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1、1Characteristics of higher vocational education theoretical thinkingActively developing higher vocational education, economic construction and social development needs, but also adjust the educational structure, establish and improve the vocational education system, an important measure. However, it
2、 is the content for higher vocational education, characteristics and modes of development, there are still different perceptions, especially in the vocational education sector and the tertiary education sector, gaps in knowledge in this area is not small. Therefore, administrative or legal means alo
3、ne to make vocational education into the ivory tower of higher education is not enough, the Higher Vocational Education in order to improve the quality of education and gaining a position in higher education, we must explore the 2establishment and development of the theory with its own distinct char
4、acteristics, foundation. It should be said, higher vocational education is not only an educational levels, more importantly, with the general higher education as a complementary type of education. It is now often attributed to the characteristics of higher vocational education as a “service area”, “
5、group set up in accordance with professional jobs professional,” “ability to foster job center”, “theoretical teaching and practical training in combination,” or “not subject - oriented “and so on, but its persuasive is limited, because you is not difficult to prove general higher education of local
6、 services, or non-group settings by occupational status of professional (and many set up by the professional disciplines professional positions also correspond to the group), non - ability to foster job center, theoretical teaching and practical training is not combining, or just broke discipline-or
7、iented, rather than establish a new “orientation” and 3so on. Therefore, in theory, to clarify the higher vocational education and general higher education in the training objectives, teaching and research content, as well as the distinction between knowledge systems, etc. has an important significa
8、nce. A higher vocational education teaching content should be “Professional technology” Although in many cases, higher vocational and professional training colleges and universities, the name is identical or similar, such as electronic technology, but in fact they do have different meanings: in gene
9、ral colleges and universities, professional colleges and universities often argued that the name of the Correspondingly, research areas and disciplines; while the professional name of higher vocational education is more that an “occupational areas and corresponding to the professional work.” 4In the
10、 general higher education (in engineering education, for example, but can migrate to other disciplines such as agriculture), the teaching content is based on the corresponding engineering disciplines, is a “pure”, with peoples professional activities are not closely linked technical and professional
11、 knowledge, professional knowledge and the teaching of science and technology-oriented, with a relatively strong technological determinism (autonomoustech-nology) color. Specialized content is engineers professional knowledge and skills, reflecting the professional scientists, engineers and engineer
12、ing practice. The Vocational Education and research in the content of professional learning is the “professional form, engaged in practical activities of the technical staff of professional work”, is a professional labor practices arising from the technical staff of professional knowledge and skills
13、, based on technical staff professional labor-5oriented. Therefore, vocational teaching should be more attention to the relationship between the labor and employment, and more take into account changes in labor organization and its technical staff capacity requirements, and more attention to overcom
14、ing the limitations of education in engineering disciplines (such as the theory of electrical technology does not mean that the practical application of electrical technology). Content in teaching and research, higher vocational education and general higher education is one important difference is t
15、he “vocational” and the distinction between engineering technology. I have been on “occupational (sexual) technology, the definition of” with “non-occupational (sexual) technology”, that is the difference between engineering and its impact on vocational education published a series of views on the m
16、eaning of . In short, vocational and technical and engineering expertise are the object of study, but the technical content is different, a typical example, such as automotive 6technology, is comprised of less contact with the professional conduct of engine technology, transmission technology, design and manufacturing technology as well as professional competence of occupational activities and the relationship between the larger fault diagnosis technology. Engineering
