The study of teaching content in higher vocational colleges should deeply and systematically study the teaching content adapted to this higher vocational education, strengthen the cultivation of practical ability and carry out teaching reform.

Keywords:: teaching reform in higher vocational colleges

Refined and innovative teaching content is the fundamental guarantee for cultivating innovative talents. The research on the teaching content of higher vocational colleges has not been thoroughly and systematically studied to adapt to this kind of higher vocational education, and similar research is also lacking.

First, the idea of teaching content reform

First of all, it must be employment-oriented. It is the consensus of China's higher vocational education to take service as the purpose, employment as the guidance and take the development road of combining production with learning. The task of education is to cultivate talents who are useful to society.

Secondly, we should fully reflect the characteristics of vocational education. The reform of teaching content is not to have the characteristics of higher vocational education, but to really implement the educational model with the characteristics of vocational education, so as to effectively realize the educational goal of cultivating useful talents in society.

Third, fully draw lessons from the international and domestic advanced teaching content setting methods, and explore a scientific and advanced teaching content system. The development of international vocational education has a long history, and there are many advanced educational models in curriculum development that are worth learning and learning from.

Second, the implementation of teaching content reform

1, the idea of curriculum system setting

Curriculum is the embodiment of professional training standards, and the syllabus of each course reflects its teaching level. Curriculum and syllabus are the core of professional teaching, which must be based on the connotation of vocational education and the ideological and cultural foundation of students.

First of all, the curriculum should accurately grasp the positioning of higher vocational education, but it can not raise its training objectives unrealistically; Secondly, the syllabus should be based on students' actual culture to ensure the basic level of education and teaching. In addition, the course should be oriented to the society and the market. It is the need for students to come to school to receive vocational and technical education.

2. The specific content of curriculum reform:

(1) theory teaching system

Theoretical teaching is the main body of teaching activities, including classroom teaching, homework evaluation and other teaching methods. In teaching, aiming at improving teaching quality, we should actively create favorable conditions and use modern means to carry out teaching activities. Take the "four new" contents as the expansion.

(2) Practice teaching system

Practice teaching is the need of social development. The progress of science and technology and the modernization of commodity production will inevitably put forward higher and newer requirements for the practical ability and comprehensive quality of the real labor force. The employer will no longer rely on a diploma to choose the labor force, but see whether he has practical operation and practical ability.

Carrying out practical teaching mainly includes teaching practice, graduation practice and social practice. Teaching practice is mainly to use the conditions of school experimental training to deepen the understanding of professional courses; Graduation practice is arranged in the last semester. Students stop studying theoretical courses and enter various units to participate in practical work. Social practice is mainly arranged in holidays, so that students can understand the society and the front line. Cultivate students' professional goals, professional ethics and professional responsibility, and know how to apply what they have learned.

Because there are many disciplines in higher vocational colleges and different disciplines have their own characteristics, we should pay attention to the characteristics of this discipline when allocating the proportion of practical teaching, and allocate the proportion of practice and theory flexibly and practically, so we can't generalize. The proportion of practice is too large, and the basic theoretical knowledge is not enough to guide students' practice.

A. Strengthening practical teaching

Strengthen practical teaching and stimulate employment awareness. In practice teaching, we should take cultivating students' interest in learning as the driving force, active participation as the premise, in-depth discussion as the means, and practice bases inside and outside the school as the carrier, increase the weight of practice teaching, and guide students to carry out entrepreneurial practice. Through specific practical activities, improve students' practical operation ability and problem-solving ability.

Improve practical teaching and impart employment skills. Instructors should consciously organize students to practice in the whole process, remedy the shortcomings found in the practice in time, and learn to deal with and solve the problems that should be paid attention to and possible problems in each link.

B. Carry out the second classroom activities

In order to make up for the shortage of classroom teaching, give full play to students' specialties and cultivate their hobbies, we can carry out political, academic, knowledgeable, fitness and entertaining second classroom activities according to the characteristics of our major. In order to ensure the quality of the second classroom activities, it is required to do the following:

Serialization of content. It is necessary to closely contact the curriculum progress and characteristics of this major and organize students to carry out targeted second classroom activities in time. In content, we should pay attention to health and be positive.

Activities are institutionalized. It is necessary to formulate a system for the second classroom activities, so that the second classroom activities can truly achieve the purpose of the activities.

Program standardization. In order to ensure the smooth progress of the second classroom activities, an application should be submitted to the relevant departments before the activities are held and included in the plan, so that the second classroom activities can be carried out in an orderly manner as planned.

C. Strengthening the construction of practice bases

The practice base is the carrier of practical teaching, the "training ground" of the school and the "martial arts place" for students. Therefore, the practice base should truly reflect the professional characteristics and level, reflect the advanced nature, compatibility and practicality, and produce not only educational benefits, but also economic benefits, forming the integration of teaching, practice, production and service.

D. strengthen school-enterprise cooperation. The employment orientation of vocational college graduates is mainly enterprises, and the training objectives and teaching contents must meet the needs of enterprises. Therefore, the implementation of school-enterprise cooperation is an effective way for vocational education to meet social needs. Judging from the experience of countries with more developed vocational education, there are three popular ways to train vocational education talents in the world: one is the "dual system" represented by Germany; Second, CBE model represented by Canada and the United States; The third is TAFE model represented by Australia. Although these three training methods are different, they have one thing in common: better communication with schools and enterprises, and emphasis on cooperation with enterprises.

E, improve the guarantee mechanism of personnel training. Strengthening the guarantee system of teaching resources is a powerful guarantee for the smooth implementation of the reform of teaching methods. This major should take various effective measures to make college leaders, professional teachers, teaching administrators and students improve their understanding and unify their thinking, and regard the quality of practical teaching as the lifeline of college personnel training.

Only by deepening the teaching concept, breaking the concept that educational space is limited to schools and classrooms, and extending to the society, can students' professional ability be cultivated. It provides students with completely independent creative space.

References:

1, stone. Curriculum Theory-Foundation, Principles and Problems of Curriculum Beijing: Education Science Press, 1999.

2. Huang Fuquan. Curriculum and teaching theory. Beijing: Higher Education Press, 2002.

3. Zhong Qiquan, etc. Research on the trend of world curriculum reform. Beijing: Beijing Normal University Press, 200 1.

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