Keywords: dual system; Vocational education; arouse
"Dual system" vocational education is an educational way to implement the whole training process in factories, enterprises and national vocational schools (BBS).
First, the characteristics of "dual system" vocational education
(1) Two learning places
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.
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.
(3) Trainees have dual identities.
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.
Two types of teachers are responsible for teaching.
There are two types of teachers in dual vocational education in Germany, namely, practical teachers in enterprises and theoretical teachers in vocational schools. 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.
(5) Two guiding documents
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.
(6) Two kinds of 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.
(7) Two examination systems
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. Examination by business owners, enterprise training teachers,
Vocational school teachers and trade union representatives, including the executive examination Committee. 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.
(eight) the sources of funds of the two channels.
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.
Second, the enlightenment of vocational education in China
(A) pay more attention to the cultivation of students' practical skills.
Compared with school-based vocational education, dual vocational education pays more attention to the cultivation of practical skills and can guarantee it accurately. 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.
(two) enterprises and schools to carry out targeted training.
Under the dual vocational education system, because students study in a specific working environment, students and enterprises have more opportunities to communicate, 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. China's vocational education can implement the enterprise joint orientation training mechanism, which can not only solve the employment problem, but also not waste educational resources and cultivate employees who can't meet the needs of enterprises.
(C) the establishment of professional posts to adapt to the teaching content
Compared with the teaching content of vocational education which focuses on system theory in China at present, 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) Joint establishment of training institutions.
Because of its incomparable advantages in other forms, cross-enterprise training centers are increasingly used as remedial measures to make up 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.