Reflection And Building Of Vocational Pedagogy In China

Vocational pedagogy is a relatively young and an emerging discipline in "the forest of disciplines"of china. From the perspective of times, history shortly; from the perspective of academic accumulation, relatively shallow; from the perspective of disciplinary status, comparative edge; from the perspective of basic issues research of the discipline, the results less. Although vocational pedagogy as a discipline has "administrative legitimacy"status, its "academic legitimacy"status is still highly questionable. The main reasons are: the vision of vocational Pedagogy research is still relatively narrow; basic research is weak, the lack of theoretical and originality; not formed a relatively systematic and complete theoretical system. These have seriously affected the development of vocational pedagogy. Based on the above understanding, from the perspective of meta-research, using a multidisciplinary approach to study the basic problems of vocational pedagogy, trying to build a system of theoretical knowledge of vocational pedagogy system for the development of vocational pedagogy and theoretical construction of the discipline to provide some information and guidance.Paper architecture consists of eight chapters, the modular design concept so that each chapter can be a separate system, and each chapter closely together, form an organic whole. Chapter one: Introduction. Mainly composed of six parts: study origin, significance of research, literature review, ideas and methods of the study, structure and content and paper innovation. Chapter two: observe and study of vocational pedagogy produce in china. Analyzes and discusses mainly history and course of vocational pedagogy, and redrawing its stage of development. Chapter three: the judgement of the independence of vocational pedagogy. Chinese vocational pedagogy is facing yet to overcome and solve some basic problems and key issues. Chapter four: determine the research object of vocational pedagogy. First, analyzes the meaning and provisions of, and discusses the classification of discipline knowledge for determine the impact and significance of the research object. Second, analyzes the contemporary several ideas of the research object of vocational pedagogy and evaluates them. Finally, according to Brezinka, W. Pedagogical knowledge classification criteria define the research object of vocational pedagogy. Chapter Five: the position location and nature of vocational pedagogy. Vocational pedagogy functions refer to it has the capacity and effectiveness that is to is to answer "what is the use of vocational pedagogy"issue. Vocational pedagogy Functions, objects, properties, and structure are closely related and iscriminates the Position and nature of vocational pedagogy. Chapter six: research into the logical origin of vocational pedagogy. The logical origin of vocational pedagogy is the most initial scope, the most simple and the most basic starting point of the theoretical system, is basic factor to derive and build the entire theoretical system of vocational pedagogy. The logical origin of vocational pedagogy have been proposed and validated. Chapter seven: construction of the vocational pedagogy System. Mainly explains the concept, the problems, construction principles and pfresentes the idea of the vocational pedagogy system, and discusses the related disciplines of vocational pedagogy and sources of knowledge. Chapter eight: The conclusion part of this thesis, a summary of the text.Through systematic research, the following conclusions have been obtained.First, according to the two principles of the disciplines established conditions and maturity standards, the development of vocational pedagogy can be divided into four main stages in china. The first stage is the "beginning of vocational pedagogy (Late Qing Dynasty)"; the second stage is the "grassroots of vocational pedagogy (1916 to 1970)"; the third stage is "the initial formation of vocational pedagogy system (1980s to 1990s)"; the fourth stage is "diversification and reflection of vocational pedagogy (since 2000)." Second, vocational pedagogy is not a theoretical sense of discipline. It is a emerging disciplines in the pre-scientific development stage. Third, the research object of vocational pedagogy is vocational education issues. Fourth, the main functions of vocational pedagogy are to describe, explain and predict, defense and criticism, norms and guidance. Vocational pedagogy is positioned as a branch of pedagogy. Vocational pedagogy is a discipline of cross-border nature between social sciences and humanities disciplines, and with science, humanities, practical, policy, openness and other characteristics. Fifth, vocational pedagogy is the logical origin is "to give and accept of vocational skills". Sixth, constructs the discipline system of vocational pedagogy. Reference Brezinka, W. Education knowledge classification model, the discipline system of vocational pedagogy is, divided into three parts: science of vocational education, philosophy of vocational education and practical vocational pedagogy.