Paper Keywords: Republic of China; Vocational education; Trial teaching
In November of the 29th year of Guangxu (1903), the Qing government promulgated the Constitution of Guimao School, which was redefined by Zhang Zhidong, Rong Qing and Zhang Baixi. This academic system divides the courses in industrial schools into three categories: specialties (that is, specialties about industry), internships and experiments (that is, practical exercises about industrial specialties) and general subjects (that is, subjects set by ordinary schools). Taking this as a sign, practical teaching, as an independent and important teaching link in vocational schools, has been continuously valued and strengthened. After the founding of the Republic of China, this curriculum classification method was basically followed, and a series of beneficial explorations were carried out at the policy and practice levels.
First, the guiding principles and measures of practical teaching
(A) the principle of practical teaching
In August of the second year of the Republic of China (19 13), the Ministry of Education promulgated the Constitution of Industrial Schools, which clearly defined the proportion of practical teaching in the total teaching hours of industrial schools for the first time, and distinguished the practical teaching activities of different types of schools in principle. The regulation points out: "The subjects in industrial schools must account for more than two-fifths of the total working hours, but commercial schools can reduce them as appropriate." .
In the sixth year of the Republic of China (19 17), the national conference of principals of industrial schools put forward guiding opinions on the teachers, hours and evaluation of vocational education: "Internship teachers should not be different from teaching teachers, but except specialist teachers, those with skills should be employed as internship teachers; Pay attention to the practice score and determine the practice hours. The practical hours of the most advanced students in each school should account for more than half of the full-time teaching hours; It is stipulated that top students should specialize in technical fields, and top students must determine one or two subjects for special research, concentrate on practice and be practical after graduation; Pay attention to economic practice, and practice production requires students to estimate their own costs in detail from the aspects of raw material prices, equipment consumption, time, wages, etc., and report them in the form of a list, which is the standard for checking scores. Always give priority to the best quality and most economical materials. " In the thirty-second year of the Republic of China (1943), the national government formulated the "Rules for Qualification Examination of Secondary Mechanical and Electrical Technology Graduates in Vocational Schools Designated by the Ministry of Education", which directly listed practical teaching achievements as a prerequisite for qualification: "The examination is divided into notes and internship achievements, and those who fail the written examination shall not be assessed for internship achievements; Review the internship results and evaluate the report of the internship factory; The written test scores and internship scores add up to the total score, with written test accounting for 60% and internship accounting for 40%; Those who pass the examination are eligible to pass the general examination in the Examination Law, and the examination institute will issue a certificate of conformity. "
At this point, the practical teaching of vocational education has formed basic principles and requirements in curriculum setting, class allocation, examination and assessment, etc. It provides operational basic principles for the development of practical teaching in vocational education.
(B) Practical teaching measures
The second national education conference held in April 19 (1930) 15-23, stipulated the vocational practice method: "Students in vocational senior middle schools or vocational schools should pay attention to field practice; If there are factories, shops and farms attached to the school, the equipment should be perfect and practical, and students are required to have a certain time to serve every day; Use off-campus factories, shops and farms for internship; Internship should not only pay attention to homework, but also pay attention to organization and management. " According to the above principles, education administrative departments at all levels and industrial schools have taken a series of effective measures, which are worth learning from.
1. Set up a special internship leading organization. In order to strengthen the leadership and coordination of practical teaching activities, many schools have set up practical guidance institutions, which have played an active role in practical teaching. For example, the internship office of Liuzhou Senior Agricultural Vocational School in Guangxi "is responsible for the planning, guidance, supervision and reward of students' internships and the cultivation of students. Independent management of creative spirit and professional skills to achieve the intelligence of hands and brain; The responsibility of this office is to manage the course practice and plan the development of our school farm. "The internship office is responsible for all the internship work of the whole school and has become an independent system, which has played a positive role in making full use of the school's resources, coordinating contact with the outside world and making up for the shortage of school internship equipment.
2. The combination of on-campus internship and off-campus internship. The combination of on-campus practice and off-campus production can effectively make up for the shortage that on-campus practice is divorced from production practice and theoretical meaning is too strong. Through different forms of off-campus practice, students can constantly solve practical problems that can't be involved in class in practical operation, and realize the double improvement of theory and operation ability. The curriculum and practice arrangement of workshops for radio personnel in primary and secondary schools in Guangxi are typical, which embodies the basic requirements and principles of vocational education practice and fully embodies the combination of on-campus practice and off-campus practice. The classroom courses and teaching methods of the workshop are more practical, with special emphasis on practice. "There are two subjects, namely, radio common sense, radio repair methods, the implementation of radio education and the administrative law of sound reinforcement. As far as practice is concerned, there are two kinds: prosthetic practice and educational practice. Every morning is subject time, and afternoon and evening are practice time. In addition, there are lectures, seminars and visits. In order to facilitate practice, a high-power amplifier was specially installed, and various programs were broadcast every afternoon, which was intense and enthusiastic. The Party Department of Guangxi Province and other institutions rarely have the opportunity to teach practical skills in this class, and they have sent students to study in the class. " "
3. On-campus practice and actual production docking. In March of the 6th year of the Republic of China (1917), the Ministry of Education said: "Industrial schools have regulations on preparing practice workshops, but the establishment of such workshops is only a place for experiments, and the purpose of jointly establishing workshops with industrial schools has not been fully realized. Therefore, although students are also doing homework, they still have no real experience in saving materials, configuring medicines, and whether articles are suitable or not. " This situation shows that the practice in the school is far from the actual production operation, which can not make students develop their labor skills. Therefore, it is necessary to reform the practice equipment and organizational form in the school, that is, the docking of practice and actual production-practice production. In order to strengthen this construction, the Ministry of Education stipulates: "All industrial schools and workshops should be completely established in the future. Its organization and equipment layout are handled according to ordinary factories. All students can do is treat students as employees. Except for general subjects and subjects that must be taught in the classroom, they can teach in the workshop and practice on the spot. Products made by metalworking, carpentry, dyeing and weaving, kiln workers, painters and rattan and bamboo must be adapted to local conditions, applied and improved. The finished product is sold by the school. In addition to the expenses of raw materials, equipment and miscellaneous expenses, the remaining profits can all be used as bonuses or rewards for ordinary factory workers, and the rest can be used for the expansion of equipment in schools to allow ordinary students to develop field work and business experience, and school homework experiments will not be consumed. "
4. Promote different forms of practical business activities. In the sixth year of the Republic of China (19 17), the national meeting of principals of industrial schools put forward clear requirements for the internships of vocational schools such as agriculture, industry and commerce, stipulated the internship methods of different types of vocational schools, and particularly emphasized the need to strengthen business activities or independent production activities during special internships to cultivate students' ability to adapt to actual production. The specific requirements are as follows: a. Special internship requirements for agricultural schools. Pay attention to practicing the distribution method. Practice can be divided into two categories: public practice and personal practice. Give students in Grade One and Grade Two a few acres of land, let them practice openly, and give some materials or seeds, thinking that * * * will be used for planting and manufacturing. In the third academic year, you need to practice alone, give everyone a certain amount or a certain amount of materials, let them run their own businesses, and borrow advantages and disadvantages. The practice method is guided by teachers, and students write the practice process in the form of diaries and prepare reports for inspection; B. special internship requirements of technical schools. During the holiday break, all undergraduate students above grade two will go to workshops and private workplaces for field practice or visit during the summer vacation, and write a report at the end; C. special internship requirements of business schools. Set up a temporary negative business group, regardless of the business schools of A and B, and organize temporary negative business group internships during annual study tours or winter and summer vacations. At the same time, in the process of training, we should strengthen management training, cultivate students' habits to adapt to the business world, strengthen regular habits, cultivate diligent habits, cultivate simple habits, guide their entrepreneurial heart to eliminate contempt and shape the will of the business world. The advocacy and requirements of the Ministry of Education have played an excellent guiding role in promoting practical teaching in vocational schools and cultivating students' practical production skills.
Second, the way to carry out practical teaching
(A) enrich the equipment and increase the intensity of on-campus practice.
Training equipment is the premise of developing vocational education and teaching. In order to improve the practical teaching conditions of schools, the state helps to urge vocational schools to enrich their equipment and improve their practice conditions. In the sixth year of the Republic of China (19 17), the National Conference of Principals of Industrial Schools specially reminded and asked all vocational schools: "All internships are related to funds, and we must broaden the funds to achieve the purpose of internships. In the budget of each school, there should be a special project with internship to list the projects, which should not be mixed with ordinary consumption or miscellaneous expenses. This figure is based on the fact that it can be used for internships in agricultural, industrial and commercial schools. " This ensures the source of internship funds to a certain extent, which is of great significance to the normal development of internship teaching. At the same time, the government actively helps vocational schools solve the problem of practice sites. If the preparatory committee of Mr. Liao Memorial Hall plans to set up an agricultural and industrial school in the memorial park, the government will actively coordinate the land use issue. In the telegram of the national government, it was mentioned: "If it is planned to be handled, the Guangdong Provincial Government Town Office should be ordered to allocate another land to raise and purchase land. However, agricultural mulberry planting depends on water conservancy, and it is impossible to set up gardens together. There are more than 300 hectares of enclosed fields, tidal fields and open fields in the southeast corner of the soil inspection plant, which are managed by the plant and are most suitable for setting up agricultural schools and agricultural experimental fields. Prepare a letter and order the Guangdong Provincial Government Office to allocate funds. .
(B) based on the development of local industries, to carry out targeted practical teaching.
The establishment and service goal of vocational schools is to serve the development of local production, contribute to the progress of local production technology, and enable local areas to use modern production technology and technology and management methods to promote local industrial development and social transformation. Investigating local products and production can make the setting and teaching of vocational schools more suitable for local needs, and at the same time make the social practice activities of vocational schools more targeted. In September 2003 (1934), the Ministry of Education conducted a special questionnaire survey on industrial types and existing and planned subjects of vocational schools in various provinces and cities, so that the education departments in various provinces and cities could understand and fill them in one by one. The survey results were summarized and published in September 2004 (1935). Moreover, the subjects set up in various provinces and cities are not closely related to the types of industries in various provinces and cities, and the areas that should be improved in the future are all in order. In the twenty-fourth year (1935), the questionnaire on major handicrafts was issued again, so that all provinces, municipalities, departments and bureaus could fill in the name, place, required tools, working methods, wages and salaries, learning methods, required time, product quantity, product sales, future development of the industry and suggestions for improvement, as a reference for implementing vocational supplementary education in various places. Through the investigation and summary of local facts, give full play to the function of various vocational schools to serve the local society.
(3) The government subsidizes production funds and supports internship teaching in excellent vocational schools.
To effectively improve students' production skills, we must strengthen the training of students. However, students' internship training needs a lot of internship equipment and internship fees, which is a heavy burden for vocational schools where funds are often in a tight state. In order to help vocational schools reduce the pressure of charging fees for practical teaching, from the 25th year of the Republic of China (1936), the Ministry of Education reported to the Executive Yuan for approval and began to subsidize vocational schools. Subsidies to excellent public and private vocational schools. The education department should allocate more than half of the production and education funds as subsidy expenses every year. Its purpose is to expand the internship and research equipment of vocational disciplines and the salary of specialized teachers; At the same time, it is stipulated that agricultural and industrial vocational schools should account for 80% to 90% of the total subsidy every year, and commercial and family affairs vocational schools should account for 10% to 20% every year. The education departments and bureaus of all provinces and cities should apply to the Ministry of Education for subsidies for their public and private vocational schools, and choose 12 schools with excellent school performance and economic difficulties. From 1936 to 1938, the state allocated 970,000 yuan to subsidize 1 16 schools. In order to solve the shortage of funds for vocational schools and improve the conditions for running schools, the state also directly provides financial support for outstanding vocational schools. "
In order to standardize the fund system for helping vocational schools and improve the efficiency of cooperation, the Ministry of Education promulgated the Interim Measures of the Ministry of Education for Helping Vocational Schools to Produce Funds 1940, stipulating that "all vocational schools with relatively basic internship equipment and good management can enjoy this kind of fund assistance if they believe that production should be implemented quickly and production organizations should be established after investigation by our Ministry; All provinces and cities should give equal financial assistance to schools aided by the Ministry, and the amount should not be less than that of the Ministry. " This regulation has turned the simple assistance of the Ministry of Education to the production funds of vocational schools into a task shared by administrative departments at all levels, which has played a positive role in improving the sources of production funds and enriching the practice equipment of vocational schools.
(four) the establishment of school-run factories, farms, shops, students to carry out field work.
Students' production skills can't be cultivated in the school laboratory. Students must be allowed to explore and practice in the actual production process, and only in the repeated process can they be cultivated. Therefore, the establishment of actual production organization is an important part of vocational education. In view of this, in 1939, the Ministry of Education requires all vocational schools with basic equipment to set up production organizations (such as factories in engineering, farms in agriculture, commercial bank stores, shops in sewing, knitting, catering and family affairs, etc.). ) for students to practice on the spot. Production funds are allocated by provinces, cities and counties, and private schools raise their own funds, with appropriate public subsidies. In this way, the production organization of the school can make the cultivation of students' practical skills be implemented, and the problem of internship funds can be partially solved. By selling the fruits of students' productive labor, students' interest in practice can be stimulated and the quality of study can be improved. According to the requirements of the Ministry of Education, vocational schools actively set up production organizations to provide places for students' internships in the case of tight funds.
(5) Set up shops and sales departments to promote internship products.
How to dispose of internship products in vocational schools is not only related to internship funds, but also directly related to the effect of internship teaching. Products condense the sweat and enthusiasm of students, and the policies of vocational schools are directly related to the cultivation of students' interest in learning. In the sixth year of the Republic of China (19 17), the national meeting of principals of industrial schools proposed that vocational schools should set up school business departments or sales offices. "All products produced on campus and off-campus items can be sold or sold; Its capital is divided into shares by professional teachers and students according to the organization mode of the factory company, or transferred according to the amount of funds of the alumni association; For each of these positions, students are known to be responsible for field practice and economic practice respectively. " The Ministry of Education strongly agrees with the proposal of the National Conference of Principals of Industrial Schools. In the name of the government, all vocational schools are required to set up shops and sales departments to promote students' internship products. After active implementation, obvious results have been achieved.
(6) Holding exhibitions of internship works in vocational schools to stimulate students' interest in internship; (7) Implementing cooperation between construction and teaching to make up for the shortage of school practice equipment.
The connection between educational institutions and industrial institutions is an important form for vocational education institutions to use the equipment and technology of building institutions, and it is also an effective way to make up for the lack of equipment in vocational schools by using social forces. In order to keep the close relationship between architecture and education, communicate supply and demand, and increase education, the central government formulated the Outline of Cooperation between Vocational Schools and Construction Institutions (1936) in 25 years of the Republic of China, ordering schools to cooperate with off-campus production practice institutions to determine in detail the methods of assigning students to practice, so as to guide the assessment of practice results. In the same year, the Measures for Establishing Advisory Committees in Vocational Schools was promulgated, requiring schools to employ experts or leaders from all walks of life, such as agriculture, industry, commerce and medicine, to form committees to discuss students' service ethics, spiritual cultivation, textbook selection, internship guidance and employment. In the 26th year of the Republic of China (1937), the Central Committee established the Education Cooperation Committee, which was attended by the ministries of education, economy, transportation, military and political affairs, interior affairs and aviation, and presided over by the Ministry of Education. Its task is to investigate all kinds of technical talents, compile all kinds of statistical data, draw up plans and teaching and training plans for vocational schools and colleges at all levels, draw up contact methods for the education and construction of national defense organs, and coordinate the way out for graduates. In the 28th year of the Republic of China (1939), in order to improve the effective utilization of educational facilities, the Ministry of Education also promulgated the Outline of Measures for Counseling Vocational Schools in Provinces and Cities, requiring the education departments and bureaus of provinces and cities to keep close contact with colleges and universities and production, economic and military industrial institutions inside and outside the province, dividing vocational schools into districts, and inviting colleges and institutions to take charge of academic and technical counseling respectively, so that vocational schools can receive assistance and supervision at any time. All personnel administration and teaching must be based on the opinions of counseling institutions. The cooperation between construction and teaching has changed the state that vocational schools are out of touch with society and played a positive role in improving students' practical ability.
Third, the effectiveness and problems of practical teaching
(a) Results achieved 2. Many vocational schools actively explore and innovate teaching modes and methods in practical teaching, which has positive guiding significance for the development of practical teaching in vocational education. For example, the National Jinjiang Practical Vocational School implements the method of "integration of teaching and learning". They "can put the agricultural theory taught in class into practice as soon as they arrive at the farm, and the harvest can be said to live up to the expectations of the country and society, so that all teaching and learning are practical. In terms of social services, students from Jinjiang Vocational School can be seen at any time in the streets or rural areas, whether on weekdays or holidays, to promote the war of resistance against Japan and build the country and serve the people's happiness. Recently, students from this school have participated in the food production supervision team, worked hard and achieved considerable results. "
(2) Existing problems
1. There is a general lack of practice equipment. The lack of training equipment has always been a bottleneck restricting the development of vocational education. Like the lack of teachers, it became another chronic disease of vocational education in the Republic of China. In March of the fourth year of the Republic of China (19 15), the Ministry of Education consulted the opinions of all provinces, conducted inspections according to historical chapters, and dealt with Class A and Class B industrial schools severely. The article mentioned: "At present, Class A and Class B industrial schools in various provinces are not fully equipped, even called industry, but they are all practical equipment such as school buildings and school furniture, factories, instruments, specimens, pictures and medicines. It is not known whether the students who graduated from such schools can be useful and self-reliant. " This phenomenon existed widely in vocational schools at that time and became an important factor restricting the development of vocational education.
2. There are too many general courses and insufficient practical courses. The teaching quality of vocational education largely depends on the effectiveness of practical teaching. However, during the Republic of China, although the state and education administrative departments stipulated the hours of practical teaching, in the actual implementation process, vocational schools reduced the hours of practical teaching and increased the time of classroom theory teaching due to the lack of practical equipment and huge practical cost. Although the government has repeatedly stressed the need to correct this erroneous tendency, according to a survey of ten agricultural schools in the 23rd year of the Republic of China (1934), firstly, there were too many general education courses, and seven schools exceeded the standards issued by the Ministry, the most of which were almost three times the prescribed ones. Second, the internship time is too little. Except for one school that meets the standards issued by the Ministry, all other schools are insufficient. The biggest purpose of agricultural vocational schools is to cultivate field management talents. Therefore, in school, students should be given completely economical internship opportunities that are in contact with the society, instead of just learning the knowledge in books after graduation and being at a loss about the society.
3. There is a commercial tendency of over-practice in vocational remedial education. In the absence of practical teaching in vocational education, some private vocational schools, especially private vocational tutorial schools, have an extreme tendency to affect vocational education, that is, too much practice time, theoretical courses are ignored and become completely business-oriented education. Zhong Daozan, inspector of the Ministry of Education, mentioned during his inspection of Zhejiang vocational education in 1935 that "the private Hangzhou Women's and Teenagers' Family Business Vocational School specializes in artists and apprentices, with few class hours and completely commercial nature, and subjects should be added as appropriate to achieve the purpose of vocational counseling." Although this is only an individual phenomenon, it has seriously distorted the purpose of vocational education and affected its healthy development.