(1) Higher vocational education provides intellectual support for regional economic development 1. Talent training objectives meet the needs of industry development. The training goal of higher vocational education is to cultivate high-quality and high-skilled talents facing the front line of production, construction, service and management. These talents can directly engage in front-line production work and are an important force to transform science and technology into real productive forces. Human resources are undoubtedly the internal driving force of regional economic development, and the skill level of workers determines the level of economic development. That is to say, if there is no intellectual support and human resources guarantee provided by higher vocational education for regional economic development, it is impossible for regional economy to grow and develop [Abstract] Higher vocational education is a higher education oriented to local economic construction, with the continuous improvement of scale and quality and the ability to serve regional economic development.
(B) Higher vocational education provides technical support for regional economic development 1. Higher vocational scientific research ability promotes regional scientific and technological progress. First, higher vocational colleges have a number of scientific and technological talents and advanced experimental equipment, with strong scientific research capabilities and rich scientific research results. The important way to transform scientific research achievements into productivity is to use enterprise platform to promote scientific and technological progress of enterprises and realize the social and economic functions of scientific research achievements. Second, school-enterprise cooperation is an important development model of higher vocational education.
The role of high-speed rail logistics park in local economy has brought great impetus to high-speed rail, which is embodied in the following aspects:
1. The freight capacity of the existing line will be fully released and the transportation efficiency will be significantly improved.
With the opening of a large number of passenger dedicated lines, more and more passengers choose high-speed rail. According to the change of passenger flow, the railway department can stop some ordinary passenger trains appropriately, so as to increase more trucks on the existing line. For example, after the opening of Wuhan-Guangzhou high-speed railway in June 5438+February 2009, the Ministry of Railways stopped several ordinary trains between Wuhan and Guangzhou, greatly improving the freight capacity of the old Beijing-Guangzhou line.
For a long time, because freight trains avoid faster passenger trains. The transportation efficiency of existing online freight transportation is relatively low. After the opening of the high-speed railway, some passenger trains on the existing line, especially high-grade trains with higher speed, can be cancelled, thus reducing the time for trucks to avoid, and even realizing plane transportation (no need to avoid) in the future, which significantly improves the transportation efficiency of railway freight.
2. Use some high-speed rail lines to operate high-speed container trains.
Container is the main form of trans-ocean transportation at present. In China, container transportation generally adopts the combined transport mode of road or inland river shipping-sea transportation, and the railway container transportation volume is less.
At present, the Ministry of Railways is building railway container distribution centers in some logistics center cities. It is believed that with the improvement of the high-speed rail network, more and more container trains will be opened one after another, which is of positive significance for reducing China's logistics costs, improving transportation efficiency, and saving energy and reducing emissions.
3. Use high-speed rail to open high-speed express trains.
After entering the 2 1 century, with the continuous development of e-commerce, the online shopping trend in China began to prevail. With the rise of online shopping websites such as Taobao and JD.COM Mall, the express delivery industry related to online shopping has also developed rapidly. At present, there are many domestic express delivery companies such as SF Express, Tong Yuan, Shentong and EMS, and international giants such as FedEx and DHL have also landed in China. There are many forms of transportation routes for domestic express delivery enterprises. At present, in the inter-provincial transportation above 1000KM, China's express delivery enterprises mainly use air transportation, and short-distance transportation mainly uses road transportation. Because of the shortcomings of low punctuality and slow speed in railway freight transportation for a long time, it does not meet the strict requirements of express delivery, and express delivery enterprises rarely use railway transportation. However, with the gradual improvement of the high-speed rail network in China, the marginalized position of the railway in the express delivery industry is expected to be fundamentally changed.
The function of automation in national economy. Automation majors mainly study the principles and methods of automatic control, automation unit technology and integration technology and their applications in various control systems. Based on the theory of automatic control, it takes electronic technology, power electronics technology, sensor technology, computer technology, network and communication technology as the main tools, and faces the automatic control of industrial production process and the automation of various industries and departments. It has the distinctive characteristics of "combining control with management (science), paying equal attention to strength (electricity) and weakness (electricity), and paying equal attention to software (components) and hardware (components)", and is a large-caliber engineering major with interdisciplinary science, engineering, literature and management. After graduation, students can engage in technical work in automatic control, automation, signal and data processing and computer application. Employment fields are also very extensive, including high-tech companies, research institutes, design units, universities, financial systems, communication systems, taxation, foreign trade, industry and commerce, railways, civil aviation, customs, industrial and mining enterprises, and science and technology departments.
The role of ice and snow tourism in developing economy plays a leading role in Harbin, which can be said to be the main economic pillar of Harbin and plays an important role in the development of Harbin.
What is the role of competition in the market economy? Competition mechanism is the basic element of market mechanism and the basis for market mechanism to play its role. The production competition mechanism plays an important role in the implementation and development of market economy, which is manifested as follows: a. The individual value of commodities is transformed into social value, and the value of commodities is expressed as price, which is the requirement and function of implementing and realizing the law of value. It can encourage producers to improve technology, management and labor productivity. C can urge producers to organize and arrange production according to market demand, so that production can meet the demand. The realization of production competition mechanism needs the conditions of fair competition: a. Change the management mechanism of state-owned enterprises, so that enterprises become the main body of market competition. B. prevent monopoly in production and operation, and promote and protect fair competition.
Higher vocational education and Nantong economic development are taught by higher vocational colleges and universities. People who come out of higher vocational colleges know nothing, but they still have no jobs. As long as the people I know are from higher vocational colleges, no one's work content has anything to do with what they learned at school.
Urgent Paper: Higher Vocational Education and Local Economy and Culture —— Japanese Experience and Lessons and Its Enlightenment to China
University of Tokyo, Liu Wenjun
Abstract: The role of vocational education in economic development has been controversial internationally. In the 1960s, when the Japanese economy grew rapidly, and in the 1980s, when the Japanese economy took off, China formulated a policy of vigorously developing secondary vocational education. This paper attempts to analyze the relationship between secondary vocational education and economic development in Japan, as well as the changes in the employment destination of high school graduates, and explore the experience and lessons of Japan and its enlightenment to China.
Keywords: vocational education, economic development; Japan's experience and enlightenment
The role of vocational education in economic development has been controversial internationally. The theory of human capital, which arose in 1960s, shows through international comparative study that the number of secondary technicians is most relevant to the level of economic development among many indicators, and it is concluded that secondary vocational education must be expanded to achieve economic development (Harbison, Myer, 1964). Influenced by this theory, many developing countries can see the policy tendency of developing secondary vocational education. On the other hand, however, many scholars have questioned the actual effect of vocational education. For example, Foster pointed out through his sociological research that receiving vocational education is actually not the active choice of high school students. Even if they receive vocational education, they often apply what they have learned after graduation, and the actual role played by vocational schools is far from people's expectations (Foster, 1965). Moreover, from an economic point of view, Saccaro Pross used the "cost-benefit" analysis method. The research results show that the cost of vocational education is greater than the social benefit compared with general education (Gee, 1986). On the basis of systematically analyzing the research and practice of vocational education in developing countries, Jin pointed out that the practical role played by vocational education depends on its social and economic background (Jin, 200 1). In addition, the WorldBank, an important institution assisting the education development in developing countries, also indicated its policy intention of shifting the aid focus from vocational schools to social vocational training institutions in its policy report "Vocational and Technical Education and Training" (World Bank, 199 1). Therefore, whether focusing on theoretical research or practical problems in developing countries, it is of great practical significance to make an empirical analysis of the role of vocational education in economic development.
In the 1960s, when the Japanese economy grew rapidly, and in the 1980s, when the Japanese economy took off, China formulated a policy of vigorously developing secondary vocational education. In China, it is generally believed that Japanese vocational education has played a great role in economic development during the period of rapid economic growth, and this understanding has also had a great impact on China's educational system reform since the 1980s, especially on the formulation of secondary vocational education policies. However, the role of vocational education in the period of rapid economic growth, although there is great controversy in Japan, has not been fully empirical research;
Then, what is the relationship between secondary vocational education and economic development in Japan, what are the characteristics of the changes in the employment destination of high school graduates, and what lessons can Japan give us? This paper attempts to discuss and analyze these problems.
I. Vocational education and economic development
(A) the rapid development of high school education
During the period of rapid economic growth in Japan in 1960s, the rapid economic development brought about the increase of national income and educational demand, and Japan's secondary and higher education made great progress. The enrollment rate of high school increased rapidly in 1950s, from over 40% in 1950 to nearly 60% in 1960, and reached nearly 90% when the period of rapid economic growth ended in the mid-1970s. At the same time, the international human capital investment and human capital theory centered on the United States were in a prosperous period in the 1960s, which also had a great influence on Japan. In the period of rapid economic growth, education is placed in an important strategic position in economic planning. The most representative is the national income multiplication plan formulated by 1960, which puts forward the requirement of accelerating the training of scientific and technological talents, especially intermediate technical talents, and makes a specific talent training plan according to the forecast of future industrial development. Specifically, it includes the policy of expanding the scale of science and engineering in higher education and vigorously developing vocational education in high school. With regard to senior high school education, the goal of changing the ratio of students in general subjects and vocational subjects from 6: 4 to 5: 5 is put forward. On the other hand, however, in the early 1960s, the generation born in the so-called first birth peak after the war was on the rise. As an emergency measure for the rapid increase of high school students, high schools have been set up in various places. Due to the limitation of economic conditions, most of them choose to set up ordinary high schools with relatively low expenses. Results In fact, until the early 1970s, the proportion of students in general courses and vocational courses remained at 6: 4, which developed in parallel. After 1970s, vocational courses tended to decline, while ordinary courses gradually rose.
(B) the correlation between vocational education and the level of economic development
As mentioned earlier, during the period of rapid economic growth, the ratio of general education to vocational education in Japanese senior high schools has always maintained a certain proportion, but by region, there are great differences among counties (equivalent to provincial administrative regions in China). As can be seen from Figure 2, there is a negative linear correlation between vocational education and economic development in each county. If the scatter chart is divided into four quadrants, we know that the 1 quadrant and the IV quadrant reflect the above relationship, that is, the level of vocational education development is low and the level of economic development is high; The development level of vocational education is high, but the level of economic development is low. This phenomenon can probably be explained as follows: In the 1960s, in order to solve the problems of sparsely populated and poor areas, economically backward areas formulated their own regional development policies, and one of the important measures was to attract industrial and commercial enterprises by cultivating talents themselves. Therefore, at that time, the most positive responses to the national vocational education enrollment expansion policy were 1 quadrant in South Kyushu and backward counties in Northeast China. In the fourth quadrant, Tokyo, Osaka and other big cities, the proportion of vocational education is relatively small because of the greater demand for higher education and the promotion of the development of ordinary high schools. But there are also two other types, namely, the level of vocational education development is high and the level of economic development is also high (the second quadrant); The level of vocational education development is low, and so is the level of economic development (the third quadrant).
Through the above analysis, it can be said that the relationship between Japanese vocational education and economic development is diversified.
In order to avoid the simplification and one-sidedness of the relationship between them, it is necessary to analyze the interregional mobility of high school graduates and higher vocational graduates in various regions.
Second, the regional mobility of high school graduates' employment
(A) analysis of regional mobility of high school graduates.
This paper does not take economic income as an index, but sets six dummy variables according to the economic and industrial development degree of various regions in Japan in 1960, which is divided by the Japanese Economic Planning Department. Then, through regression analysis, the economic development of 196 1 and 1978, which started in the two periods of rapid economic growth, was analyzed. The table 1 is the explanation of each variable.
From the regression analysis results of 196 1 year in Table 2, it can be seen that the dummy variable A in low-developed areas is in sharp contrast with the dummy variable F in developed areas with high industrial and dummy density. The former is a positive intentional correlation coefficient, and the latter is a negative intentional correlation coefficient.
This shows that in the early stage of economic growth, a large number of high school students from low-developed areas flowed to developed areas with high industrial density. Due to the limitation of data, it is impossible to statistically analyze the flow of vocational and general graduates, but according to the records in the Economic Plan for Underdeveloped Areas, the outflow rate of vocational courses, especially industrial courses, is much higher than this. The main reason for the outflow of high school graduates is that technical talents have not been trained through vocational education as expected to attract enterprises to settle in the local area. On the contrary, because it is difficult to apply what they have learned in this respect, a large number of trained technical talents flow to developed areas with high industrial density and are in urgent need of talents.
From the regression analysis results of 1975, the dummy variable A in low-developed areas and the dummy variable F in developed areas with high industrial density are still at two extremes. In terms of absolute value, compared with the regression analysis results of 196 1 year, the coefficient of dummy variable A increases and the coefficient of dummy variable F decreases. Moreover, in 1960, the absolute values of dummy variable c and dummy variable d with intentional correlation coefficient become smaller and lose statistical significance. Therefore, after the economic growth period of 1975, the absorption of high school graduates in developed areas with high industrial density tends to decrease, while the outflow of high school graduates in low-developed areas has not been alleviated, and may flow to other areas except dummy variable A.
(B) the significance of regional mobility of high school graduates
So how should we treat the regional mobility of the above-mentioned high school graduates, and what is the significance of this mobility?
First of all, the above analysis results show that the relationship between vocational education and economic development is multi-level, and it is too simplistic to directly draw the conclusion that there is a causal relationship between vocational education and economic development. When analyzing the role of vocational education in economic development, we should comprehensively analyze the specific social and economic background of high school graduates, especially vocational school graduates, the opportunity market of high school education and the relationship with higher education.
Secondly, the flow of high school graduates, especially vocational school graduates, from economically backward areas to economically developed areas. On the one hand, from the perspective of economically backward areas, the expansion of vocational education itself cannot directly bring about economic development. If it fails to provide labor opportunities for graduates, it will also cause a relative waste of education funds and talents. On the other hand, from the national perspective, it is precisely because of this flow that the shortage of talents in developed areas with high industrial density is alleviated, so that the supply and demand of talents tend to be balanced and the "absolute waste" of talents is avoided.
Three. Enlightenment to China
As we all know, since the late 1970s, China's high school education has undergone tremendous reforms. The course of this reform can be roughly divided into three stages: recovery and revitalization period (late 1970s to early 1980s), expansion period (late 1980s to early 1990s) and adjustment period (late 1990s ~). In the first period, according to the spirit of the Report on the Reform of Secondary Education System (Ministry of Education, State Administration of Labor, 1980), some ordinary high schools were reorganized into vocational high schools, and secondary vocational education, which was severely damaged during the Cultural Revolution, began to recover and revitalize. In the second period, with the "Decision on Education System Reform" (* * Central Committee, 1985), "Decision on Vigorously Developing Vocational Education" (the State Council, 199 1) and "China Education Reform and Development Outline" (* * Central Committee, the State Council, 65438), The proportion of students in secondary vocational schools rose rapidly from 18.9% in 1980 to 1980. However, by the end of 1990s, that is, after the third period, the problems of "recruitment difficulties" and "employment difficulties" in vocational schools became increasingly obvious, and the proportion of students in vocational schools began to decline, especially due to the expansion of higher education in the late 1990s.
Looking at the development of secondary vocational education in China, we can see that its rise and fall are closely related to its social and economic background. Developing vocational education and cultivating talents for rapid economic development is of course the primary purpose, but it is also an important topic to alleviate the fierce competition in the college entrance examination through the "three-level diversion" of graduates at all stages. Therefore, in areas with developed economy and high enrollment rate of high school education, the proportion of secondary vocational education is greater than that in areas with backward economic development and low development level of high school education. Although vocational education has played a certain role in the above two aspects, with the increasing demand for talents and higher education in economically developed areas, it is inevitable that vocational schools will find it difficult to obtain employment and recruit students. When thinking about the problems faced by China's current secondary vocational education, the above-mentioned Japanese experience and lessons may give us some enlightenment.
First of all, we should realize that the relationship between vocational education and economic development is complicated. When formulating the development goals of vocational education, we should not only set the development goals generally according to the level of economic development, but also set specific goals according to the characteristics and level of industrial development. Moreover, not only the supply and demand of the labor market, but also the supply and demand of the education opportunity market need to be comprehensively analyzed. Especially in economically developed areas, if the proportion of vocational education is overemphasized, on the one hand, there may be a relative surplus of vocational school graduates, and at the same time, due to the rapid expansion of higher education and the backward development of ordinary high school education, the quality of higher education choice will be reduced.
Secondly, judging from the actual situation of vocational education in various countries, including Japan and China, the specialty setting of vocational education often fails to catch up with the development of technological innovation and industrial adjustment in reality, and the gap between the quantity and quality of vocational school graduates and the demand of the labor market is inevitable. From the above analysis, we can know that Japan has made up or narrowed this gap through the regional mobility of high school graduates. Therefore, during the period of rapid economic growth, high school students in Japan, especially graduates from vocational schools, did not find it difficult to find jobs. This is probably the reason why Japan paid attention to vocational education in some areas during this period, but did not fully study it as a whole. In China, although the Maoist rate in senior high schools was only 52% in 2005, which was far lower than the level of Japanese senior high school education in 1960s, why is it difficult for senior high school graduates, especially vocational high school graduates, to find jobs? Of course, there are many reasons, but one of the important reasons can be considered as the lack of liquidity in the labor market of high school graduates. Due to the existence of the household registration system, the inter-regional population flow itself is restricted. Even if this restriction is reduced, it is not easy for high school graduates and vocational school graduates to flow from economically developed areas with excessive resources to economically backward areas. In addition, the flow between economically developed regions is subject to various restrictions. In addition to the household registration system, many regions also explicitly refuse to accept fresh graduates from other provinces and cities with university education or below. In fact, even in economically developed areas, the resources of high school graduates and vocational school graduates are surplus, which can be said to be relative surplus to some extent. In reality, on the one hand, there is a shortage of medium-sized technicians, on the other hand, it is difficult for vocational school students to find jobs. One of the reasons is the dislocation between the professional settings of vocational schools and the types of skills needed in the labor market. If we can open the isolated high school graduates' labor market among provinces and cities, it will greatly benefit the effective use of high school graduates' resources and alleviate the employment of high school students to some extent. Of course, the flow of technical personnel has made great progress since 1980s, but the free flow of high school graduates between regions involves many problems, which are not easy to solve.
But through the above analysis, we should at least realize the complexity of the relationship between vocational education and economic development and the significance of the flow of high school graduates, so as to formulate flexible and diverse vocational education development goals and gradually improve the employment environment of high school graduates.
(See Education and Economy, No.2, 2007)
How to play the role of physics in higher vocational education;
1. Physics is an ancient natural discipline and the foundation of the whole natural science and technology. The basic concepts, basic knowledge, basic laws and basic methods of physics are the basis of professional courses in science, engineering, medicine and agriculture.
The advanced skills and technologies that technical applied talents trained in higher vocational education need to master are based on certain basic theoretical knowledge, and are the comprehensive application of a large number of theoretical knowledge, abilities and methods.
2. Give full play to the role of physics experiment teaching in higher vocational education. Higher vocational education is service-oriented and employment-oriented, with the aim of making students adapt to their jobs and move towards society smoothly. Therefore, for higher vocational students, if they want to stand on the society, they must master certain practical skills. Therefore, vocational education requires students to master profound and solid professional and technical knowledge and skills, so as to lay a good foundation for becoming basic workers and business backbones needed by all walks of life in the future.
3. Give full play to the role of physics thought in higher vocational education. Physics teaching in higher vocational colleges is not only a basic teaching, but also a cultural influence. Physics is profound, pragmatic, perfect and beautiful.
The role of children's literature in aesthetic education in primary schools is to carry out practical activities to lead students to a broad living space, and to carry out practical activities from the reality and interest of children's lives. Let children read by simulating and creating situations. For example, holding activities such as "Doll Supermarket", "King of Chinese Characters", "Picking Fruits" and "Shopping" is a part of children's life. Teachers should pay attention to communication with social life in teaching, so that children can enter the broader surrounding environment from the "I" world as soon as possible, thus absorbing all kinds of information and expanding the space for imagination and thinking. It is the most natural classroom for students to let teaching come into life and let children develop the consciousness of active literacy and getting used to life. Unconsciously, children will master Chinese characters. In teaching, I guide students to develop awareness and habits of paying attention to literacy in life, and improve the repetition frequency of new words in textbooks, so as to consolidate new words, such as finding billboards and wrapping paper. What words have just been learned? Characters' dialogues and lyrics often appear in cartoons. Which words are recognizable? I also encourage students to go to reading rooms, libraries, bookstores and the Internet ... I collect some stories, fairy tales and nursery rhymes close to children's lives according to students' cognitive level and text characteristics to organize students to read. Expanding reading can not only help students understand and consolidate new words in reading, but also broaden their knowledge horizons and lay a more solid foundation for their future study.
After advocating cooperative learning and letting students improve the pronunciation of Chinese characters together, the key point is to guide students to remember Chinese characters. For simple letter combinations, there is no need to communicate, and for Chinese characters with complex structures and similar glyphs, collective creativity needs to be exerted. Group cooperative learning and discussion are the regular classroom teaching methods of student-oriented education. Group cooperative learning allows each student to communicate in a group, and everyone has the opportunity to express their ideas. Students communicate with each other in the group, correct each other, learn from each other's strong points, and achieve the purpose of understanding new words in communication. 1. Cultivate cooperation ability, one-on-one. In literacy teaching, I let students try to read the text first. Those who don't understand are not only identified by pinyin, but also asked to consult other students or teachers in the group. In this link, team members can complement each other, and those who can teach will not teach, thus helping each other and improving together. After learning the new words in a text, let the children check each other and the group leader checks them. If you read well, you will be rewarded with a small smiling face. This can make children who study well more confident and help children in need in time. 2. Hire a "little teacher" to let the children reflect their value. In a class of nearly 60 students, it is difficult for teachers to know the literacy of each student in a short time. So I adopted the method of employing "little teachers" and achieved good results. Students think they have mastered the new words they have just learned (or even not taught), so let them read them to the teacher. Those who really read well will be appointed as "little teachers", and other students can go to him to recognize new words. In order to stimulate students' interest in literacy, every student who passes the literacy test can be hired as a "little teacher". Therefore, after learning a text, students take the initiative to find the teacher "Little Teacher" to recognize new words, and their initiative in learning is well reflected.
In short, small Chinese characters are infinitely mysterious. Teachers should fully combine students' thinking characteristics, proceed from students' reality everywhere, encourage students to imagine and practice, and let students get the joy of success, so as to make boring literacy teaching a hot spot to cultivate students' interest and enthusiasm for exploration. Let students truly become the masters of learning. "Student-oriented education" hopes that the teacher is a suitable shoe, or exactly the most suitable shoe. When the shoes fit, the feet forget, because the feet are in a state of "forgetting me" and work very well; On the other hand, if the shoes don't fit and the feet hurt, they will always be remembered. When education is suitable for students, students forget that they are studying, forgetting that they are in class, and even forgetting themselves. They no longer regard learning as a boring thing, but as a pleasure. "Student-oriented education" is full of infinite charm and vitality, giving full play to students' enthusiasm and initiative in learning. Let's try "student-oriented education" together! Sir Richard Steele, an English essayist, said, "Reading is as important to the mind as exercise is to the body." Reading can get information and enrich people; Reading can understand the truth and make people profound; Reading can broaden one's horizons and broaden one's horizons; Reading can increase knowledge and enrich people; Reading can enjoy freedom and make people happy ... The pleasure of reading is incomparable and irreplaceable by anything. Nowadays, with the popularity of "shallow reading" and utilitarian reading, children's extracurricular reading has attracted more and more attention from educators and parents. How to choose children's books with good content is becoming more and more important. Because only good content can arouse children's interest, cultivate children's mind of being good at reading from an early age, and make reading gradually become their lifestyle and attitude towards life. In a sense, for children's extracurricular reading, learning to choose suitable books and children's books with good content is more important than mastering reading methods. A good book will affect a child's life. Children's literature is a literary creation aimed at children. It uses refined and musical words to express people and things in children's sincere emotional world, reproduce the generation of ideas, and create an artistic conception with beautiful sounds and pictures, and children are willing to read. Active, curious, curious and fun are children's nature, and children's literature contains childlike interest. In line with children's psychological characteristics. Practice has proved that children's literature is the golden key to enlighten children's minds and plays an irreplaceable role in the healthy development of children's body and mind.