1、1Curriculum System of Vocational Computer Specialty In Project ConstructionAbstract. Computer professional curriculum reform experiment, to explore related projects curriculum development, based on market demand, adapt and establish the professional training goals; based on industry talent needs, de
2、termine the professional groups integrated system of professional ability; a group of professional training goals and positions based on comprehensive professional ability requirements, determines the project course. Key words: Secondary vocational school; computer; project course curriculum develop
3、ment 1 Course Content The item course of vocational education, refers to the work tasks (project) as the Center, select, organize course content, and completion of tasks as the main learning style models of curriculum. Construction of the item course of vocational education is the production, manage
4、ment, business operations, enterprise service actually work as the core of courses, Work tasks or work project as a typical course content and 2convergence with the vocational qualification standards, Through the student-produced a specific “product“ or complete a specific “mandate“ to implement edu
5、cation and teaching, and ultimately by students independently or as a team independent from information gathering, work plans, task implementation, evaluation of the outcome of the work of full work processes, such as 1. This process helps students acquire knowledge, develop skills, training practic
6、es, cultivate ones taste, learn to collaborate. Educational concepts are advocated by John Deweys “learn by doing“ students-centred education philosophy, project teaching method, the case method is used by action-oriented concrete manifestation of the law firms. “Three to one“ “take the project as t
7、he main“ is the actual working of enterprise processes, tasks and real-world scenarios introduced into teaching to the professional activities, students can learn a core to form competent work projects or modules, and according to the law of formation of professional ability, be combined and present
8、ed in the order of construction project. This is also the course system of construction project the most crucial, and with a certain degree of difficulty of educational technology 1. 2 Determination Process 32.1 Based on market demand, adapt and establish the professional training objectives Project
9、 curriculum reform programme as a whole, must start from the social demand for talent spec feature, established and adapted to the professional system, addressing the relationship between applicability and relevance of science relationship between competitiveness, employment and development potentia
10、l. For the computer and its application-oriented industry, extensive social investigation, understanding industry personnel recommendations, requirements, ultimately based on current demand comprehensive professional ability of this group of professional positions, as well as in secondary vocational
11、 health school time to two years (third-year internship at enterprise top post) the reality of Will professional training target positioning in: “to comprehensive quality for based, to capacity for standard, training de, and intellectual, and body, and beauty, and Dr comprehensive development of has
12、 integrated career capacity and must of innovation spirit, engaged in computer and maintenance, and computer software application and development, and enterprise network and Park network built, and website design and page produced, and image processing, and animation design and produced, and televis
13、ion works produced, 4and multimedia works development, technology content higher computer industry in the high quality of early, and intermediate specialized talent. ” 2.2 Based on industry talents needs to define the professional group integrated vocational ability system According to the national
14、occupational classification standards, computer career in undertaken in different businesses (or types) or occupational groups required knowledge, skills, ability to work survey, developed the occupation (or occupations) or professional knowledge and ability structure of occupational groups, target
15、lay a good foundation for the development of talent, including three levels 2: (1)General or general professional knowledge and professional ability Capacity of industry post group common needs identified, such as basic computer application, computer Assembly and maintenance capacities, speed record
16、ing capacity; (2)specific or specialized professional knowledge and professional ability Refers to the required image processing capacities, animation design, multimedia productions developed capacities, small LAN networking capability, Web design and Web production 5capacity, network security and m
17、anagement, maintenance, such as; (3)to expand or develop professional knowledge and professional ability Refers to the professional direction or professional development available to LAN interconnect and site capacity-building, development of computer software and databases, multimedia production, a
18、nd so on. 2.3 Group of professional training goals and positions based on comprehensive professional ability requirements, project course Against the above mentioned three levels of proficiency requirements, based on different development direction (speciality in our university students are divided
19、into software development and public automation in both directions), respectively, established 13 major courses to develop curriculum standards. First set up computer Assembly and maintenance, computer applications, Office equipment and the basis principle; Second to set up C+, c, VB languages small
20、 and medium systems development, Web design and creation, image processing, animation and video production, (speciality selected open) 6Third level open computer network technology, network cabling and a small local area network construction, ASP technology, database and application technology, (spe
21、ciality selected open) To broaden students knowledge, identified two to four professional development courses: 3DMAX, multimedia technology, computer theory, practical software engineering. (Specialty selected to open) 3 The Project Curriculum Development Experts established by the curriculum, schoo
22、l leadership, senior teachers, industry experts, business management and leadership, business leadership, corporate human resources joint participation in projects such as engineering technician curriculum development Steering Committee and project-based curriculum development teams 3. 3.1 Job task
23、analysis Pursuant to a particular occupation (or occupations) or professional (swarm) of professional knowledge and ability structure, bringing together enterprise in production, operation, management, service procedure, the actual task, be careful analysis and optimization, makes the selected tasks
24、 to more fully reflect the intended professional knowledge structure and capacity goals. 7According to this one requirement, the local area network structures, small site formation, webpage making, enterprise application software development, advertising works production, animation design, multimedi
25、a software development projects, respectively in “network cabling and small LAN structures“, “computer application foundation“, “webpage design and website construction“, “image processing“, “animation“, “multimedia technology“ and other projects the school-based teaching material. 3.2 Enterprise pr
26、ojects and curriculum transformation Enterprise pool to production projects into professional courses in the learning project, the enterprises work tasks in the tasks table modules into modules, and professional skills courses system structure for your project 3. This is a holistic process of struct
27、ural transformation, the two are isomorphic, it under the guidance of experts in curriculum development industry technicians, completed by the backbone teachers in schools. Participants not only for the professional tasks and knowledge structure is very familiar with the work, but also must have a c
28、ertain level of theoretical knowledge of vocational education, especially project curriculum ideas and knowledge. 8Enterprise Project corresponding to the professional content of the curriculum is not one by one, and there is a more complex process of converting. Because from Enterprise collection o
29、f project in the task module is not are can simple to conversion into a a door courses in the of module, and in teaching in the different module corresponding of knowledge and skills by needed of teaching time does not as, different of courses in knowledge and skills distribution Shang should reflec
30、ted time of balanced sexual, therefore to will enterprise project transformation for project courses categories, needs on task module for science of optimization restructuring. 3.3 Project setting and curriculum standards-setting According to enterprise project through work task analysis, formed wor
31、k task analysis table, conversion into learning task and formed courses module, this based Shang developed the module of learning target, and will work task by needed of knowledge and skills decomposition into several a small module, again through progressive type, and network type, and sleeve type,
32、 and decomposition type, and side-by-side type, combination way, eventually formed entire courses module, this based Shang developed courses standard. 3.4 Teaching materials and application 9In the learning task into modules, after the development of curriculum standards, started the preparation of
33、project curriculum of school teaching materials. Module based on the learning objectives to be met by, to complete tasks, and you want to use for the task decomposition to a Submodule of knowledge and skills, by means of logic rules using a certain combination of skill formation formed project cours
34、e system. After developing school-based teaching materials, to be used in classroom teaching in a timely manner, in the teaching of physical education test, running, to discover problems in the textbook, tests in teaching, summary and improve in practice. You must also establish a relatively perfect
35、 system of curriculum evaluation, implement various phenomena that occur during the whole course monitoring, in order to facilitate the adjustment of curriculum system and structure. Project curriculum of school-based teaching material must be dynamic, and modifying it in professional practice activ
36、ities in a timely manner to new knowledge, new technology, new technology, new methods introduced in teaching, but also based on actual development schools, professionals and students, to render out of the character of the school, so schools and teachers are subjects of teaching material development
37、 (jointly 10with the industry, business and experts). Learning content must be penetration in enterprise production, management, operation, service, the actual process, only learning content synchronized with the enterprise application, can synchronize learning and employment, truly reflect professi
38、onal practice as the main purpose. Into curriculum. After developing school-based teaching materials, to be used in classroom teaching in a timely manner, in the teaching of physical education test, running, to discover problems in the textbook, tests in teaching, summary and improve in practice. Yo
39、u must also establish a relatively perfect system of curriculum evaluation, implement various phenomena that occur during the whole course monitoring, in order to facilitate the adjustment of curriculum system and structure. References 1 Jiang Qingbin, Guoqing Xu. based on the mandate of the item course of vocational education j. vocational and technical education (educational science Edition), 2005 (22) 2 Shi Weiping, Guoqing Xu. vocational education curriculum development technologies m. Shanghai: Shanghai education press, 2006. 3 Guoqing Xu. vocational education model, the scale and
