The Effort Of CBVE On Curriculum Development Of High Vocational Education

Curriculum view of competence based vocation education is called CBVE. Its springboard is to analyze vocational role's activity from all sides and its basic fundamental is to provide industry group and society with the ability which is needed when training people performs post responsibitity. It is emphasized that students are on the dominant status during the course of learning. Synchronously, its core is how to make students have actual activities which are necessary when they engage some occupations. Many foreign countries often call this kind of teaching mode CBE which is translated into competence Based Education. Competence based education of foreign countries has been for a long time. It is derived from educational thinking of recognizing having activities. On the side of the research result on literature, the scholars in our country make the research of competence based education which is only localized on the origin and research process in foreign countries. The application of CBE mostly comes from the ready modes of foreign countries, and the experiments are also made on developed areas of economy. The research object of this disquisition is curriculum view of competence based vocation education; This disquisition analyses the history and international background of competence based education. In the part of history background, including the courses of Industrial Revolution, World War I, Great Desolate, World War II and after war; this disquisition expatiates international background of competence based vocational education among America, Canada and Britain. Then it summarizes the development actuality of curriculum view of competence based education; including Germany "two buck system" mode, CBE mode, MES mode and some production and disadvantages in our country. This disquisition adopts questionnaire method and talk method to investigate the circs of 15 high occupational colleges' curriculum development. It analyses personnel compose of curriculum weave, general counts of lesson education, setting up of compulsory and elective lessons, setting up of law and philosophy lessons, tool lesson. Syrchronously, it analyses the actuality and question of vocational education curriculum development from the sides of constituting curriculum aim, confirming curriculum content, actualizing curriculum, and estimate of curriculum, Thereinto, actualizing curriculum is discussed from the sides of persons qualified to teach teachers, teaching, equipment and exercitation; Estimate of curriculum is devided into two arrangements: one is on estimatingcurriculum intercalation scientific and reasonable or not; the other is on estimating the actualization of one curriculum. This disquisition also gets apocalypse to the high vocational education curriculum development of our country. At last, the thesis brings forward eight principles which high vocational education curriculum development should obey: standardization principle, stability and agility principle, system principle, ability direction and people complete development principle, cononicity and concealment matching principle, pertinence and adaptability principle, human-character and scientific genius principle, diversification principle.