A Study On Classroom Environment Management In VET Schools

Chinese VET occupies half of higher education, which has made tremendous contribution in cultivating “high-skilled talents” for modern industry. However, Chinese VET is facing “new opportunities” and “new challenges” along with the transformation of economic and social development. On the one hand, “implementing manufacturing powerful nation’” is a new “Chinese education dream” of VET in MADE IN CHINA 2025. In order to implementing MADE IN CHINA 2025 and transforming the industrial nation into industrial powerful nation, the senior manufacture talents cultivated by VET is particularly critical. This is “new opportunities” of Chinese VET development. On the other hand, Chinese economic development is in "new normal" period, which not only mould the "new normal" of VET external environment development, but also influence higher education internal teaching and learning environment. How VET teaching and learning adjusts new economic and social structure has become the "new challenge" of VET education. Therefore, VET "support made in China, brilliant life achievement", to adapt to the "new normal" of economic development is a new topic of theoretical and practical circles.Classroom environment in VET schools is one of the basic factors of teaching and learning activities, and also is the specific field of all teaching and learning activities implementation. Therefore, Classroom environment in VET not only affects the organization and arrangement of the teaching and learning process, but also a direct impact on student learning motivation, learning behavior and learning result, to some extent, the classroom environment in VET schools determines the direction of VET students’ future development. Therefore, the change and optimization of classroom teaching and learning environment in VET schools is one key of VET "support made in China, brilliant life achievement" and to adapt to the economic development "new normal". However, Chinese VET is in the dilemma of "development orientation, the overall quality and characteristic", especially VET schools classroom environmental management change and theory and practice of classroom environmental management. Based on the above, this study is to probe the current status and changes of classroom environmental management in VET schools.The study probes into the theory framework, modality, current status and change strategy from the perspective of school management, based on the psychological dynamic field theory, humanistic learning theory and demand-pressure theory. The author studies literature research of recent 15-year classroom environment in VET schools, clarifies the basic structure and elements of classroom environment in VET schools, and clears about the value direction and value measurement of classroom environmental management. Combined with personal practice, the literature analysis, open-ended interviews and observation, the author has formed a well-validity of The Classroom Environment Questionnaire in VET Schools and The VET Classroom Environment Interview Outline, which used as a research tool to carry out empirical investigation in nine Chongqing VET schools for two years. The conclusions are as follows:Firstly, classroom environment in VET schools is the combination of various physical factors, social factors and psychological factors during the process of classroom teaching and learning. Whether it is effective for the management of the classroom environment directly affects the efficiency and validity of classroom management, and also the fundamental guarantee of classroom teaching and students learning. Classroom environmental management can be divided into three aspects, which are the management of classroom physical environment, psychological environment in classroom and classroom regulation environment. Owing to the different classroom teaching idea, curriculum setting, and the classroom teaching process, it is particularly difficult to manage classroom environment in VET schools: classroom environmental management in VET schools should guided by broad class concept, cored supported by special curriculum, and guaranteed by regulation.Secondly, because the classroom environment of VET schools is continuously changing, the mode of classroom environment management in VET schools should constantly transform, too. No. One combine static with dynamic VET classroom environment contingency management: orientation diversification, dynamic overlap the dominant and recessive environment; the flexibility management, complement the default environment and generate environment; Process construction, make the physical environment and psychological environment compatible. No. Two combine enclosed with open VET classroom environment system management: the three-dimensional content, circulation observation of theory and practice class; Scope extension, cross application of the physical classroom and virtual classroom. No. three combine disordered with orderly VET classroom environment institution management: pay attention to balance, balance the exogenous and endogenous order; Pursue the fusion, mix the information feedback and open environment together; Promote by nature, so that gave birth to the orderly formation of disordered condition. No. four combine negative with positive VET classroom environment coordination management: environmental management from "indifference" to "cooperation", and focus on activity environment of human kindness; From "wandering" to "strict", focus on vigorous classroom atmosphere; From "boring" to "interest", focus on inspiring "psychological field"; From "cut off" to "understand", focus on the teachers and students participation. No. five combine biological with life VET classroom environment human-oriented management: the pursuit of liquidity, builds the ecosystems of classroom energy flows; Practice of interactivity, perfect the information system of interactive construction; The development of achieve development and establish a dynamic generation system.Thirdly, the current status of classroom environment management in VET schools is not optimistic. In terms of the physical environment, there is great improvement on teaching and learning software equipment. From psychological perspective, the majority of VET teachers constantly adjust their role and teaching strategy, actively committed to the construction of mutual cooperative classroom psychological environment. In terms of the regulation environment, with the task set and problem solving as the basic method of orientation, VET schools generally implements looser discipline and humanized management class order. Research found some problems in VET classroom such as the abuse of multimedia equipment, self-help slogans misuse, warning signs and gear and lead to the physical environment and psychological environment, the seal of the classroom teaching and linearization, indifference of classroom teaching and to the life, the classroom psychological environment and regulation environment mismatch etc.Fourthly, there are many reasons for the current status of classroom environmental management in VET schools. No. One objective limitation of VET classroom environment, which results in weak cooperation and compatibility and ‘Influence of difference’ of three VET classroom environment. No. Two shortage of element teachers in VET classroom environment management, which results in poor teaching profession quality, poor innovation awareness, improper teaching behaviors and not enough practice guidance. No. Three shortage of element students in VET classroom management, which results in relatively poor foundation of VET students, students’ poor research awareness and incorrect learning attitude. Therefore, basic thoughts of VET classroom environment management reconstruction lies in management conception reconstruction, practice reform and support providing. From the aspect of conception reform, it’s necessary to transform VET classroom environment from physics class to life class, from knowledge environment to psychological environment, from studies development to culture development and from fragment environment to system environment. From the aspect of practice reform, we should emphasize on occupational situation building in class and combining physics with psychological environment, forming democratic and cooperative classroom atmosphere and undergoing integration teaching reform. From the aspect of support, we should strengthen national policy guidance and VET teaching staff construction, expand VET classroom teaching resources and reform VET teaching management institution.