Earticle

초록

영어

Vocational education is an essential component of the modern education system, aiming to cultivate highly skilled technical talents to meet the demands of economic and social development. However, in China, vocational education has long been influenced by social prejudice, resulting in relatively low social recognition. Although policies have increasingly supported vocational education, its public perception remains weak, especially among parents, students, and educators, where significant cognitive biases exist. These biases not only hinder the development of the vocational education system but also impede the overall optimization of the social talent structure. Therefore, enhancing the social recognition of vocational education has become an urgent issue. This study, drawing on social cognitive theory, explores the changes and underlying causes of public perceptions of vocational education in China after recent reforms. The research involved nine participants—teachers, parents, and students—from a regular high school in Anhui Province. Data were collected through semi-structured interviews and field observations, and analyzed using Colaizzi’s seven-step method for thematic extraction. The analysis focused on three aspects: cognitive formation, transformation mechanisms, and social impact, and identified six core categories, including educational choice logic, family cultural capital, policy comprehension, and social image. Findings reveal that public perceptions of vocational education are profoundly shaped by structural factors such as family economic conditions and parents’ educational backgrounds. At the same time, external variables, such as policy publicity, school guidance, and employment prospects, also influence attitudes to a certain extent. Despite some improvement in acceptance among certain groups, traditional academic hierarchies, concerns about employment uncertainty, and unequal access to information remain key obstacles to changing social perceptions. To enhance the recognition of vocational education, this study proposes two practical suggestions: first, strengthen policy communication channels to improve parents’ and students’ understanding and trust in vocational education policies; second, reform teacher training mechanisms by integrating vocational education into daily teaching and career guidance systems, thereby reinforcing teachers’ roles as cognitive mediators and guiding students toward more diverse and rational educational choices. This study aims to provide both theoretical support and practical pathways for the development and improvement of vocational education.

목차

Abstract
1. 绪论
2. 先行研究与理论基础
2.1 先行研究
2.2 社会认知理论
3. 研究方法
3.1 研究方法的选择
3.2 研究对象与数据收集过程
3.3 数据收集
4. 研究结果
4.1 教育选择逻辑：观察学习与社会回馈的相互作用
4.2 家庭文化资本影响：认知差异的结构性来源
4.3 政策理解与反馈：制度信息的模糊接收
4.4 职业教育社会形象：媒体话语与文化建构的作用
4.5 兴趣与个体发展取向：受限的主观能动性
4.6 教育阶层分化认知：认同与路径得不对等共存
5. 结论与讨论
参考文献

키워드

저자

• 王晨翰 [ 왕신한 | 韩国加图立大学 教育学院 ]
• 金敬伊 [ 김경이 | 韩国加图立大学 教育学院 ] Corresponding Author

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  Journal of China Studies

• 간기

  계간

• pISSN

  1975-5902

• eISSN

  3022-5590

• 수록기간

  2006~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 912 DDC 951