Difficulties and changes in the development of vocational education psychology in China Abstract: There are some problems in the role orientation, structural system, development direction and subject image of vocational education psychology in China. The deep-seated reasons for the development dilemma of vocational education psychology are unclear subject development path, closed school-running form, narrow scholars' research vision, low level of research team and lack of depth in curriculum and teaching. Therefore, we must adopt a multidisciplinary paradigm, establish an open and interactive academic mechanism, pay attention to the orientation of applied research, build a professional teaching staff through internal training and external introduction, and create a new situation in the development of vocational education psychology. Keywords: psychology of vocational education; Discipline paradigm; Development concept; Academic mechanism; Since 1990s, with the rapid development of vocational education and psychology in China, the psychology of vocational education has also made remarkable progress and published some distinctive and representative research results. However, on the whole, the development status of vocational education psychology in China is not optimistic, with slow development and little effect. Rational reflection and scientific construction are the keys to the development and maturity of emerging disciplines. Only when a discipline puts itself forward as a problem does it begin to mature. Vocational education psychology should be able to achieve sustainable development through constant self-reflection. 1. "Metaphor": the problems in the development of vocational education psychology and the requirements of vocational education reform and development practice. Compared with the development of international vocational and technical education, there is still a big gap in vocational education psychology in China. In practical work and theoretical research, several metaphors about the current situation of vocational education psychology illustrate the outstanding problems in the development of vocational education psychology in China. (A) "handmaiden" and "vassal": Improper role positioning Vocational education psychology is a special and very important branch discipline. "The position of a discipline in the discipline category shows our overall knowledge and understanding of this discipline, and it will also affect its development direction and the attention it should receive. This is no small matter." ③ In the discipline system, vocational education psychology is in a difficult situation, and it is basically in the embarrassing position of "handmaiden" of vocational education and "vassal" of educational psychology. In the discipline construction of vocational education, the role of vocational education psychology has become dispensable, mostly vacant, absent or misplaced. (2) "big platter": the structural system is immature. At present, there are basically two ideas: one is the "docking" and "grafting" between vocational education and educational psychology, and the other is to seek the support and support of psychological theory according to the actual needs of vocational education. These two concepts do not meet the needs of the reform and development of vocational education, and also lead to the "popularization" of the teaching and textbook compilation of vocational education psychology. Transplant plagiarism is obvious and lacks the characteristics of vocational education. In vocational and technical normal colleges, the common practice is to reflect the latest research results in the field of vocational education, constantly increase new topics in educational psychology research, and combine teacher-student psychology, learning psychology, teaching psychology, social psychology, management psychology and professional psychology into one, which has not yet formed a relatively mature and recognized discipline framework and structural system. (3) "megaphone": the role is not ideal. The reform, development and decision-making of vocational education need vocational education psychology, and academic research provides practical psychological basis. However, vocational education psychology mostly borrows or applies the thoughts and research results of educational psychology, and mostly spreads the "voice" of general education or educational psychology, lacking the proper transformation and innovation and vocational education characteristics, and lacking a profound grasp of the psychological laws of vocational education activities. Vocational education psychology has become the "echo" of general pedagogy or educational psychology, which essentially reflects the "marginalization" of the function and role of vocational education psychology. Although the academic contribution of the published books and textbooks on vocational education psychology in China is valuable, on the whole, the academic influence is not great enough, and the scientific guidance to the practice and research of vocational education is not strong enough. (D) "four unlike": the development direction is not clear. Vocational education psychology is the product of the combination of vocational education and psychology, and it is an interdisciplinary subject. In the division of disciplines, whether vocational education psychology belongs to vocational education or educational psychology is also controversial in academic circles, and there is no clear stipulation. In the development trend of the discipline, vocational education psychology has not yet become a relatively independent branch discipline and has not yet formed its own unique discourse system. It can also be said that the development pattern of benign interaction between vocational education psychology and other disciplines has not yet formed, and we have not found a more suitable development path for vocational education psychology. (5) "Chicken ribs": The psychology of vocational education with insignificant benefits is produced and developed to meet the needs of modern society for vocational education. Under the background of strong social demand and rapid development of vocational education, vocational education psychology can and must do something, and can and should produce good vocational education and social benefits. However, the basic reality is that the psychology of vocational education in vocational and technical teachers' colleges is still detached from the education and teaching system of personnel training, and has become an "extra addition" to the teacher education major (teachers' class), a dispensable "redundant person" position, and even a tasteless, useless and regrettable "chicken rib". Article source /view/2444 17.html