on the other hand.

On “Credit Bank” Mechanism in Modern Vocational Education System

The advent of knowledge-based society makes higher education accessible to the public to meet their requirements for equal opportunities and diversity. “Credit bank” mechanism can be adopted to link vocation and education, vocational training and school teaching, higher education and education of other forms and thus enable students to face up to vocational challenges and keep pace with the industry. With course selection as its core, “credit bank” mechanism uses the functions and characteristics of banks for reference to realize functions like credit storage, exchange, loan and converting and makes it possible for students to choose freely learning content, paces, locations and methods and finish studies anytime and anywhere. The innovation of development credit and integrated grade point, conversion of limited storage quota to unlimited one and implementation of elastic credit system provide students with chances of getting high grade points in obligatory courses and development credits, allowing some to be ordinary while stimulating others to be excellent, and thus achieving variable cultivation. However, the implementation of “credit bank” mechanism requires large-scale reforms of traditional education model to motivate teachers’ enthusiasm, stimulate students’ initiatives, solve management problems, overcome resource limitations and win the credibility test.

The Social and Pedagogical Qualities of Modern Vocational Training Teachers.

The relevance of the research problem is determined by its practical and theoretical components. The practical relevance of the problem is determined, on the one hand, by new demands of society and industry on the pedagogical component of the vocational training teachers’ activity, and by need to realize the potential of Humanities in development of the pedagogical competence of future vocational training teachers and the insufficient development of pedagogical conditions promoting the effective implementation of this process, on the other hand.

Construction Talent Cultivation Schemes in Food Product Services and Marketing Specialty Based on Modern Vocational Education System

The food industry is an important pillar industry of the national economy. But, in China, the Food Product Service and Marketing Specialty (FPSMS) of Higher Vocational Education (HVE) is relatively late set in the HVE Specialty Catalog. And because of not accurately grasping the development tendency of the industry, the FPSMS Talent Cultivation Schemes (TCS) did not realize the talent need of the food industry. For the necessary skills required by the enterprises, the reaction of the FPSMS in HVE colleges is not so fast. So, according to the talent demand in the food industry and the shortage of current talent cultivation mechanism in HVE colleges, FPSMS Talent Cultivation Schemes based on Modern Vocational Education System (MVES) were built by this study to meet the talent requirements of modern food industry in China.

The Manhattan Project and Its Long Shadow

A sequel to Shapin’s earlier work, The Scientific Life: A Moral History of a Late Modern Vocation again solves the problem of induction by observing that researchers are decent. Shapin dismisses most of the literature on both the philosophy of science and (more so) on the sociology of science as ideologically biased and as irrelevant. Approaches to the book as light reading and as serious scholarly reading are considered before a critical summary is offered as a conclusion.

The Scienti ic Life: A Moral History of a Late Modern Vocation; Never Pure: Historical Studies of Science as if It Was Produced by People with Bodies, Situated in Time, Space, Culture, and Society, and Struggling for Credibility and Authority

The Scienti ic Life: A Moral History of a Late Modern Vocation; Never Pure: Historical Studies of Science as if It Was Produced by People with Bodies, Situated in Time, Space, Culture, and Society, and Struggling for Credibility and Authority

Dasan's Public Service Ethics In the Prospect of Modern Vocational Ethics

Dasan's Public Service Ethics In the Prospect of Modern Vocational Ethics

The Scientific Life: A Moral History of a Late Modern Vocation

Reviewed by: The Scientific Life: A Moral History of a Late Modern Vocation Christopher Newfield (bio) The Scientific Life: A Moral History of a Late Modern Vocation. By Steven Shapin. Chicago: University of Chicago Press, 2008. Pp. xvii + 468. $29. This volume traces the evolution of science from calling to job to semi-entrepreneurial activity in our own time. The story is of course not this simple, and readers will find here Steven Shapin's renowned virtues as a historian—rigorous evidential detail, sustained analytical complexity, and other gratifying signs of a historian thinking. The chapters on entrepreneurial science are less successful, however, and raise important questions about where science is now going and about how to study it. After chapter 2's retrospective, most of the book focuses on changes in the twentieth century. The main scientific types are familiar: the academic scientist, focused on fundamental research; the industrial scientist, oriented toward putting knowledge into use; and the entrepreneurial scientist, creating intellectual property for sale into a commercial development process, including faculty-based start-up companies. Many analysts have argued that these are misleading: the publication of Donald E. Stokes's Pasteur's Quadrant (1997) influentially displaced the binary contrast between basic (Bohr) and applied (Edison) research by showing that major discoveries occurred [End Page 1058] where fundamental research and practical problem-solving interacted continuously. How does Shapin help clarify this "post-binary" picture? First, Shapin's book confirms the Stokes tradition by showing that familiar contrasts between basic and applied, high and low, intellectual and commercial science emerged from limited historical and institutional perspectives. His careful review of mid-century claims for "inherent strains" between science and industry (chapters 4 and 5) shows that the model appeared in academic sociology but not in industry accounts of research practices. Second, Shapin is not simply blurring the distinctions between basic and applied, high and low science, but showing that we may have high and low upside-down. He shows that when we pay attention to the self-descriptions of industrial science, we may find the large-scale corporate scientific operation more rather than less able to produce breakthrough discoveries. If you are trying to help stop global warming by engineering quantum dots at the nanoscale to produce large increases in photovoltaic efficiencies, you probably need what I would call "mass science"—brilliance orchestrated on a gigantic scale, which humans are just learning how to do. Chapters 5 and 6 are the heart of the book, and the detail in accounts of research managers like Kodak's legendary Kenneth Mees suggests that real science is industrial science—if and only if it incorporates the traditional strengths of "pure" science into a collaborative architecture. This is Shapin's third contribution: he stitches together a picture of research in large corporations that rests on publication, open professional exchange, self-management, and significant freedom from cost accounting—in short, on the combination of autonomy and free collaboration that is normally associated with the research university. Those as aware as Mees of the uncertainty of ambitious research advocated research disorganization—which meant researcher self-organization—and regular, rigorous communication. Finding profitable commercial applications depended on applying Meesian aphorisms such as, "when I am asked how to plan, my answer is, 'Don't'" (pp. 198–99). The implication, not stated as such by Shapin, is that the productivity of U.S. science for most of the twentieth century depended on a much-misunderstood synthesis of "academic" freedom and porous, flexible, corporate organization, regardless of whether it appeared in industry, a government laboratory, or the university. This meant not entrepreneurial wildcatting but creativity within stable organizations. The rest of the book is devoted to entrepreneurial science, and here the discussion is less compelling. Chapter 7's interviews stage a debate between "discovery" and "use" that the previous analysis seemed to surpass. Chapter 8 and the epilogue fit oddly into the book: they change the subject from the "scientific life" to the life of venture-capital (VC) investors. The reason is ostensibly because the science-industry-university-inventor complex has come to be "late modern" science as such, but in fact research continues to [End Page 1059...

The scientific life: A moral history of a late modern vocation

Science EducationVolume 94, Issue 2 p. 388-390 The Books The scientific life: A moral history of a late modern vocation Richard H. Beyler, Richard H. Beyler History Department, Portland State University, P.O. Box 751, Portland, OR 97207, USASearch for more papers by this author Richard H. Beyler, Richard H. Beyler History Department, Portland State University, P.O. Box 751, Portland, OR 97207, USASearch for more papers by this author First published: 24 September 2009 https://doi.org/10.1002/sce.20372Citations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article.Citing Literature Volume94, Issue2March 2010Pages 388-390 RelatedInformation

Scientists' virtues matter. More than ever

In his latest book “The scientific life. A moral history of a late modern vocation”, the social historian of science Steven Shapin addresses the public image of contemporary scientists, their virtues and vocations. Who are, and how they represent themselves, those scientists who work on the edge between industry and academy, and who are responsible for the radical uncertainty embedded in the contemporary production of scientific knowledge? If “people matter”, as Shapin states, the genealogy he provides should encourage us to dig more deeply in the main stage of the virtues and ethos of scientists: the mass media.

The scientific life: a moral history of a late modern vocation

The scientific life: a moral history of a late modern vocation

Who Scientists Are Now

The Scientific Life . A Moral History of a Late Modern Vocation. By Steven Shapin . University of Chicago Press, Chicago, 2008. 486 pp. $29, £15. ISBN 9780226750248. Shapin's account of the development and current practice of the profession of science spotlights the researchers in the trenches rather than the big thinkers.

Researching groups of lives: a collective biographical perspective on the Protestant ethic debate

In this article I discuss the efficacy of biography, in particular prosopography, or collective biography, as a methodological tool for analysing and interpreting socio-historical phenomena. Max Weber’s proposition regarding perceived sociological factors that have significantly influenced the development of modern vocationalism, provides the focus. The discussion takes account of existing sociological literature on biography, in particular reference is made to the work of Bulst, Erben, Denzin and Ferrarotti. Weber’s hypothesis - Protestant asceticism as the foundation of modern vocational civilization and the use or lack of use of biographical data, is first reviewed. Collective biography as a methodological tool for addressing particular socio-historic problems, is then considered. This is mainly within the context of Lawrence Stone’s exegesis. In recent years it is in the work of Stone that the approach has been most systematically theorized upon. This is followed by reference to my own application of the method - the research group, the construction of case studies, and the dangers and limitations of using biographical evidence. Selected examples are included. Finally, I briefly reflect on the possibility of using prosopography for the purposes of juxtaposing and comparing the lives of one distinctive socio-economic group with another.

The Evolution of the Modern Vocational Training Systems in England and Germany: a comparative view

(1994). The Evolution of the Modern Vocational Training Systems in England and Germany: a comparative view. Compare: A Journal of Comparative and International Education: Vol. 24, No. 1, pp. 17-36.

Is the German Dual System a Model for a Modern Vocational Training System?: A Cross-National Comparison of How Different Systems of Vocational Training Deal With the Changing Occupational Structure

Comment les institutions d'enseignement professionnel s'adaptent-elles aux changements qu'on observe dans la structure du marche du travail? L'A. etudie les problemes auxquels sont confrontes les systemes de formation professionnelle aux Etats-Unis et en Europe de l'ouest puis compare ces systemes a celui que propose l'Allemagne

Modern Vocational Agriculture

Modern Vocational Agriculture