Author(s)

Qian Li

Affiliation(s)

Sichuan Vocational and Technical College of Communications, Chengdu 611130, Sichuan, China.

Corresponding Author

Qian Li

ABSTRACT

Higher vocational education reform projects are characterized by distinct practical features, embodied in the fact that "projects originate from practice, are researched within practice, and their outcomes are applied back to practice." This essential attribute profoundly influences the methods, pathways, and effectiveness of outcome dissemination. Currently, the promotion of these reform outcomes faces three main dilemmas: distinct school-based characteristics leading to insufficient confidence in promotion, questioned quality affecting the perceived value of dissemination, and a lack of motivation within project teams for promotion. In response to these issues, this paper proposes optimization strategies: selecting universal teaching issues for project initiation at the source, enhancing the quality and operability of outcomes, diversifying the forms of outcomes to increase targeted applicability, and establishing multi-level communication platforms to facilitate the effective dissemination and application of reform outcomes, thereby improving the utilization efficiency of educational resources.

KEYWORDS

Educational reform project; Practical characteristics; Achievement promotion; Dilemma

CITE THIS PAPER

Qian Li. Practical features and dissemination dilemmas of teaching reform projects in vocational colleges. World Journal of Educational Studies. 2025, 3(8): 31-36. DOI: https://doi.org/10.61784/wjes3107.

REFERENCES

[1] Yi Haihua. Misconceptions and Countermeasures in the Promotion and Application of Educational Research Achievements. Chinese Journal of Education, 2017(4): 16-20.

[2] Zou Yongsong, Chen Jinjiang. Returning to Practice: Empowering Teaching and Research Projects to Truly Drive Teaching Reform. China Higher Education, 2012(32): 28-30.

[3] Zhou Xiang, Wang Xiaomei, Liu Zhimeng. Research Progress and Hotspot Analysis of Vocational Education in China: Statistical Analysis of Vocational Education Research Papers from Chinese Universities in 2023. China Higher Education Research, 2024(07): 95-108. DOI: 10.16298/j.cnki.1004-3667.2024.07.14.

[4] Chen Xiangming. What isAction Research?. Educational Research and Experimentation, 1999(2): 60-68.

[5] Yang Xuhui. Vocational Education Research from the Perspective of an Independent Knowledge System: Problems, Causes, and Countermeasures. Chinese Vocational and Technical Education, 2025(13): 41-49.

[6] Zheng Jinzhou. Action Research: A Research Method That Is Gaining Increasing Attention. Shanghai Higher Education Research, 1997(1): 23-27.

[7] Xiang Zhikang, Ruan Longpei, Zhang Shengyuan, et al. Discussion on the Promotion of Educational Research Findings. Shanghai Research on Education, 1995(03): 12-20. DOI: 10.16194/j.cnki.31-1059/g4.1995.03.004.

[8] Zhang Zhiwei, Wang Zhilin. Process Management of the Promotion and Application of Educational Research Achievements. Shanghai Educational Research, 2004(12): 68-69.