A Study On The Competency Of Middle School Vocational Guidance Teacher Based On Education For All-around Development

The middle school vocational guidance teacher is the concrete practitioner and the important promoter of all-around development. On the basis of education for all-around development and drawing upon the competency theory, we found that to build a model for the construction of middle school vocational guidance teacher has multiple significances in promoting the middle school vocational guidance teacher staff construction, the thorough advancement vocational guidance and the education for all-around development. Though there are a lot of previous studies on education .for all-around development, on vocational guidance and on competency theory, few studies employ these Three Basic Theories to study the competency of the middle school vocational guidance teachers. Based on Three Basic Theories, this study has built a competency model for middle school vocational guidance teachers by employing the methods of literature comparison, questionnaire survey and behavior event interview to do an investigation on middle school vocational guidance teachers, middle-school students, related administration personnel and experts, to collect information and to make a summaryThe competency model of middle school vocational guidance teacher includes two dimensions, which consists of six aspects, containing 27 points. Two dimensions refer to the threshold competency and the differentiating competency. The threshold competency includes general knowledge and skills of secondary education, the specialized knowledge and skills of middle school vocational guidance teacher and so on. The former mainly refers to its elementary knowledge system of secondary education post, the innovation ability of study, the education teaching faculty, the education for all-around development accomplishment and so on. The latter mainly refers to specialized knowledge structure system related to vocational guidance, the abilities to observe and predict the environment for entering higher schools and for employment, the abilities to grasp individual student'psychological features and the community psychological features, the professional accomplishment assurance ability, communication coordinated ability and the organization capacity and so on. The differentiating competency includes four aspects:social role, self-concept, special characteristic, motivation. The middle school vocational guidance teacher should play multiple roles, such as the student profession leader, the study promoter, the negotiator, the life adviser and the partner, etc. The self-concept competency mainly manifests in the following aspects:the family self-consciousness, the social psychology self-consciousness, work self-consciousness, the physiology self-consciousness, the moral self-consciousness. Its special characteristic should include being sociable, credible, honest, steady and helpful. Displaying in the motivation aspect, it shows the dedication to work, beliefs in ideal and strong teaching potency feeling. All competency features are relevant to the achievements of middle school vocational guidance teacher. The threshold competency is to its quality foundational request, it cannot distinguish the achievements. But the differentiating competency is the necessary quality to obtain the good achievements and success in the position. Strengthening the competency research will provide important practice instruction for selecting, fostering, training and assessing the middle school vocational guidance teacher.