A Comparative Study On The Development Models Ofthecrurarl Agricultural Vocational Education In Rural Areas Of China

The 19 th National Congress of the Communist Party of China has put forward the significant strategic thought,theoretical viewpoint and work plan of Implementing The Strategy Of Rural Revitalization.To implement "The Rural Revitalization Strategy",Chinese government ought to found and improve the institutions,systems and policies of Urban-Rural Integration and Development,in accordance with the overall requirements of“Prosperous Industries”,"Ecological Livable”,“Effective Governance”,“Prosperity In Rural Development," and “Rural Civilization”,and speed up the promotion of Agriculture,Rural Modernization.The realization of this magnificent plan is bound to require a great number of rural talents.As a significant institution to train rural native talents,secondary agricultural vocational instruction in contrysidel zones of our sate will inevitably meet with great importance due to the implementation of the strategy of "Revitalizing The Countryside".Chances for development.Nevertheless,the development of secondary vocational instruction in countryside zones of China is unstable,although there have been brilliant times in Chinese history.Especially,the development patterns of secondary agricultural vocational instruction in countrysidel zones of China are greatly influenced by the districts,and it's much more necessary to formulate reasonable development models according to native envirenment.Consequently,it's of great importance to deeply research the development modes of secondary agricultural vocational instruction in countryside districts of China to promote the countryside revitalization and realize the Agricultural Modernization of China as quicly as possible.Selecting the development patterns of secondary agricultural vocational instruction in countryside zones as the study topic,the thesis uses Comparative Study Way,Literature Means and Case Research Technique.On the basis of combing the related theories and research achievements abroad and at home,the thesis expounds the central concept of it,and sorts out the development process of agricultural vocational instruction in our country from the aspects of development period,development modes and main featrues etc.The thesis analyzes on the present situation and existing problems of the development models of secondary agricultural vocational instruction in countryside zones of our state,and points out the development direction of secondary agricultural vocational instruction in countryside zones of our country by drawing lessons from the experience of the development models of secondary agricultural vocational instruction in countryside areas of developed countries.That is to say,the relevant departments of the state we should attach grand significance to the signifiance of agricultural vocational instruction,focus on relevant policies to pave the way for the promotion and dissemination of secondary agricultural vocational education in countryside districts of China,and encourage peasants to carry out countyside and agricultural entrepreneurship instruction.At the same time,thepre-service instruction should keep pace with the development of the periods and gradually turn into the post-service instruction,and with the assistance of network techniques to establish the platform websites,our country have formulated the agricultural green certificate system,stipulating the technical and professional personal of agricultural vocational instruction should possess the relevant certificates approved by China;Based on the present development patterns of secondary agricultural vocational instruction in countyside zones of China,the thesis puts forward the innovative development models of countryside secondary agricultural vocational instruction in different districts of China,that is to say,the development models of "Urban-Rural Co-ordination" and "Layer-By-Layer" is adopted in the underdeveloped Districts of Central China,the modes of "Long-Distance Opening" and "Co-Running Schools" is adopted in the developed areas of Eastern China,and the development models of "Regional Network" and "Tripartite Interaction" is adopted in the undeveloped districts of the West.