The Comparison Study On The Work Process Oriented Curriculum Development Between China And Germany

Since 2008,China has been carrying out another vocational education reform.This reform is based on the curriculum development of the process-oriented theory,which originated in Germany.However,during the process of introducing it to our country,various problems emerged because the theory failed to adjust itself to the local market.This study focuses on the model of curriculum development of the process-oriented theory.It tries to target the problems by comparing the practice of the theory in China and Germany,and to find out the methods in line with China's actual situation in curriculum development.Through this study,we can improve the theory of curriculum development in China,and guide the localization of curriculum development in vocational colleges in China.Based on the original German information,Chinese books and through springerlink,Google academic and other literature materials,this study systematically analyzes the background and core of the process-oriented theory and explains the related concepts,and thus provides a solid theoretical basis for the study.This study suggests the important role that the theory,derived from Germany,has been playing in the curriculum reform since 2008.By comparing the areas of practice,learning and learning contexts between China and Germany,the study illustrates differences of methods used in the work process-oriented curriculum practice model-learning domain model between the two countries.Through the comparison of the development background,the subject and the implementation of the theory,the author draws the conclusion that there are shortcomings in the practice of the work process oriented curriculum,and puts forward some suggestions on the vocational education curriculum.In order to improve China's vocational education laws and regulations,to promote the diversity of the development,to improve the rational planning of the curriculum system,the teacher assessment system and reasonable curriculum development,reform of evaluation and assessment methods,etc.