外文翻译
Higher Education Development Path Based on Practical Education Pattern
Shengli Chen 1*
1 School of Foreign Languages, Yancheng Teachers University, Yancheng, CHINA Received 4 June 2017 ▪ Revised 14 October 2017 ▪ Accepted 12 November 2017
ABSTRACT
Since the ancient times, there have been the cultural tradition of valuing knowledge more than its practical usage. With the development of social economy and the requirement of modernization construction, the talent quality required by enterprises is becoming higher and higher, which makes the structural contradiction of higher education become more and more prominent. The training mechanism which is adopted by colleges and universities for training applied, compound and innovative talents cannot meet the needs of industrial updating, and the employment problems of graduates are salient. This paper uses questionnaire survey method and literature review method, conducting research to 500 college students and 200 college teachers on four dimensions include whether the teachers are suitable for the requirements of the majors, the proportion between the theoretical learning and the practical training, the evaluation indicators of school assignments and the education mode of the cooperation between school and enterprise. The study found that the practical education colleges and universities has begun to diversify and marketize, but there are still gaps between teacher resources of practical education in colleges and universities and newly professional docking; practical education has overcorrection problem with valuing practical usage more than knowledge learning; the evaluation system of higher practical education needs to be perfected. Based on this situation, we can explore the development path of higher education, first is to open to market and create diversified resource platform; second is to strengthen the construction of teacher group and forge teaching practice team; Third is to establish a reasonable curriculum system and pay attention to effectiveness; Fourth is to reform the evaluation form; Fifth is to build up diversified and open class mode.
Keywords: higher education, development path, practical education pattern
INTRODUCTION
The practical education theory has long existed in China’s ancient education history, such as in the Western Zhou Dynasty, the Six Arts which include ritual, music, archery, chariot-riding, calligraphy, and mathematics; Mohist school proposed the idea of using science and technology as the education content; the educational ideology of learning to meet practical needs, etc. however, due to the long-term influence by the Confucian thought, the idea of valuing knowledge more that the practical usage has long occupied the important position of school education, and has continued to this day (Tian et al., 2017).
With the arrival of the information era and the changing requirements of the society, the students received education in colleges and universities began to disengage from the needs of the society. In October 2015, the Ministry of Education issued Guidance on Transition of Undergraduate Colleges and Universities to Practical Education Form believed that our country’s higher education system has already established, and the structural contradictions of higher education has become more salient, which has resulted in employment difficulties of graduates and “labor shortage” problem of enterprises, the shortage of applied, compound and innovative talents in the market was the result of under-developed training mechanism of those talents. This also has formed two major unsuitable situations for our country’s higher education: first is the collective elite education which is not conform to the needs of economic and social development. Second is collective academic education which has resulted in lack of practical talents and the problem of “labor shortage”, even the situation of no available people for recruitment (Lu, 2017; Cobbinah and Bayaga, 2017).
Table 1. Summary of Literature Number
Resource and keyword | Journal | MA. | PHD. | Main stream newspaper |
Applied talents | 1316 | 120 | 69 | 55 |
Practical education | 1670 | 96 | 47 | 49 |
Development of colleges and universities | 1540 | 87 | 78 | 62 |
major unsuitable situations for our country’s higher education: first is the collective elite education which is not conform to the needs of economic and social development. Second is collective academic education which has resulted in lack of practical talents and the problem of “labor shortage”, even the situation of no available people for recruitment (Lu, 2017; Cobbinah and Bayaga, 2017).
Meanwhile, the development of practical education in foreign countries is relatively mature, Germany, the United States and Britain have made a great achievement on training practical talents, our country has begun to pay attention to practical education in colleges and universities (Yao, 2017; John et al., 2017).
The practical education model is not an educational model actually, but a collective term for all practical education form. In the United States, practical education is characterized by cooperation. It combines education with work, which is also called cooperation education. Germany’s “dual system” talent training model is a famous practice for exploring practical talent training model, which is also the typical model of practical education. The purpose of Germany’s “engineering alternation” and “dual-certificate” teaching mo
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