Three-credit System: An Innovation To Modern Teaching Management System Of The Secondary Vocational Schools

There are many reasons for the coming down of education in vocational schools, and most of all it is closely related with the current teaching management system of education in vocational schools. The current teaching management of education invocational schools cannot meet the needs of the society that is developing rapidly and those of students' individuality. We have no choice but to apply the credit system that is characterized by free course choice, attaching much importance to individuality, carrying out aim management and flexible learning system. However. The credit system that originated in western countries and comes from academic schools is not feasible in vocationals. On the basis of deep understanding of the concept and connotation of the credit system and the embedded analyses of the education aim in vocational schools, we have put forward the Three-credit system of teaching management with the characteristics of education in vocational schools.Through theoretical, comparative, demonstration study and so on and the analysis of the nature and characteristics of the credit system, The thesis has put forward the conception of the Three-credit system for vocational schools: On the basis of the credit system and according to its general principle the teaching management in vocational schools divides the original credit system into three types of credits: creditof theoretical knowledge, special techniques and integrated quality with each covering a certain proportion. Each type has its own corresponding time request and evaluation forms. In each type students are, to seme extent, allowed to do some choices on their own. After reaching the fixed score, students can get their diploma. The thesis has expounded the connotation,' characteristics, and implementation content of the system; reasoned its feasibility and necessity; and meanwhile its theoretical bases from the life-long education theory, the multiple-aptitude theory, the latent course theory and the learning organization theory, on which it has put forward the principles that should be abided by and tactics that should be used.