By studying Professor Jiang's lecture "Practice and Rational Thinking of Vocational Education Teaching Reform", we realize that higher vocational education is an important part of China's higher education, the fundamental way to train tens of millions of high-skilled specialized technical personnel, and the foundation and guarantee for the further consolidation and development of China's higher education in the period of popularization.

Although the development of vocational education in China meets the needs of economic and social development, it lacks sufficient theoretical support. Professor Jiang Dayuan believes that the goal of vocational education is employment-oriented, which is obviously different from ordinary education. However, when emphasizing employment-oriented, we should pay attention to two issues, one is social demand, and the other is personality demand.

Since vocational education is an education, it should lay a foundation for the development of human life, so it should pay more attention to individual needs, that is, to the goal of human nature. Therefore, vocational education can not passively adapt to the needs of jobs and economic development, but should let students actively design their own career development through vocational education.

Although both belong to higher education, there are essential differences between higher vocational and technical education and ordinary higher education in the orientation of talent training. The talent training mode of ordinary colleges and universities is based on the "elite" education mode and aims at cultivating high-level academic talents. The training goal of higher vocational education is advanced skilled and applied talents.

Designing a talent training mode according to the needs of a social occupation or technical post group is to train high-skilled or management-oriented talents who can directly become the front line of production and engage in specialized technical work.

The fundamental differences between higher vocational and technical education and secondary vocational and technical education are as follows: first, students have high comprehensive quality, strong career development ability and the ability to engage in technological innovation and transformation in one or several professional positions;

Second, students have a high degree of understanding and mastery of cutting-edge technologies required for professional posts; Third, the training objectives of higher vocational and technical education have the characteristics of high professional theory and skill requirements in some professional posts, which require more professional special technology learning, vocational post adaptability and technical application ability training.

Therefore, we should make a scientific orientation according to the training goal of applied high-skilled talents, find a correct orientation in the types and levels of social and economic demand for higher specialized talents, and build a talent training system different from ordinary higher education and secondary vocational and technical education in the talent training system of higher education.

Professional education should be career-oriented. Occupation is the basic principle of vocational education. Strictly speaking, the major of vocational education should not be called "major", it comes from the common ground of knowledge, skills or attitudes needed by social professional groups and post groups, and it is a profession used for education, rather than completely copying social occupations, so it should be "educational profession".

Due to the development of economy and society, social occupations often change, so the majors of vocational education are also changing frequently. "Specialty" is a static concept, while "educational occupation" is a dynamic concept.

This requires us to teach people with different knowledge base levels and different ability structures in accordance with their aptitude, and to train them to become senior professionals with different types of social needs, not only to teach them professional basic theoretical knowledge, but also to cultivate their adaptability to professional posts, technical application ability, creative thinking ability and contribution ability to the transformation of scientific and technological achievements.