The Study On The "Objective-Situation" Model Of Vocational Competency Development

This study on the "objective---situation" model of the vocational competencydevelopment is a comprehensive investigation into redesigning the vocationalcompetency development model of vocational and technical colleges from theperspective of "objective" and "situation" and applying the upgraded design topractical issues. The model is the result of integrating the experience of vocationalcompetency development in China and vocational competency development researchfrom abroad. The purpose of the study is to give theoretical support to the practice ofvocational competency development, adjusting the objectives of vocationalcompetency development and narrowing the gap between the situation of vocationalcompetency development and the working world.Although the word "model" is familiar in the vocational competencydevelopment world and although there are some famous models such asApprenticeship, BBS, CBE and TEFE, they are all based on experience. Until nowthere is no real "model" research that creates a bridge to link theory and practice. Thishas not only hindered the spread and application of advanced vocational competencytheory in practice, but has also blocked the practical experiences from beingtransformed into vocational competency development theory.Aimed at above problems this dissertation carried out a wide and thoroughresearch into the theoretical foundation of vocational competency development fromthe perspectives of pedagogy, psychology, philosophy, anthropology and economics.Based on this research I have constructed the "objective ---situation" vocationalcompetency development model. The study has a solid practical foundation and cansolve issues in the procession of vocational competency development. "Actionresearch" is the main research method. The main characteristic of "action research"is to stress the combination of study and action. The purpose of this approach is toincrease action quality and improve practical work.This study contains four sections. The first section defines the meaning of theimportant concepts, clears the direction of the research, and collects the research ofrelated studies. The second section studies the fundamental issues, and gives anecessary theoretical foundation for the construction of the vocational competencydevelopment model. The third section forms the structure of the model that includesdetermining the guiding principle, making the operation sequence and strategy andestablishing an evaluation system. The fourth section is "action research" and aims tosolve practical problems in vocational competency development and perfect themodel in the process.The results of this study are:1. " Objective" and "situation" are two key variables influencing the quality ofvocational competency development. The scientific and systematic development ofobjectives and of the teaching situation from the working world can improve thequality and efficiency of vocational competency development.2. The vocational competency development model is a bridge linking theory andpractice. It not only enables the advanced theory to become teachers' action, but canalso transform experience into theory.3. "Cooperation between college and enterprise" is a rational and economic wayof vocational competency development.4. Simulation training not only supplements real training, but also enablesemergency training.5. "Action research" is very important for the specialization development ofteachers. It can improve the teachers' theoretical level and "problem solving" ability." Objective---situation " model of the vocational competency development is anew exploration in the vocational education research area. During the study it metmany new issues of theory and practice. The outcome of the study included someinnovative achievements. They are:1. Opening up a new research domain in vocational competency development.2. The construction of the "objective---situation" model of vocationalcompetency development.3. Enriching the theory system of the vocational competency development.4. Broadening the application scope of "action research".