A Study On Curriculum Strategies Of Generic Skills Cultivation For Higher Vocational And Technical Colleges Students

There are new contemporary characteristics in postindustrial society, which means new requirements on labors’qualities according to the change in labor and employment departments. Meanwhile, the upgrade of industrial structure and the transition of economic growth mode in China have requested higher requirements to practitioners. However, the gap between the qualities of technical and skilled personnel and the demand of society has become obstructive factor for the transition of economic development mode. Aimed at current demand on labors’qualities in China and on an international level and the difficult position which means shortage in generic skills of higher vocational and technical colleges’students, trying exploring practical reforms for generic skills cultivation for higher vocational and technical colleges’students is extremely urgent. Therefore, this dissertation starts from curriculum strategies to search the possible practice. The dissertation is consisted of five chapters.Chapter1is "Introduction", which includes the background, research significance, concept definition, literature review, and research approaches and technical line.Chapter2is "The theoretical discussion on generic skills cultivation for higher vocational and technical colleges’students". Firstly, demonstrate the significance of generic skills and analyze the status quo of generic skills of higher vocational and technical colleges’students. Secondly, analyze the specific characteristics of generic skills for higher vocational and technical colleges’students, and establish a typology of generic skills. The typology illustrates the difference between those conceptions which view skill as the property of an individual and those which view it in terms of a relationship between individuals and context; and the difference between the way skill has been conceptualized in relation to fairly routine work activities or to novel work activities. Finally, analyze the feasibility of generic skills cultivation for higher vocational and technical colleges’students. Analyze the relevance between generic skills and curricula, and try to find out the limitation of traditional curricula, and then propose possible curriculum strategies or approaches.Chapter3is "The analysis on curriculum problems on generic skills cultivation for higher vocational and technical colleges’students". According to the generic skills typology, this chapter selects two groups of cases to compare. The comparison dimensions are particularly on curriculum content and curriculum organizing forms. For instance, the curriculum objectives, the focus on generic skills, the characteristics of the knowledge, the relevance between content and majors, the curriculum demonstration forms, the curriculum organizing logic, and the knowledge organizing forms, etc. finally, summarize the main problems on generic skills cultivation for higher vocational and technical colleges’students in China via comparisons, which are two extremes——knowledge-oriented and skill-oriented generic skills curricula.Chapter4is "Practical strategies of generic skills cultivation for higher vocational and technical colleges’students". Based on the main problems analysis, this chapter tries to propose practical strategies of generic skills cultivation for higher vocational and technical colleges’ students from two sides which are the selection of curriculum content and the curriculum organizing forms. For the first side, try to analyze the main principles on the selection of "knowledge", which are focusing on situated knowledge and transferable knowledge, broad but not deep knowledge, and differentiating types of knowledge. For the second side, firstly, select different environment to develop individual generic skills and contextual generic skills. Secondly, it is clearly the case that skills cannot be effectively taught in a vacuum and, in practice, dedicated skills modules must built around discipline specific content. Thirdly, try to design activities within curricula according to work experience to from new knowledge and skills.Chapter5is "Conclusions". Summarize the main research conclusions and propose the further research topics.