Guiyang City, The Industrial Structure Adjustment And Secondary Vocational Schools, Professional Settings, Positioning Research, Of Course Objectives

With the opening-up course in the western areas in China, Guiyang has entered an important period of re-adjusting its economic structure. In order to have the vocational secondary education in Guiyang actively serving the social economy development better, it is of great theoretical and realistic significance to study the re-adjustment of industrial structure and the setting-up of specialities and the position of curriculum goals. The thesis is made up of five parts. Part I gives a theoretical analysis to industrial structure, the setting-up of specialities, and curriculum goals, and their logical relations. Part 2 gives a brief introduction to Guiyang City, especially the re-adjustment of industrial structure in Guiyang. In Part 3, the specialities distribution of the graduates of the vocational secondary schools in Guiyang and the classifications of the vocational schools are analyzed; the main problems existing in the specialities setting-up of the schools and the causes of formation are also analyzed. The author has also studied that there exists some blindness in specialities setting-up because of the poor management system and the absence of the effective scientific adjustment. Part 4 exemplifies the present condition of the curriculum goals of the vocational secondary schools in Guiyang from the three links of curriculum goals, namely the training objectives of the schools, the basic source and the orientation of the curriculum goals. Although the training objectives of the vocational secondary schools in Guiyang are very specific, there still lie many problems in teaching practice if every curriculum is supposed to watch the needs of the subjects, the society and the students. There is still a long way to go in training objectives. Part S gives thoughts to the setting-up of specialities and the position of curriculum goals in the vocational secondary schools in Gtiiyang from several perspectives: up-righting the sense of vocational education; revising the orientation of value in vocational secondary education; reforming the management system of vocational secondary schools; carrying out higher vocational education on a certain scale, and strengthening the specialities belonging to the tertiary industry, and adding courses reflecting scientific and technological development; continuously re-adjusting the structure of vocational secondary education, and making sure that the curriculum development is on a reliable basis.