Core Points - The article discusses the establishment and development of comprehensive high schools in China, which integrate general high school education with vocational training, providing students with diverse educational pathways and opportunities for personal growth [6][8][10]. Group 1: Reasons for Establishing Comprehensive High Schools - Comprehensive high schools aim to meet the diverse developmental needs of students and help them find suitable career paths [8][10]. - In Guangzhou, the introduction of comprehensive high schools was a response to the high admission scores for public high schools, allowing students to register for general high school status through a unified entrance examination [8][10]. - The initiative is part of a broader educational reform outlined in national planning documents, emphasizing the importance of providing satisfactory education to the public [6][8]. Group 2: Implementation and Structure - The comprehensive high school model combines cultural knowledge and vocational skills, allowing students to choose their educational paths based on their interests and academic performance [6][10]. - In 2024, the number of students enrolled in comprehensive high schools in Guangzhou increased from 1,100 to 1,514, indicating growing interest and demand for this educational model [10]. - Different regions, such as Ningbo and Chengdu, have adopted various approaches to implementing comprehensive high schools, including joint operations between general and vocational schools [10][11]. Group 3: Curriculum Integration - The curriculum in comprehensive high schools integrates general education with vocational training, creating a new educational framework that enhances students' learning experiences [12][13]. - Students participate in vocational experience classes, which allow them to explore their interests and gain practical skills [12][13]. - The curriculum is divided into three stages, with the first two focusing on integrating general and vocational courses, while the final stage is tailored to individual student choices [12][13]. Group 4: Teacher Resource Sharing - Comprehensive high schools have established mechanisms for sharing teaching resources between vocational and general education teachers, enhancing the quality of instruction [16][17]. - Teachers from vocational backgrounds are being trained to adapt their teaching methods to meet the needs of comprehensive high school students [18][19]. - The integration of teaching staff aims to break down barriers between vocational and general education, fostering a more cohesive learning environment [19][20]. Group 5: Student Enrollment and Academic Pathways - Comprehensive high schools offer flexible enrollment options, allowing students to switch between vocational and general high school statuses based on their academic performance and interests [21][23]. - Students have multiple opportunities to convert their academic status, with specific criteria and assessments in place to ensure fairness and transparency [21][23]. - The model encourages students to make informed decisions about their educational paths, reflecting their evolving interests and capabilities [24][25].