Empirical Analysis of Academic Cognition and Expectations of College Students under Modern Apprenticeship in Vocational Colleges
In recent years,vocational education in China has gradually shifted from focusing on"teaching"to focusing on"learning",and students'academic cognition and expectations have been paid more and more attention to.On the basis of literature analysis,a questionnaire survey is conducted to analyze the academic cognition and expectations of modern apprenticeship college students in the east,west,north parts and the Pearl River Delta regions of Guangdong Province.The results show that modern apprenticeship college students have different perceptions of schools and cooperative enterprises,and pay higher attention to factors such as school teachers,teaching environment and equipment,prospects for further study and living conditions,etc.They have higher expectations of modern apprenticeship-related courses'institutional norms,course contents,teachers'quality,course quality,learning effectiveness and teaching support services before enrollment.At the same time,they also have higher expectations of the school and enterprise's surrounding environment.The study has also found that gender,school location,grade level,time spent practicing in the enterprise and time spent in the school have a significant effect on students'academic cognition and expectations.Based on the results of the survey,we propose strategies to guide college students in modern apprenticeship system to form correct academic cognition and reasonable academic expectations from the levels of government,enterprises,schools and individual students,with a view to providing useful references and inspirations for the reform and optimization of China's modern apprenticeship system,and promoting the high-quality development of China's vocational education.
万方数据
维普
