Between the late 19th and the early 20th century, pragmatic educational theory was introduced into China, pressing the birth of modern conception of education and reform and reconstruction of the educational system. The realistic “manbased” and “tradebased” objective, the ultimate concern of “commons” and “rural areas” and the “pragmatic” and “profitmaking” empirical value of modern vocational education laid a solid foundation for innovation and transformation of modern education in China. In terms of the current background of educational development and status quo of society, modern pragmatic theory of vocational education is still vigorous and realistic. Moreover, government’s concern with vocational education in the State Planning Program for Middleandlongterm Educational Reform and Development oratorically shows that the objective, means, value and significance of modern vocational education should be succeeded, reshaped and revived.

modern vocational education； educational reform； educational trend