On The Curriculum's Pragmatism Of Higher Vocational And Technical Education

Curriculum is a sequential educational activity organized for completing some advanced goals or a series of prescriptive tasks. Different levels and types of education have different value orientations, which has influenced on the identity of curriculum. Higher vocational and technical education, which aims for cultivating applied and higher skilled persons adapted the development of social economy. The value orientation of its curriculum should initiate the applied professional knowledge and skills related to specific occupation. The implementation of its curriculum must pay attention to the practice , cultivate the practical ability of students and pursue the actual effects when the students engage in some specific jobs. In all, the curriculum of higher vocational and technical education must be pragmatic.The curriculum's pragmatism of higher vocational and technical education has a long history .It can date from the positivism theory of Spencer's abroad which emphasizes on learning the pragmatic knowledge and MO's ideas of Science and Technology Education in Warring States internal which pay attention to competence , science and technology. In the author's eye, the curriculum's pragmatism of higher vocational and technical education are reflected on the four areas, namely curriculum development's pragmatism so that it can relate to the needs of students and social occupations, curriculum implementation's pragmatism so that the students can apply the knowledge into their future jobs, curriculum administration's pragmatism so that it can emphasize on practice in the management process of teachers production-leaning-study and instruction in classroom, and curriculum evaluation's pragmatism so that it can pursue the actual effects .The curriculum's pragmatism of higher vocational and technical education is influenced by four factors: the trend of society development, the ideas of modern academy, the needs of students' employment and the cultivate goals of higher vocational and technical education. There are different theory bases in different times for us to know it: experiential curriculum in the beginning of the twentieth century, practical curriculum in 1970s, subjective-instruction from 1980s on and quality-based curriculum from 1990s on. The curriculum's pragmatism of higher vocational and technical education should strive for modernization of curriculum form, multivariant of curriculum value, standardization of curriculum quality, humanization of curriculum evaluation.The author is sure that the curriculum's pragmatism will be active in higher vocational and technical education, and thus play an important part in promoting the all-round development of students.