(2) Enterprises participate extensively. Most large enterprises have their own training bases and personnel. Small and medium-sized enterprises that cannot provide comprehensive and diversified vocational training in accordance with the training regulations alone can also participate in vocational education through cross-enterprise training and supplementary training in schools and factories or entrust other enterprises to train on their behalf.
(3) Interoperability of various forms of education. It is a remarkable feature that all forms of education in Germany are diverted at any time. At every stage after the end of basic education, students can transfer from ordinary schools to vocational schools. Students who have received dual vocational training can also enter institutions of higher learning after a certain period of remedial education. In recent years, many general education graduates who have obtained the college entrance examination qualification have also received dual vocational training from the beginning to gain certain professional experience and pre-university experience.
(4) The method of separating training from assessment. This assessment method embodies the principle of fairness and makes the post certificate more authoritative. (1) Compared with school-based vocational education, dual vocational education pays more attention to the cultivation of practical skills and can accurately ensure the cultivation of practical skills. This makes the vocational education to train the practical operators in the front line of production truly become a welcome education for enterprises. Although China attaches great importance to the cultivation of students' practical skills at present, the training mode of school system objectively keeps students away from the production line, and concentrated production practice is not conducive to students' timely combination of theory and practice.
(2) Under the dual system of vocational education, because students study in a specific working environment, students have more opportunities to communicate with enterprises, which greatly reduces the risk of unemployment after training. This has certain reference significance to the problem of counterpart employment that has been difficult to solve in China for many years.
(3) Compared with the current vocational education teaching content that emphasizes system theory in China, dual vocational education with job demand as its training goal is more welcomed by enterprises. Taking the requirements of workers' technical grade evaluation standards as the training goal, it should be an important content of China's vocational education teaching reform to construct the corresponding teaching syllabus and teaching content system.
(d) Because of its incomparable advantages in other forms, inter-enterprise training centers are increasingly used as remedies for the shortage of training institutions in the former East Germany. For our country, it is difficult for many small and medium-sized enterprises to set up vocational education centers independently. Therefore, it will be a very important way to develop vocational education to organize enterprises to jointly hold or industry to host cross-enterprise training centers. "Dual system" vocational education. Dual vocational education is the core of German vocational education. It is considered as a model of vocational education in the world today. As the main body of German vocational education, it has trained a large number of high-quality professional and technical workers for the development of German economy, and is called the secret weapon of German economic take-off after World War II.
"Dual system" means that young people receive vocational skills and corresponding knowledge training in enterprises, and receive vocational professional theory and general cultural knowledge education in vocational schools. This is a vocational education and training system that combines enterprises with schools, theoretical knowledge with practical skills, and aims at cultivating professional and technical workers. It requires trainees to have all kinds of abilities needed to independently formulate, implement and evaluate work plans in a certain position.
To achieve the above goals, it is necessary for trainees to master the vocational skills to be engaged in in the future, that is, "how to do it", and at the same time let them master the corresponding professional knowledge, that is, "why to do it". This is exactly the problem that practical teaching and theoretical teaching, that is, enterprises and vocational schools have to solve. 1. Two places to study-enterprises and vocational schools
Enterprises and vocational schools are two basic training places for dual-system vocational education. Among them, the practice places in the enterprise are divided into practice workshops specially set up for training and actual production workshops. About 70% of the trainees' training time is spent in enterprises. Enterprise training is mainly to let students better master the problem of "how to do it". They train in the practice workshop equipped with necessary teaching equipment and the real production environment representing the modern technical level, and grow together with the enterprise, overcoming the disadvantages that the school practice site often makes the equipment obsolete for economic reasons. This will enable students to master more comprehensive vocational skills, learn to deal with practical problems, be familiar with the production process and management mechanism of enterprises, understand the professional code of conduct, form the habit of observing labor discipline and safety regulations, and establish a self-taught quality consciousness.
Vocational schools focus on theoretical teaching, which mainly solves the problem of "why do you do this" when students practice their skills. Teaching time accounts for about 30% of the whole training time. In theoretical study, the ratio of specialized courses to general culture courses is about 7: 3. Through classroom teaching and related practical courses (experimental courses, basic operation, etc. ), theory teachers teach relevant basic theories and professional theoretical knowledge, and at the same time expand and deepen general cultural knowledge, so that students can meet the basic requirements of 12 compulsory education.
2. The dual identity of trainees-students and apprentices.
Because students study in two learning places, they have dual identities. In enterprises, they are apprentices. The trainee contract signed with the selected enterprise after graduating from junior high school clearly stipulates the rights and obligations that the trainee should perform during the trainee period. In vocational schools, they are students and continue to receive compulsory education for the last three years.
3. Two types of teachers-practical teachers and theoretical teachers.
Enterprise training teachers and vocational school theory teachers are two types of "dual system" teachers. Training teachers is the key and important teacher in the dual system. This kind of full-time or part-time training teachers are provided by enterprises. Generally, they are graduates of "Master School" with more than five years of professional practice after completing the "dual system" vocational training, or graduates of various "junior colleges" with two years of professional practice after completing the "dual system" training. Only by passing the examinations of pedagogy and psychology can you become a practical teacher. Theoretical teachers in vocational schools are college graduates who have undergone four years of professional study and two years of normal study, followed by teaching practice and passed the national examination again.
4. Two guiding documents-vocational training regulations and theoretical syllabus
Enterprise training is conducted in accordance with the vocational training regulations (training plan) promulgated by the federal government; Theoretical teaching in vocational schools follows the theoretical syllabus formulated by the Ministry of Culture and Education.
Vocational training regulations are formulated by the Federal Ministry of Education and Science. It is a statutory document, which is implemented nationwide to ensure that there are uniform standards for all kinds of vocational training in the country. Enterprise training must be carried out in strict accordance with the provisions of the Regulations. In particular, students should have skilled working ability in three to three and a half years, that is, the ability to independently formulate, implement and plan this period in practical work.
The theoretical syllabus is formulated by the joint meeting of state ministers of culture and education, and is compiled according to the teaching scope, teaching purpose, teaching content and time schedule. This is a guiding document, and each state can make changes according to its own specific situation. Vocational schools will organize teaching according to the theoretical syllabus formulated by each state.
These two documents fully reflect the characteristics of dual vocational education in Germany, and pay attention to ability training, skill training, theoretical teaching serving skill training, spiral teaching method and modular teaching in the arrangement of learning content.
5. Two kinds of teaching materials-practical teaching materials and theoretical teaching materials
In order to ensure the uniform standard and quality of skills training, the German Federal Vocational Education Institute has published a complete set of practical teaching materials. In the practical teaching materials, several teaching unit modules are compiled according to professional categories. Each unit module consists of teachers' reference books, students' exercise books and exercise guides, supplemented by special exercise books, exercise books, test exercise books, slides, homework evaluation books, teaching videos, teaching AIDS (hardware) and other multimedia teaching means, so that skills training can be carried out scientifically and systematically in full accordance with the requirements of the syllabus. However, there is no national unified publication for the teaching materials of theory teaching. In the teaching process, theory teachers constantly supplement new materials, so that the teaching materials are constantly updated to keep up with the increasing development of science and technology. What needs to be emphasized here is that the theory teaching adopts the curriculum design mode based on "professional theory", and other courses such as "professional calculation", "professional drawing" and "professional practice" are all carried out around the "professional theory" course, and pure mathematics, pure chemistry and pure physics are not taught, and the "three-stage" teaching based on disciplines is not engaged.
6. Two kinds of exams-practical skills exam and professional knowledge exam.
After three or three-and-a-half years of training, students finally take the final exam unified by the Chamber of Commerce and Industry or the Handicraft Association. The examination is conducted by an examination committee including business owners, business training teachers, vocational school teachers and trade union representatives. Skills test accounts for a large proportion in the exam. For example, the final exam of industrial mechanics takes as long as 14 hours; Generally, only 3-4 courses are taken in the professional knowledge examination, and the total time is 5-6 hours. After passing the examination of practical skills and professional knowledge, students can not only obtain the certificate of skilled workers necessary to enter the labor market, but also obtain the training certificate of enterprises and the graduation certificate of vocational schools.
7. Two funding channels-enterprises and countries.
Most of the training expenses of enterprises are borne by enterprises, while the expenses of vocational schools are paid by the state and state governments. In addition to investing in training facilities, equipment, raw materials and learning materials, enterprises must also pay the living allowance of apprentices and the salary of practical teachers during the training period of enterprises.