At present, there are some problems in secondary vocational and technical schools, such as vague running direction, inaccurate positioning of training objectives and relatively backward training objectives. There are many problems in the implementation of teaching objectives, such as arbitrariness, unreasonable teacher structure, weak practical ability, shortage of "double-qualified" teachers, insufficient updating of teachers' knowledge, backward educational concepts, relatively backward teaching methods and means, outdated teaching methods, unreasonable curriculum structure, unscientific specialty setting, lack of school-running characteristics, rigid and single teaching management model, relatively weak teaching infrastructure and so on. I think we should change the status quo. First, further change the concept of education. At present, the root of affecting the quality of school teaching lies in ideas. The change of ideas is the forerunner to promote the reform of school education and teaching and improve the quality of teaching. 1. To establish the concept of lifelong education, it is required to expand the secondary vocational education that used to emphasize the training of qualified workers to the training of students' attitude towards life, professional ethics, professional skills and comprehensive quality, and comprehensively improve students' comprehensive quality, especially the ability to learn independently and constantly update their knowledge, so that students can master the ability of continuous learning, thus ensuring an invincible position in the ever-changing career. 2. Establish an educational concept of actively adapting to the market ① The concept of teaching quality first. Market economy not only requires workers to have corresponding knowledge and skills, but also requires workers to have sound personality, competitive consciousness and dialectical thinking ability. Therefore, the teaching quality of secondary vocational education required by market economy is not only a knowledge-based teaching quality, but also a teaching quality with the connotation of "knowledge, skills, ability and creation". To establish the concept of teaching quality first is to creatively carry out work around the center of improving students' comprehensive quality. ② Highlight the concept of students' dominant position. Subjective consciousness is the conscious living state of human beings, the attitude of calm thinking and active practice towards self, others and social existence, and the premise and foundation of competitive consciousness and entrepreneurial consciousness. Cultivating students' subjective consciousness is the requirement of market economy, and the workers needed by market economy are full of personality and high subjective consciousness. Only such workers can constantly choose, criticize and create in the fierce market competition, and promote social progress in the mutual adaptation between individuals and society. To highlight students' dominant position, firstly, we should establish the concept of all for students and all for students in the whole school management; Second, in the whole teaching process, through teaching reform, especially the reform of teaching methods, students are introduced into the main position and their own thinking movement is promoted. ③ The concept of market orientation. Under the condition of market economy, as a secondary vocational school, it should not only be a place for educating people, but also a supply market for labor. In the whole process of educating people, it is necessary to "keep production and sales on the right track". To this end, we should do: a, the marketization of educational goals. The demand for the quality of workers in the job market is the educational goal of the school. Schools must investigate the development of the employment market, understand the demand for talents in the market economy, and establish the educational goals of schools according to the market demand; B. Marketization of educational content. Schools should set up courses according to market demand, carry out course construction, and promote students to form knowledge structure and ability structure that can adapt to market demand, so as to achieve the educational purpose of students adapting to society; C. marketization of evaluation system. The quality of school education is tested by the market. Therefore, schools should pay close attention to students' adaptability to society and social evaluation of students, carry out follow-up surveys of graduates, collect relevant information, and formulate corresponding measures on this basis, constantly adjust teaching plans, reform teaching contents, and improve the degree of conformity between students' knowledge structure and ability structure and social needs. 3. Establish a comprehensive concept of talent training quality. At present, due to the accelerated update of knowledge and technology, higher requirements are put forward for people's basic quality. Lack of cultural knowledge and quality will not only make it difficult for students to adapt to the ever-changing social needs, but also bring a series of social problems, so it may be difficult for them to stand on the future with only one skill. Therefore, we should renew our educational concept, establish a comprehensive view of talent training quality, and attach importance to cultivating students' comprehensive professional ability and comprehensive quality. Second, the government and education administrative departments should create a good policy and institutional environment for the development of secondary vocational education, improve the conditions for running secondary vocational schools, formulate policies and increase investment in vocational education. The government and the administrative department of education should implement the investment in secondary vocational schools and improve the conditions for running schools, which is the basis for ensuring the quality of teaching. The government must insist on allocating funds in full according to law, raise funds from various sources and increase investment in secondary vocational schools through various channels. Because secondary vocational schools cultivate skilled and operational talents, they have high requirements for practical training equipment. Therefore, government departments should establish and improve the investment policy of school practice facilities, and give consideration to infrastructure and equipment in the investment process, and cannot leave the task of equipment and facilities construction to schools completely. 2. The government and functional management departments should strengthen the overall management of secondary vocational education. The government should coordinate the relations among education departments, labor departments, enterprises and industries, straighten out the management system of vocational education and create a fair market competition environment. (1) The government and education authorities should, according to market requirements, intensify the adjustment of the layout of secondary vocational schools, rationally plan the school-running sites and majors, and do a good job in the construction and layout adjustment of key schools and key majors; (2) Implementing the labor preparation system and employment access system, coordinating technical grade evaluation, grasping key links, and improving the teaching quality of vocational schools; ③ Effectively implement quality monitoring. It is an important guarantee to ensure the quality of vocational education that the administrative department of education and the competent department of running the school effectively monitor the teaching quality of the school. This kind of monitoring can not only implement quality management in the process of education and teaching by formulating a series of teaching management norms and documents that must be implemented, but also ensure the realization of teaching quality and training objectives in secondary vocational schools through teaching evaluation, teaching inspection, teaching level evaluation and various competitions, supplemented by corresponding rewards and punishments. Third, strengthen the construction of teaching staff, improve the quality of education and teaching 1, the requirements of high-quality teaching for teachers' ability ① Teachers should have strong practical ability. This is the requirement of quality education, and it is also determined by the characteristics of vocational education itself. Vocational education has the characteristics of pertinence and application, emphasizing the cultivation of vocational ability based on practical ability and entrepreneurial ability. In order to cultivate high-tech and skilled students, schools must have practical teachers. School teachers should have the following abilities. First, professional skills and practical operation ability. Vocational education should emphasize competency-based, have higher requirements for the technical skills of professional teachers and practice instructors, and become "double-qualified" teachers; Second, experimental ability. Including the practical ability of classroom demonstration experiment, laboratory guiding student experiment, teaching research experiment and technological innovation experiment; Third, the ability of social practice. School teachers should have the practical ability to understand society, market and enterprises, so as to cultivate students' entrepreneurial ability and guide students to find jobs smoothly. ② Teachers should have innovative spirit and ability. With the rapid development of science and technology, innovation and reproduction have become the leading forces of enterprises, which requires vocational education to cultivate innovative talents with innovative spirit and ability, and secondary vocational education is no exception. The important task of cultivating innovative students must fall on teachers. Only when teachers have a strong sense of innovation and innovative ability can they discover the law of the formation and development of innovative ability from their own innovative practice, and provide the most direct and profound experience for innovative education, so as to consciously combine knowledge transfer with innovative thinking in the teaching process, actively discover students' innovative potential, capture the bright spots of students' innovative thinking, and cultivate students' innovative spirit and innovative ability at multiple levels and angles. ③ Teachers should have the ability of lifelong learning. With the acceleration of the mobility of technical posts, vocational education students are required to have strong post adaptation and job transfer ability, which requires that vocational education courses are constantly changing and the content is constantly updated. At the same time, teachers are required to change the old concept that "charging" once in school can "discharge" for a lifetime at work.