Exploring the Essence and Effectiveness of Dual Subject Combination from the Perspective of School-Enterprise Cooperation
DOI: https://doi.org/10.62517/jes.202302311
Author(s)
Ni Baoyu1, Yang Jianxi1, Lin Haibo2,*, Zhu Lichao2
Affiliation(s)
1College of Sino-German, Taizhou Vocational & Technical College, Taizhou, Zhejiang, China
2College of Mechanical and Electrical Engineering, Taizhou Vocational & Technical College, Taizhou, Zhejiang, China
*Corresponding Author
Abstract
It is necessary to strengthen the training of skilled and technical personnel in Vocational education, deepen the cooperation between schools and enterprises, strive to promote the effectiveness of the joint operation of dual subjects, and forcibly reverse the deep-rooted traditional concept of Vocational Education in China. Based on the perspective of school-enterprise cooperation, this paper combs and analyses the validity of the combination of "dual" subjects from the relevant literature of "dual system" in Germany, and provides some experience for the joint running of schools.
Keywords
School Enterprise Cooperation; Dual System; Dual Element; Vocational Colleges
References
[1] Jiang Dayuan. Further interpretation of the "dual system" vocational education in Germany [J]. China Vocational and Technical Education, 2013 (33): 5-14 two thousand and fourteen
[2] Jiang Qi Research on the Cooperation Mechanism between German Vocational Education Schools and Enterprises [D]. Shaanxi Normal University, 2014
[3] Yu Zuguang. Mechanism research on school enterprise cooperation in vocational education [J]. China Vocational and Technical Education, 2009 (04): 5-11
[4] Jiang Dayuan. Curriculum View on Vocational Education [J]. China Vocational and Technical Education, 2003 (31): 1
[5] Ma Yulei. Research and Practice on Innovation of Industry Education Integration and School Enterprise Dual Education Model [J]. Journal of Harbin Vocational and Technical College, 2019 (04): 17-19
[6] Chen Mingkun. Multivariate analysis of Germany's "dual system" and its implications for developing countries [J]. Vocational and Technical Education, 2006,27 (01): 82-85
