"Vocational Nature":the Study Of Essential Characteristics Of Germany Vocational Education

In China, the absence of vocational education enterprise and the vocational education status become an indisputable fact. While in German, on the contrary, the enterprise has the tradition to train and develop the labor in a cooperative way and the vocational education enjoys high social prestige. In China, how to use its successful experience is very challenging and difficult. A question keeps in my mind, how to study the foreign education system with the right spirit and rigorous scholarship?The main content of this paper is to study and analyze the essential characters and impetus to the Germany vocational education.The essential character of Germany vocational education is the "vocational nature". Firstly, the concept of "vocational nature" is about the qualified individuals and division-based complicated social relations, and its connotation is vocation orientation. Secondly, as an annotation concept,"vocational nature" has different connotations at different stages. Thirdly, the three historical development periods of the "vocational nature" are generation, transmutation and sublimation. Lastly, the "vocational nature" reflects the special social requirements, political requirements and cultural requirements. These three kinds of requirements drive the generation, transmutation and sublimation of the "vocational nature".From a historical point of view, the "vocational nature" characters and the impetus to development are inseparable. Firstly, the Germany labor market has the character of vocation orientation, and vocation formation is experienced through the transition from handicraft to industry and post-industry, which contributes to the generation, transmutation and sublimation of the "vocational nature". Secondly, from the game between different interests groups, there comes a Germany specialized style, corporatism. Guilds have the vocation education business autonomy, which contributes to the generation of "vocational nature". In Dual System, most of the vocational education business autonomy is still under the control of the guilds. Consequently the "vocational nature" character can be inherited. Thirdly, the vocation and education show harmonious relationships, religion based "harmonious relationship", culture and criticism based "harmonious relationship", customization based "harmonious relationship". The belief in the harmonious relationship between vocation and education contributes to the "vocational nature" of the vocational education."Vocational nature" and its impetus to development have the characters of stability and dynamic. The stability of "vocational nature" lies in that the vocational education takes the vocation as the standard, guilds act as key part of the sponsors and the teaching is implemented on the operation position. The dynamic of "vocational nature" shows from the changes of vocational education's objective, training standard, sponsors and training methods. The stability and dynamic of "vocational nature" derive from the stability and dynamic of its impetus to developmentThe healthy development of vocational education and the satisfaction of various needs are inseparable. Meeting the social requirements ensure the maximal usage of vocational education human resource. Meeting political requirements makes the communication smooth, system stable and education perfect. Meeting the cultural requirements results in the promotion of the value of vocational education.During the gradual change of "vocational nature" connotation, the education value of "vocational nature" gets continuously enhanced and the promotion of overall people development is highlighted. The impetus to development of vocational education shows the same trend. For the social requirements, the trend of "flexibility of the vocation" means the social requirements and educational requirements are both considered. Regarding the political requirements, vocational education's nationalization promotes the personality development and enhances the educational nature of the vocational education. For cultural requirements, to promote the personality development is the pursuit of the ultimate value of vocational education. To learn from the successful experience of the Germany vocational education, the simple system plagiarism is totally impracticable. We should deeply study the vocational education essential characteristics and reveal the impetus to the vocational education development. Vocational education should optimize its own system, meet various requirements and adhere to the ultimate pursuit of people's comprehensive development. These are the basic ideas from the successful experience of the Germany vocational education.