What are the problems in improving the quality of vocational education?What can psychological research do?
The 2022 Sohu Vocational Education Development Forum was jointly hosted by Sohu.com and Sohu Education, and was successfully held in Beijing. The theme of this forum is "Rooted in the Earth and Exploring New Opportunities for the Development of Vocational Education", which attracted the participation of more than ten experts and scholars, vocational school principals and cross-border guests, including Zhao Zhiqun, member of the National Vocational Education Guidance Advisory Committee and professor of the Faculty of Education of Beijing Normal University, Wang Xinbo, director of the Institute of Vocational and Continuing Education of the Chinese Academy of Education Sciences, and other experts and scholars, vocational school principals and cross-border guests to jointly explore the road of high-quality development of vocational education.
Wang Xinbo, director of the Institute of Vocational and Continuing Education of the Chinese Academy of Education Sciences, shared in-depth views on "Strengthening Occupational Psychology Research and Promoting the High-quality Development of Vocational Education" at the forum. Wang Xinbo pointed out that the current quality problems faced by the development of vocational education mainly include three aspects: first, the problem of differentiation in teaching, and it seems that it is difficult for teachers from excellent students to find teaching methods and Xi learning methods suitable for "backward students";Secondly, vocational schools are not attractive to parents and students in terms of nurturing students;Third, there is a mismatch between educational outcomes and actual needs, the talent cultivated by schools is out of touch with regional needs, and the treatment of enterprises is far from personal expectations.
Wang Xinbo put forward suggestions for the high-quality development of vocational education from the perspective of psychology: "For students, multiple intelligences and embodied cognition theories should be used to improve their learning and Xi ability;At the teaching level, the theory of emotional labor can be used to improve the teaching effect of teachersIn terms of cultivating morality, it is recommended to adopt a dynamic early warning system for psychological crisis to achieve personalized moral educationIn terms of educational effectiveness, research on happy life and decent work can be used to improve happiness. He emphasized that in the future, it is necessary to integrate psychology research and vocational education more deeply to help the high-quality development of vocational education in China.
The following is the main content of Wang Xinbo's speech (with moderate deletions):
I'm excited to share with you some of my thoughts in the field of vocational education. The theme of my speech today is: strengthening the research on occupational psychology and helping the high-quality development of vocational education.
Before I get into the nitty-gritty, I'd like to make two points: First, why you chose this theme. I majored in psychology and have been engaged in the research of psychology and general education for a long time, and I came to the Institute of Vocational and Continuing Education of the Chinese Academy of Educational Sciences for work reasons. I have always tried to closely integrate my major with the current research on vocational education, so today I would like to share some of my thoughts on the combination of psychology and vocational education. Secondly, the study of occupational psychology that I mentioned is a broad category, and in a narrow sense, it is the science of occupational adaptability.
Today I will share three topics: the first is the need to strengthen the study of occupational psychology. The second is the enlightenment of psychological research on vocational education. Finally, the prospect of occupational psychology research in China in the new era.
First of all, why should the study of occupational psychology be emphasized?
The development of vocational education is now a great time, and the state attaches great importance to it, which is the consensus of most people. But on the other hand, we also see that vocational education is a state of "two heavens", that is, "hot and cold". This is mainly reflected in two aspects: one is "hot at the top and cold at the bottom", * has been vigorously promoted in policy supply, but the degree of attention to vocational education varies from place to place;The second is "one end is hot and the other is cold", for example, "the school is hot and the enterprise is cold", and sometimes the school can't keep up with the heat of the enterprise. There is also the phenomenon of "two hot and two exams cold", vocational education is a hot topic every year, but it becomes unpopular when it comes to the high school entrance examination. The core issue behind these phenomena is quality, and only by improving the quality of vocational education can these unpopular areas gradually become popular. Only when the quality of vocational education is improved, the local government recognizes its importance, the service capacity of enterprises is enhanced, the adaptability is improved, and parents see that the graduates cultivated by vocational education have a bright future, and vocational education will not be cold. So, my sharing focuses on career advancement.
1. Teaching problems in vocational education:
In vocational schools, the problem of teaching and learning has always existed. Many students face the dilemma of mastering the curriculum in vocational colleges, and it is common for teachers to be unable to effectively impart knowledge. In the first half of this year, a master's degree from Tsinghua University's Institute of Education conducted an in-depth study of vocational education, detailing the mindset of students and teachers, as well as students' performance in the classroom. Some teachers bluntly explain photography skills in class, but never show the actual operation, resulting in many students just playing with their mobile phones in class. This may not be widespread, but it reminds us that there is a problem between teachers and students in vocational schools, and that good teachers seem to struggle to find teaching and Xi learning methods that adapt to the "undergraduates" of vocational education. What would otherwise be a passionate teacher can become rigid after a few years in a vocational school. This is a problem that vocational schools have to face.
Second, the social recognition of vocational education is not high
The educational effectiveness of vocational schools has been questioned by society, enterprises and parents. Parents are resistant to vocational schools, mainly because they are worried about the school spirit, teaching style and learning style. While it may not matter what your child doesn't learn, it doesn't mean that your child learns badly. The impact of this negative label has severely weakened the attractiveness of vocational education, creating a vicious circle for it. If students' Xi and teachers' teaching represent the "lining" of vocational education quality, then the issue of social recognition is its "face" issue.
3. The issue of educational benefits:
Vocational education has low educational benefits,** and companies are not satisfied with it, while individual expectations are high. Investing in vocational education is expected to boost local economic growth, while businesses are looking to increase profits. However, judging from the expectations of **, businesses and individuals, the return on education is not as high as it should be.
There is a mismatch between school training and regional needs, and there is a mismatch between corporate treatment and individual needs.
Clause. 2. Enlightenment of psychological research on vocational education:
First of all, there are two theories about Xi, one of which is the theory of multiple intelligences, which provides new motivation for students to learn Xi. The theory of multiple intelligences was put forward by American scholars, and after continuous enrichment, there are currently nine types of intelligence. These representatives of intelligence are all figures who have achieved the pinnacle of achievement in their respective fields, and although we cannot match them, the theory of multiple intelligences provides us with great inspiration.
In addition to the transformation of human intelligence from singular to multiplicity, another takeaway is that students should not be required to achieve the highest level of intelligence in every aspect of their intelligence. Some people may be inferior in some areas, but they may excel in others. Everyone's smart mix is unique. For example, the famous conductor Zhou Zhou, Singapore's founding father Lee Kuan Yew, the famous painter Picasso, and Apple founder Steve Jobs are all top figures in their respective fields. However, from the point of view of intelligent structures, they all have significant flaws. Both Lee Kuan Yew and Steve Jobs were dyslexic, and by traditional standards, they appear to be flawed. The theory of multiple intelligences tells us that not all intelligences have to be at the highest level, that success does not require excellence in all areas, and that a person can also succeed by performing in what they do best. This is the inspiration of the theory of multiple intelligences, which can be applied to vocational school students to help them discover their shining spots, stimulate the potential of superior intelligence, and help them succeed.
Another important theory is embodied cognition theory, which has attracted much attention in the field of psychology for nearly 50 years. Conventional wisdom holds that learning Xi and cognition only occur in the brain, so in class, teachers usually ask students to sit up straight and listen quietly, believing that only then can they be considered serious Xi. However, the embodied view of cognition holds that cognition is largely dependent on the body. The structure of the body, the structure of the nervous system, the way the senses and motor systems move, determine the way humans perceive the world. Cognition and the body are embedded in the environment to form a dynamic whole, which is the core idea of the concept of embodied cognition. In the field of vocational education, embodied cognition supports students to learn Xi through hands-on and hands-on learning.
When students have difficulty learning Xi and teachers are unable to teach effectively, psychology provides a solution to the Xi diagnostic system. In the field of general education, I have conducted a diagnostic analysis of students in the college entrance examination and found that some of them did not perform well in Chinese and some had difficulties in mathematics. However, this is not the end. We need to deeply analyze students' specific problems in Chinese and mathematics, and in addition to subject knowledge, we also need to consider the impact of Xi motivation, Xi style, learning Xi technology and Xi environment on learning Xi. Through systematic diagnostic analysis, we can help students improve their learning and Xi ability, stimulate their potential, and make them love learning Xi.
On the other hand, the theory of emotional labor can provide support for teachers' careers. In vocational schools, many teachers face a severe burnout problem. This is because we expect too much from our teachers, who need to play a variety of roles such as knowledge imparters, friends and confidants, and scholars. With the pressure of such a diverse role, many teachers feel exhausted. The study found that teachers felt tired not because of physical or mental reasons, but because of high-intensity emotional labor. Emotional labor is a new concept that refers to the service provider's ability to show appropriate expressions and behaviors to meet customer needs through self-emotional regulation in the work scene. In the field of education, a teacher's job is essentially emotional labor. Therefore, understanding the theory of emotional labor can help teachers better cope with work stress.
This case shows that in addition to having teaching skills, it is also important for teachers to optimize their emotion management strategies. By optimizing emotion management, teachers are able to reduce emotional conflict in the classroom and better teach skills, knowledge, and practices, thereby improving teaching effectiveness. The same principle applies to students, who will need to learn to deal with emotional labor as they enter the workforce.
For moral education, if the effect of education is not good, we should pay attention to the "three winds" problem, and the dynamic early warning system of psychological crisis can provide support for personalized moral education. In the face of a large number of students, the class teacher can use psychological assessment technology to dynamically warn and understand the psychological state of students through machine Xi and big data analysis. Based on this information, it is possible to carry out targeted education on moral education, which is more effective, especially for individual students.
In terms of educational outcomes, the study found that improvements in well-being are strongly associated with decent work, especially in the current era of instability, uncertainty and complexity, known as the "Uka era". Considering that most of the jobs that are likely to be pursued by today's primary school students in the future do not yet exist, we should proceed from the perspective of nurturing students' fundamental well-being.
In summary, this paper provides enlightenment for education, emphasizes the importance of emotion management in teaching, advocates personalized moral education and introduces a dynamic early warning system for psychological crisis, and focuses on research on well-being and decent work.
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