The Insights and Influence of the Sydney Accord on the Teaching Reform of Vocational Education in China: A Case Study of Professional Curriculum Achievement Evaluation  

作　　者：Weijian Zhou Qijun Zhan Liu Yang Dan Wang Ping Yin Na Liu 

机构地区：[1]Hunan Vocational College of Engineering,Changsha 410151,Hunan Province,China [2]Hunan Nonferrous Metals Vocational and Technical College,Zhuzhou 412006,Hunan Province,China

出　　处：《Journal of Contemporary Educational Research》2024年第8期209-214,共6页当代教育研究（百图）

基　　金：Hunan Province Vocational College Education and Teaching Reform Research Project(ZJGB2023323);Hunan Provincial Department of Education Scientific Research Funding Excellent Youth Project(23B0953);Natural Science Foundation of Hunan Province(2023JJ60189,2024JJ8105)。

摘　　要：Scientific curriculum evaluation methods are critical for achieving talent training objectives.The Sydney Accord,one of the three major engineering education certification agreements,focuses on the training of“engineering technologists.”Its logical system and three core principles align well with the connotation development of professional construction in China’s higher vocational colleges,offering significant insights for promoting reform and development in engineering education in Chinese colleges and universities.By incorporating the core principles,elements,and graduate quality defined in the Sydney Accord and focusing on the evaluation of curriculum achievement against“graduation requirements,”the quality of vocational education can be enhanced,making it an important direction for future teaching reforms in vocational education.

关 键 词：Educational and teaching reform Curriculum achievement Sydney Accord Vocational education 

分 类 号：H31[语言文字—英语]