Values include people’s views, understanding and choices of value. As a practical activity of educating people, values play a more obvious leading and guiding role in education. Educational values embody the value guidance and pursuit of education. In different historical periods, although educational values will change with changes in social needs, their core values of promoting social progress and comprehensive personal development have never changed.
(3) Serving the society and career development
Vocational education has experienced the process of development as a way to enrich the country and strengthen the military, as a transformation of traditional education, as a substitute for apprenticeship, as a means of alleviating the poor, and as a socialist practice. Vocational education at any stage has the function of serving society. As Mr. Huang Yanpei said, vocational schools "are social in nature; socialization in terms of their function."
16th century Britain During the transition from feudalism to capitalism, in order to solve the refugee problems caused by unemployment and poverty, the British government began to provide simple vocational education and training to the refugees and their children, and arrange them for employment. In the 17th century, most large cities and towns established institutions such as charity homes, reformatories, and centralized labor workshops to relieve refugees. These measures achieved certain results and reduced the number of refugees. The Industrial Revolution not only promoted the development of the British economy, but also led to a large number of poor farmers who had lost their land and had no skills to move into the city with their wives and children, posing a threat to the established social order. Churches, private individuals and groups have organized "charity schools" one after another, combining charity education and labor training for poor children, which not only maintained social stability, but also provided a large number of cheap labor for the industrial revolution . Therefore, charity schools were used in the 18th to 19th centuries. Mid-century Britain was developing rapidly.
After Germany entered the imperialist stage at the end of the 19th century, the labor movement was surging. In order to appease the children of workers, better control the minds of students and teenagers, and "cultivate them in the German spirit", the government adopted Keichensteiner the profession The theory that education is an important way to cultivate useful citizens of the country has achieved remarkable results. Kjeldahl emphasized that vocational education is not only a means for individuals to make a living, but also mainly serves the country and society. His theories of citizen education and labor school theory made people realize the importance of vocational education, and to a certain extent, eased the Social conflicts. After World War II, Germany resumed the " dual system " vocational education and adapted to the new situation and continued to reform and develop. Perfect vocational education enabled enterprises and schools to join forces, and labor and management formed a "social partnership". Major social conflicts rarely occurred. Conflict, social and production order stability provide guarantee for economic development. After the oil crisis in the 1970s, the "new professionalism" prevalent in the United Kingdom, the United States and other countries also vigorously promoted the goal of vocational education to effectively serve society.
The successful vocational education models in the world are closely integrated with the actual situation of the country. A good social environment is suitable for the development of vocational education, and vocational education can also effectively promote social and economic progress. Although vocational education has the important value of serving society and promoting economic development, Dewey has been opposed to treating vocational education as a purely economic development tool. Instead, he advocates broad-based education that focuses on individual future career development and taps individual career potential. vocational education values. Dewey believed that vocational education should try its best to promote personal development, and school education should make it possible for students to engage in various occupations and experience various lives at various stages of their lives. Mr. Huang Yanpei also emphasized the relationship between vocational education and personal development. He believed that vocational education should not only promote social and economic progress, but also fully develop people's personality and talents.
At present, most of the students in my country’s vocational colleges come from workers, farmers and low-income families. Their families have low education levels. Most students lack interest in cultural courses and have a weak foundation. They are not interested in receiving vocational education. social stratification has strong expectations.To provide these children from ordinary families who will eventually become ordinary workers with a reserve of vocational knowledge and abilities, improve the quality of life and social status of their individuals and families, and thereby achieve social fairness and harmony, will be the focus of vocational education in serving society. reflect.
Vocational education is both professional and educational. It is normal to emphasize one of its functions at different times, but its dual attributes cannot be separated. In the past, we put more emphasis on the need for vocational education to adapt to the needs of the economic and corporate world, but neglected the primary purpose of individual development. With the development of the times, the function of vocational education is no longer limited to serving social progress and economic development. Educated people are not only objects to be developed and resources that increase social wealth, but also should become the center and ultimate goal of development. Focusing on the development of the educated is also an important feature of vocational education, because vocational education cultivates "not just a pure position, but a social person who wants to survive, develop, and be able to survive and develop." Vocational education As an important part of education, its educational function cannot be ignored. While teaching students to acquire skills, they should also learn to be human, learn to cooperate, learn to care, and cultivate individual criticism, reflection and inquiry spirit. Therefore, vocational education must not only focus on students' employment and adapt to the needs of the economy and society, but also focus on students' academic development, career development and career development and reflect humanistic care. While improving the quality of employment, we cultivate students' strong academic abilities, high-level thinking skills, flexible adaptability, interpersonal skills, high technical literacy and generous career groups, giving them the opportunity to further their education and explore a variety of Multi-dimensional choice of career development direction.
