1. Practice teaching has different regulations.
Although China has increased the arrangement of practical teaching hours in recent years, the proportion of practical teaching hours to the total class hours is still less than 25%, while the practical teaching requirements of German vocational education reach 45%. It can be seen that China's vocational education pays insufficient attention to practical teaching.
In addition, China's higher vocational colleges have no hard and fast rules on the class arrangement of practical teaching, and need to learn from German experience.
At the same time, the understanding of school-enterprise cooperation is different. Germany's "dual system" belongs to a mature education mechanism, and the German public attaches great importance to it. They admire skills. However, the vocational education in China still stays at the level of workers, which is regarded as a disgraceful occupation, so people are reluctant to engage in jobs such as mechanics.
2. Teachers have different qualifications.
The admission of teachers in higher vocational colleges in China is mainly based on the employer, that is, as long as they meet the corresponding academic requirements, but there is no hard and fast rule for teachers' practical experience.
However, German vocational colleges have strict regulations on the access of teachers. A teacher who teaches theoretical courses in this major must have at least a bachelor's degree and two years' practical work experience in this major. Only after two years' probation training and obtaining a teacher qualification certificate can he become a real teacher.
In addition, higher vocational education has different requirements for teachers' comprehensive quality. German vocational education has made detailed regulations on teachers' professional ethics, training and continuing education, and teachers must strengthen continuing education and moral quality training, while vocational colleges in China have no clear regulations on teachers' continuing education and quality training, which leads to the arbitrariness of teachers' training in higher vocational colleges.
3. The management mode of practical teaching is different.
The management of vocational education in China is mainly carried out by higher vocational colleges, and the specific teaching content is adjusted by higher vocational colleges according to the employment environment, which will lead to the problem that the professional setting lags behind the employment requirements of enterprises, while the management of vocational education in Germany is adjusted irregularly by the government according to professional standards, thus ensuring that the teaching content is consistent with professional norms.
In addition, the actual exercise platform is different. China students' participation in internships is mainly the practice base of schools, while German students' internships are mainly enterprises, so there is bound to be a gap in skills training.
4. Formulation of legal system.
German vocational education has formed a relatively mature and perfect legal system, which embodies all the factors in the development of vocational education in the form of laws and regulations. However, China's legal system is still lacking, especially the provisions on practical teaching of vocational education are still blank.