Reflection And Reconstruction Of The Vocational School Teacher Education

Researching on the object of vocational school teacher's education (VSTE), guided by the theory of specialization of teacher and the modern theory of teacher education and following the training of thought of "reflecting, criticizing , absorbing and reconstructing" and the thread of specialization orientation, this dissertation reflected the major problems existed in the field of VSTE from the view points of "mission of VSTE, courses of pre-service education, patterns of pre-service education and post-service continuing education" and explored the path of specializing VSTE with Chinese features.This dissertation is consisted of six chapters.The first chapter: introduction. After examining the breaching of duty and the absence of VSTE, this chapter combed the domestic research products on VSTE, penetrated the problems that the existing researches have and finally outlined the training thought, framework and point of innovation of this dissertation. Developing from normal education to VSTE means a major system transformation, so the researches on VSTE are the response of the call of times.The second chapter analyzed the connotation and extension of specialization orientated vocational teacher's education. Specialization is the common pursuit of teacher education all over the world. Non-specialization is the crisis facing our vocational teacher's education at present. The development of vocational teacher's education faced three conflicts: the arguments on directional to non-directional education; the arguments on academic, normal to technical orientation, the splits of pre-service training, in-service training to post-service training. A corporative system of vocational teacher's education and an integrative structure of vocational teacher's education, together with a localized system of vocational teacher's education form the basic framework of the specialized oriented vocational teacher's education. Specialization is the scientific path of developing vocational teacher's education, and constructing a specialized oriented vocational teacher's education is the historical necessity.The third chapter elucidated that a "double qualified vocational school teacher"(DQVST) is the educational goal of the specialized oriented vocational school teacher's education. Many problems existed in constructing a DQVST team indicated the deficiency of specialization in the educational goal of vocational teacher's education in our country. Discriminating the connotation of a double qualified vocational school teacher's education from multiple view points we found that DQVST is a complex concept that is individualized, integrated, specialized and localized. DQVST takes on multiple standards as single all-rounded, double qualified, treble talented, and quadruple certificated.The forth chapter explained how to construct the curriculum system of specialized oriented vocational school teacher's education. Curriculum is the important carrier to realize the goal of vocational school teacher's education. There are many deficiencies existed in the present VSTE curriculum, such as the deflection of curriculum location, the phantom of curriculum function, the dislocation of curriculum structure and the absence of curriculum materials, which reflect the disseverance of academic, normal and technical VSTE. We proposed to integrate academic, normal and technical material into the specialized VSTE curriculum system according to teacher education theory and constructivist theory. We put forward active construction strategies from the aspects of curriculum location, curriculum goals, curriculum categories, curriculum contents and curriculum implement, etc.The fifth chapter proposed constructing a symbiotic educational model to develop VSTE. The educational model of VSTE has many rich practice meaning. We suggest that we should construct a symbiotic and interacting educational model from transforming the factors such as the targets, the system and the process of VSTE. To realize the educational model of VSTE we need to innovate a subsection system in the latter stage of VSTE, optimize the teaching process by emphasizing practice and set up the specific institutions having independent functions.The sixth chapter explored constructing specialized oriented vocational school teacher's continuing education (VSTCE). VSTCE is the main constituents of the VSTE. But the absence of specialization display the many problems existed in the goals, curriculum, model, system and appraisal of VSTCE. The process of developing DQVST consists of the following periods: the period of imitation, the period of exploration, the period of maturation, the period of innovation and the period of wane. Realizing the Specialization of VSTCE we should be guided by the aim of consisting development of VSTE, establishing the idea of holding advancing and specializing VSTCE concurrently, pursuing the goal of holding all-rounded and personalized VSTCE concurrently, developing the curriculum of holding practical, experiential and growing VSTCE concurrently, building the model of holding opening and collaborating VSTCE concurrently, perfecting the system of holding legalized and personalized VSTCE concurrently.In our opinion, it is indispensable and possible to construct specialized oriented VSTE system; VSTE is the common attention of the world vocational education; to make sense of the route of developing VSTE, we need borrow the beneficial experience of developing VSTE in the developed countries; specialized orientation is the indispensable choice of developing VSTE in our country; our future of VSTE will be resplendent if only we could innovate the epistemology and methodology of the VSTE theory.