The Research Of Activity-oriented Occupational Literacy Training

This paper studies on how to effectively develop the occupational literacy of vocational school students. Occupational literacy is proposed at present that echoes to a number of issues that vocational school students happened in the area of employment and social higher demands of the professional talent, and as an important concepts in the field of vocational education, the game of the current educational environment, social environment and economic environment is the underlying causes why it generated and obtained increasing attention.People is even more profound understanding of vocational education training specifications, from the initial emphasis on grasping theoretical knowledge alone to later emphasize on developing vocational ability of students, to the current call on occupational literacy, are all a reflection of vocational education that tirelessly explore to what is good for the "professional people". However, Currently, there remains a common phenomenon that occupational literacy is not received enough attention, the understanding of some of the basic issues associated with occupational literacy, such as the meaning and characteristics of occupational literacy, the relationship between occupational literacy and professional competence, why occupational literacy is a prerequisite for student employment, etc. remains ambiguity, so clarifying "what is occupational literacy" and "Why do we need occupational literacy" became the first issue to be resolved in this paper, related to if people have a correct understanding of occupational literacy, but also the starting point for follow-up study.On the basis of the above, building the occupational literacy training system becomes the main task of this article. By parsing the current occupational literacy training plight of the vocational school, and exploring the law to cultivate occupational literacy, proposing to train assumptions that occupational literacy training should regard returning to occupational activities as a main line, and on the basis of theoretical arguments for the reasonableness of the reunification, building the basic theoretical framework of an activity-oriented occupational literacy training system. The activity-oriented occupational literacy training system operational in practice, mainly including the content implementation and the path constructed of two parts, both parts include mainly operational guidance, is actual application of the above theoretical framework.This paper mainly uses the theory building approach, and this article pursued rigorous logic system and theoretical support.This paper is divided into six chapters:The first chapter is the introduction, mainly including research background and significance, research objectives, concept definition, research ideas and research methods, as well as sorting out early research.This chapter is the basis for full discussion.The second chapter is the content definition and characteristics analysis of the occupational literacy. This chapter mainly answers the issue that "what is occupational literacy". Since occupational literacy is a relatively new concept, the theoretical circles for its study has just started, reference material is so few and differences of opinion are also large, so this article specially sets up one chapter to discuss this question and strives to explain the concept of occupational literacy from multiple angles, and on this basis, proposing preliminary the hypothesis that through the occupational activities to develop students occupational literacy.The third chapter studies on the history of occupational literacy training tracked from occupational activities, this chapter mainly answer the question that" what caused the current occupational literacy training plight of vocational school", thinking on this issue mainly from investigating environment changes of the occupational literacy training, by looking at the occupational literacy training reality of vocational schools, and with comparison to the culture way of medieval apprenticeship, deriving from occupational activities is the main reason to generate the plight of occupational literacy training, and further validating the assumptions of occupational literacy cultivation.The fourth chapter expresses the basic philosophy of occupational literacy training returning to professional activities, this chapter primarily to answer the issue that "what-based to build occupational literacy training system", undertaking the above analysis, by parsing the meaning of occupational activities, demonstrating on that the occupational activities as an effective criteria can develop good occupational literacy, in order to construct the basic theoretical framework of activity-oriented occupational literacy training system.The fifth chapter studies on building the contents of activity-oriented occupational literacy training system, this chapter primarily to answer the issue that "how to get the contents of occupational literacy". Obtaining contents is the foundation and starting point to build occupational literacy training system, and can ensure the training quality through providing the process of training as normative content and reference standards. Occupational literacy contents development is divided into two steps, occupational activities as a reference point of occupational literacy contents, playing a key role for contents development.The sixth chapter studies on the executive path for the activity-oriented occupational literacy training system, this chapter primarily to answer the issue that "the means by which occupational literacy contents can be implemented effectively, and finally reaching the purpose students have good occupational literacy". Occupational literacy is different from the knowledge and skills, which requires specialized executive path, in principle, we should carry out training through occupational activities to the extent possible, but taking into account the reality, we need to build the systematic, multi-level and multi-form training path to realize effective occupational literacy training.