Through the comparative analysis of the training objectives of higher vocational education and undergraduate education, higher vocational education and secondary vocational education, we can accurately understand and comprehensively grasp the scientific orientation of the training objectives of higher vocational education, so as to better complete the education and teaching task of cultivating high-quality skilled talents.

Keywords: vocational education, undergraduate education, secondary vocational education, training objectives

The Ministry of Education pointed out in the document Jiaogao [2006] 16: "Higher vocational education, as a type in the development of higher education, shoulders the mission of cultivating high-skilled talents facing the frontline needs of production, construction, service and management, and plays an irreplaceable role in accelerating the process of socialist modernization in China." "We should fully implement the Party's educational policy, take service as the aim, take employment as the guidance, take the road of combining production with learning, train millions of high-quality skilled professionals for socialist modernization, and make due contributions to building a well-off society in an all-round way and building a harmonious socialist society." The document further defines the training goal of higher vocational education as "training millions of high-quality skilled professionals for socialist modernization".

On August 20 10, the state promulgated the Outline of the National Medium-and Long-Term Education Reform and Development Plan. The outline profoundly points out that education should "strive to train hundreds of millions of high-quality workers, tens of millions of specialized talents and a large number of top-notch innovative talents". It also briefly points out the training objectives of secondary vocational education, higher vocational education and undergraduate education.

Then, how can we fully implement the spirit of relevant national documents and outlines and realize the training goal of higher vocational education? The author believes that, first of all, we must accurately grasp the scientific orientation of "high-quality skilled professionals".

Through the comparative analysis of different training objectives between higher vocational education and undergraduate, higher vocational education and secondary vocational education, it is intended to understand the scientific orientation of the training objectives of higher vocational education in China, thus creating a cognitive premise for accurately understanding the meaning of "high-quality skilled professionals".

First, the comparison of training objectives between higher vocational education and undergraduate education

The state regards higher vocational education as a type in the development of higher education, and clearly stipulates that its training goal is "high-quality skilled professionals facing the needs of production, construction, service and management". This norm should be formulated according to the training objectives of higher education (mainly undergraduate education) and secondary vocational education.

So how does the country stipulate the training objectives of undergraduate education in higher education? Article 5 of China's Higher Education Law stipulates that "the task of higher education is to cultivate senior professionals with innovative spirit and practical ability" and "undergraduate education should enable students to systematically master the basic theories and knowledge of their own disciplines and majors, master the necessary basic skills, methods and related knowledge of their own majors, and have the initial ability to engage in practical work and research work of their own majors". The Outline of the National Medium-and Long-Term Education Reform and Development Plan (20 10—2020) emphasizes: "(It is necessary) to firmly establish the central position of personnel training in the work of colleges and universities, and strive to cultivate high-quality professionals and top-notch innovative talents with firm beliefs, excellent moral character, rich knowledge and excellent skills."

It can be seen that the relationship between higher vocational education and undergraduate education in higher education is higher education, which requires students to have high quality and is influenced by higher education culture. The difference lies in the mastery of basic knowledge and basic theory. Undergraduate requires a complete knowledge system and a systematic curriculum system, while higher vocational education only requires enough. Secondly, in terms of work ability and business ability, undergraduate students are required to have professional ability and academic research ability, and higher vocational students are required to have professional technology and skills; Undergraduate also undertakes the task of sending research-oriented talents to the research institute, so as to cultivate top-notch innovative talents, while higher vocational education is employment-oriented, with the goal of guiding and cultivating students' direct employment.

Second, the comparison of training objectives between higher vocational education and secondary vocational education

In March 2000, the Ministry of Education issued the Opinions on Comprehensively Promoting Quality Education and Deepening the Teaching Reform of Secondary Vocational Education, which pointed out: "Secondary vocational education should comprehensively implement the Party's educational policy, change educational concepts, establish a new concept of comprehensive quality and ability, and cultivate high-quality workers who meet the requirements of socialist modernization, develop morally, intellectually, physically and aesthetically, have comprehensive professional ability, and work in the front line of production, service, technology and management. The outline points out that we should "strive to train hundreds of millions of high-quality workers." "

The Action Plan for the Reform and Innovation of Secondary Vocational Education (2010-2012) points out: "We should speed up the training of hundreds of millions of high-quality workers and skilled personnel with good professional ethics, necessary cultural knowledge and skilled professional skills, and provide greater intellectual support, skill support and talent contribution for China's socialist modernization." Compared with higher vocational colleges, their requirements are the same: vocational education, training talents for the front line, and high quality.

The first difference, one belongs to secondary education and the other belongs to higher education, which is manifested in cultural education. Its basic knowledge, secondary vocational education only needs to reach or approach the level of middle school (high school), while higher vocational education needs to reach the level of university (actually, it is the original junior college stage). Second, secondary vocational schools should train laborers and primary skilled personnel, which is the education that everyone should receive and undertake the historical mission of training hundreds of millions of high-quality laborers for the country; Higher vocational education trains specialized personnel and highly skilled personnel. At present, only some people can receive education, and it undertakes the task of cultivating tens of millions of specialized talents for the country.

The problem is that at present, many municipal vocational colleges in China are composed of several technical secondary schools.

According to the author's understanding, in the evaluation of teaching quality in these institutions in recent years, experts often find and seriously point out: "Your classroom is not like a university, and there are traces of middle school. You have been promoted from a secondary vocational school to a higher vocational school. Where do you think higher vocational education should be reflected? Where should it be high? " In my opinion, compared with secondary vocational schools, higher vocational education is first manifested in its higher education, university education and high school graduates. Therefore, our classroom, especially the teaching of basic culture, is not vivid, exciting, can not attract students and stimulate students' interest in learning, and is still limited to scripted, without reference, lack of breadth, lack of analysis and excavation, and lack of depth. Its high performance also lies in the fact that higher vocational colleges cultivate high-level professionals and high-skilled talents, which requires higher vocational colleges to pay more attention to the construction of laboratories and practice bases, so that they have the conditions to cultivate skilled talents, meet the target requirements of cultivating high-level professionals, and ensure that half of the teaching hours in the talent training program are used for practical teaching. ? Third, an accurate understanding of the training objectives of higher vocational education and a correct grasp of the teaching level.

Where is the "high" of higher vocational education appropriate? Higher than secondary vocational school, but not as high as undergraduate course. Here, it mainly refers to a regulation on the teaching quantity of its basic knowledge and basic theory, and there is a relatively recognized expression called "enough". So, what is "enough"? Does this "enough" mean all courses? In my opinion, this "enough" does not mean all courses. Why?

Because, in the curriculum system of higher vocational colleges, it is generally divided into public courses, specialized basic courses, specialized courses and elective courses (there are many new concepts and formulations since the new curriculum reform, and there should be "basic quality module", "professional quality module", "professional skills module" and "quality expansion module" corresponding to the previous modules. Among them, public courses take "availability" as the scale, professional basic courses take "adequacy" as the scale, professional skills courses take "practicality" as the scale, and elective courses take "usefulness" as the scale.

I use "knowing how to use" to describe public courses. Its original intention is that the teaching purpose of public courses, especially ideological and political courses and college Chinese courses, is to pay attention to the combination of theory and practice and the integration of knowledge and practice. It is very important whether the learned knowledge and theory can be used to guide your practical actions and study life. It is what guides a person's life. The so-called "giving culture" in "higher vocational education" should mainly be "giving culture". This part of the course accounts for about 20% of the total class hours in many higher vocational colleges, that is, one class per teaching day, which should be the minimum basic class hours that cannot be reduced, otherwise it is difficult to ensure that students get the necessary humanities education. "Because' high-quality skilled talents' is a comprehensive concept, which emphasizes high skills on the one hand and high quality on the other. The former is mainly realized through professional skills education, while the latter is mainly realized through humanistic quality education. Only by combining the two perfectly can we realize the talent training goal of higher vocational education. Humanistic quality education can make students have good cultivation and compassion, have a sense of responsibility for individuals, families, countries and the world, and have a sense of responsibility for the destiny of mankind. " Therefore, we must attach great importance to it. For professional basic courses, I use "enough" to express it, because some textbooks we choose still pay attention to the integrity and systematicness of subject knowledge, which leads to too many textbooks. In order to complete the teaching task, teaching takes up a lot of time, which does not meet the requirements of the state for the development of higher vocational education in the new period. Therefore, we must compress and streamline the content, focus on the needs of majors and skills, and achieve "enough" as the criterion. The reason why "practicality" is taken as the measure of professional skill courses is because the focus of skill courses is operation, the cultivation of practical ability and the efforts to realize the integration of teaching and learning, so the word "reality" should be highlighted. It is necessary to reduce the class hours and strengthen the practical teaching, which can not only meet the requirements of higher vocational education, but also reflect the characteristics of vocational education. Now let's talk about curriculum reform and increase the arrangement of practical teaching hours. Some people mistakenly think that for those basic knowledge and basic theory courses, reducing the class hours is enough. In fact, the main targets of reducing class hours include those subjects that are too in-depth and complicated in professional basic courses, especially theoretical teaching in professional courses. It is necessary to put the saved hours into practice teaching and ensure that the total hours of practice teaching can not be less than 50% of all courses.

For elective courses, the so-called expansion courses, the author thinks it is best to combine quality development with skill development. Because only those who are suitable for effectively compensating students' comprehensive quality, promoting students' post growth and even the core professional ability of post groups can be selected, so that different students' different specialties and hobbies can be developed differently. This will not only better implement Hu Jintao's ardent expectation of "close integration of all-round development and personality development", but also help to improve students' comprehensive quality and lay the foundation for students' sustainable development in the future. Never set up elective courses for the formal needs of completing the module requirements in the formulation of talent training plan, nor do you set up so-called elective courses because of what kind of teachers your college has. You should strictly follow the principle of being "useful" to students.

As the Outline emphasizes, our education should "strive to train hundreds of millions of high-quality workers, tens of millions of specialized talents and a large number of top-notch innovative talents". The training goal of higher vocational education is in the middle of three completely different training goals: undergraduate, higher vocational and secondary vocational, which not only meets the social demand for high-skilled professionals, but also plays a connecting role in the whole national education system. For the next secondary vocational education, it plays a leading and demonstration role and provides a direct channel for outstanding secondary vocational students to continue their studies; The undergraduate education in the world plays a role in laying the foundation and providing direct experience in talent training. Therefore, doing a good job in higher vocational education, analyzing and understanding so as to accurately grasp and realize the training objectives of higher vocational education will have an important impact on the entire national education system and talent training system.

refer to

① Higher vocational education should be integrated into humanistic quality education [N]. China Education News, 2011-6-6 (10).

(2) Hu Jintao's speech at the conference celebrating the 0/00th anniversary of the founding of Tsinghua University [N]. China Education News, 20 1 1-4-6(3).

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