In the process of developing vocational education, we should give full play to the supporting role and service function of vocational education in expanding employment. This paper expounds the practice of the educational concept of "employment-oriented, teaching for employment" in vocational education from the aspects of specialty setting, personnel training, teaching content, teaching methods, education quality evaluation and employment guidance.
Paper Keywords Employment-oriented teaching mode "integrated" teaching and education evaluation
With the gradual deepening of China's economic reform and the continuous improvement of the market system, the diversification of talent demand is more obvious. Adhering to employment orientation, vigorously developing vocational education and cultivating high-quality applied professionals and laborers have been widely recognized by the society. Vocational and technical schools should assess the situation, adjust their school-running ideas in time, adhere to the educational concept of "employment-oriented, teaching for employment", run schools facing the society and the market, deepen the reform of school-running mode and talent training mode, and strive to improve the quality and efficiency of vocational education.
The first is to establish a professional setting and talent training model oriented to employment needs.
Vocational education with the ultimate goal of serving employment should first face the market, conform to the needs of regional economy and industry development, and establish employment-oriented professional settings in line with the principle of "transforming existing majors and developing urgently needed majors". Schools should improve and enrich the existing and still-needed majors from the aspects of teacher training, equipment renewal and education management. Eliminate the particularity of shrinking market demand; Increase the majors that are not available in the original school but are urgently needed or needed in the near future, and expand the specialization direction of each major, so that the specialty setting of the school can better meet the demand of diversified talents for economic development, and make the specialty an incubator for cultivating skilled talents needed by enterprises.
Vocational education must implement the talent training mode of school-enterprise cooperation and work-study combination to serve economic construction. There are two modes of this cooperation: one is the "order-based" training mode, in which the school obtains orders for talents from enterprises, trains skilled talents for enterprises, and ensures the integration of school teaching, student employment and enterprise employment; The second is the "fixed-point orientation" training mode. School-enterprise linkage will be used to carry out directional training, and all kinds of academic education and short-term training will be carried out for young migrant workers of enterprise employees to improve the comprehensive quality of enterprise employees. Of course, in the mode of school-enterprise cooperation in training talents, schools should also implement flexible academic system, that is, students are allowed to graduate ahead of schedule after completing the credits according to regulations, and students are also allowed and encouraged to work and study part-time, work and study alternately, and complete their studies in stages, and obtain graduation certificates after accumulating credits to meet the requirements within a certain period of time, otherwise the integrated implementation of school teaching, student learning and enterprise employment cannot be guaranteed.
Second, the construction of employment-oriented teaching content
Vocational education directly serves employment, and its teaching content should aim at cultivating students' comprehensive vocational ability, proceed from students' employment and future work needs, follow the principle of "necessity and sufficiency", screen and integrate cultural courses, professional courses and practical courses, and construct employment-oriented teaching content.
The content of culture class should be simplified, the difficulty should be reduced and the application should be prominent. Culture teaching should aim at "improving students' cultural literacy, serving professional teaching and laying the foundation for students' lifelong learning". The content of specialized courses should break through the discipline standard. According to the actual needs of enterprises, the teaching content is scientifically integrated by using the method of career analysis, and the related knowledge modules and ability modules are comprehensively classified. Combining theoretical knowledge, practical skills and application environment, several modules of vocational ability training are determined (the theoretical knowledge and practical skills of each module are taught through a training project), and they are compiled according to the requirements of integration, modularization and vocational qualification standards. Training courses should be set up according to industry talent standards and training norms, and training processes should be designed according to job requirements and work content. The training content should include four modules: first, the basic training module, which cultivates basic experimental skills, methods and means, and promotes students' thinking ability and innovation ability; The second is the professional skills training module, which carries out skills training according to professional characteristics to improve students' practical ability; The third is the internship module, which enables students to form skilled professional skills and professionalism according to the professional position orientation; The fourth is the social practice module, which strengthens students' cognitive ability and adaptability to society and cultivates students' comprehensive quality. At the same time, in the training process, professional quality and professional ethics should be integrated into each training module.
Nowadays, more and more professional posts need not only corresponding academic qualifications, but also professional qualification certificates to prove their adaptability. Therefore, vocational and technical schools should incorporate vocational qualification certificate courses into the teaching plan, require students to obtain "double certificates" (graduation certificates and vocational qualification certificates), and encourage students to participate in the study and examination of qualification certificate courses.
Third, for employment needs, innovative teaching methods
Vocational and technical schools should face the employment needs of students in the course implementation, and cooperate with enterprises to innovate and implement various teaching methods such as action-oriented teaching and "integrated" teaching.
Action-oriented teaching method refers to the action product jointly determined by teachers and students to guide the teaching organization process. It takes "action-oriented driving" as the main form, and gives full play to students' main role and teachers' leading role in the teaching process. Starting with the completion of a task, teachers guide students to complete the task, thus achieving the teaching goal. The teaching process is generally divided into four links: first, preparation before class, including preparation of teaching courseware, teaching task book, teaching equipment and materials, components and instruments necessary for students to complete tasks; The second is to assign tasks. The teacher simply states the tasks of this lesson and issues the task book (including the theme, time, matters needing attention, etc. ); The third is to complete the task, which is the main part of action-oriented teaching. Teachers guide students to complete "tasks" in groups and form "works"; The fourth is to show students' works, and teachers guide students to comment on the works and find out the rules. Through the comprehensive and active learning of the action process, students can initially understand the whole process of a product or service output, including accepting orders, determining tasks, collecting data, making plans, handling services, controlling quality, and after-sales service. It is a complete working process that students may engage in in a certain occupation. It can be seen that the action-oriented teaching method is most suitable for order training, which not only realizes that students are willing to work as soon as they leave school, but also cultivates the professional ability that students must have in the complete work process of their peers. "Integrated" teaching method refers to an intuitive teaching activity in which teachers and students combine teaching with learning and doing while speaking, learning and practicing in "integrated classroom". It is a teaching mode that integrates knowledge imparting, ability training and quality education. The remarkable feature of "integrated" teaching is that theoretical teaching and practical teaching are carried out at the same time, which is undertaken by the same professional teacher, and the curriculum training mode of basic experiment and classroom teaching, knowledge learning and ability training, and knowledge learning and skill training is realized in parallel, which is of great help to improve students' learning interest and the teaching quality of professional courses.
Of course, there are many methods of comprehensive vocational ability training. On the basis of the above teaching methods, educators can combine task-driven, modular teaching, group cooperative learning and other methods organically and flexibly to achieve the best teaching effect.
Four, employment-oriented, innovative education quality evaluation system
The evaluation of education quality is an important content for vocational and technical schools to achieve the goal of employment-oriented talent training. The employment-oriented education quality evaluation system must resolutely change the traditional concept or practice that scores are everything. On the basis of perfecting teaching evaluation, output evaluation and social evaluation should be included in the category of education quality evaluation system.
In the educational evaluation system, "teaching evaluation" mainly includes three indicators: teaching quality, teaching benefit and experimental practice rate. There are two main indicators for "output evaluation": first, the employment rate of students, including the employment rate of the year and the employment rate of counterparts; The second is the quality of employment, including starting salary and development prospects after employment. "Social evaluation" mainly includes two indicators: the satisfaction rate of employers and the satisfaction rate of graduates. Vocational and technical schools can organize students to make use of summer vacation to conduct a series of surveys, including graduates' employment situation, employers' evaluation of graduates, job requirements and professional ability requirements of their majors. Organize professional teachers to investigate the professional ability of graduates in employers and understand the social needs of related majors; Organize enrollment and employment guidance teachers to conduct systematic follow-up surveys on graduates and employers' satisfaction surveys to obtain indicators of "output evaluation" and "social evaluation".
Only by establishing an employment-oriented education quality evaluation system, persisting in tracking the quality of graduates, and feeding information back to the professional construction and teaching work, can vocational and technical schools continuously improve teaching, improve the pertinence of personnel training and social professional posts, and make teaching more in line with social needs.
Fifth, highlight ideological and moral education. Do a good job in student employment guidance.
Teaching serves economic construction, which depends on the employment quality of graduates. The employment stability rate and employment quality of graduates are not only related to the quality of school teaching, but also inseparable from moral education and student employment guidance. Therefore, vocational and technical schools should adhere to people-oriented, strengthen employment guidance, improve professional quality, and strive to achieve full employment of graduates.
Teaching and educating people, moral education first. Moral education is the direction, the guarantee and the big problem that affects students' life. A person with imperfect knowledge can make up for it with morality, and a person with imperfect morality can hardly make up for it with knowledge. Vocational schools should follow the educational concept of "being a man first, then doing things", strengthen moral education for students through systematic teaching, special lectures, series of activities and psychological counseling, and cultivate skilled practical talents who are civilized, disciplined, honest and trustworthy, diligent in thinking and brave in practice for modern enterprises.
Employment-oriented, strengthen student employment guidance. First of all, students should be stratified and graded, and employment guidance services with different contents should be carried out. For example, guide freshmen to be familiar with the major and curriculum of the school as soon as possible, and understand the requirements of enterprises for talent personality and what skills they should have; Guide the second-year students to define their career development direction, cultivate their social adaptability and sense of social responsibility, and guide the third-year students to pay attention to the cultivation and promotion of professional quality, as well as the guidance of career selection methods and skills. Secondly, schools should provide employment psychological counseling services in a timely manner and strengthen employment skills guidance. Timely guidance on employment skills can help students to recognize themselves, choose a career that suits them with a positive and pragmatic attitude, and avoid blindness and misunderstanding in choosing a job. Thirdly, the school should establish a full-time employment guidance team with new ideas, strong communication skills and pioneering spirit, capture employment information with keen market awareness according to the talent demand and professional post requirements of regional and industrial enterprises, provide all-round guidance for graduates' employment, and maximize the stability and quality of students' employment.
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