Second, the implementation of the training mode should be operable. Therefore, it is necessary to conduct in-depth and detailed research on each specific component of the training mode, strengthen the experiment and popularization of various modes, and truly play its role in guiding teaching practice and helping teachers improve teaching quality.
Thirdly, the training mode is always limited by the school environment, teaching system and specific teaching conditions. Therefore, when we adopt a certain training mode, we should also take relevant measures to provide various teaching conditions to ensure the effective implementation of the training mode and give full play to its expected effect.
How to define the talent training mode of vocational education in one or two sentences is a frequently used but unclear concept in the field of education in China. The application of this proposition in the field of education begins with people's understanding of "what kind of person to train" and "how to train"
Which discipline of pedagogy does the talent training mode belong to?
Pedagogy is an independent discipline. Pedagogy is a social science that studies the phenomena and problems of human education and reveals the laws of education like pedagogy. Education is a social phenomenon widely existing in human life, and pedagogy is an activity to cultivate social people purposefully. In order to carry out educational activities effectively, we must study it and make it a specific research object of pedagogy after long-term accumulation. In particular, the development of modern society and modern educational practice puts forward newer and higher requirements for pedagogy research. There are many educational problems that people study deeply, such as the essence of education, the relationship between education and society and people, the purpose, content, mode, method, form and their relationship of education implementation, the educational process, the educational subject, the educational system and management, and various educational theories and practices that embody China's characteristics. Pedagogy reveals the general law of education through the study of various educational phenomena and problems.
Pedagogy majors include:
Education, sports rehabilitation, sports training, physical education, Chinese education, special education, primary education, preschool education, art education, humanities education, science education, leisure sports, educational technology, sports human science, social sports guidance and management, martial arts and national traditional sports.
Training objectives This major trains teachers in normal universities, educational researchers in primary and secondary schools, researchers in educational research institutions, educational administrators at all levels and other educators with good ideological and moral quality, high educational theory accomplishment and strong educational practical work ability.
Professional training requires students of this major to learn the basic theories and knowledge of educational science, receive basic training in educational science research, and master the basic skills of engaging in teacher work.
Professional knowledge and ability of graduates
1. Master the basic theory and knowledge of education;
2. Master the basic methods of educational scientific research:
3. Have the ability to engage in pedagogy and other teaching work in two disciplines;
4. Be familiar with China's educational principles, policies and regulations;
5. Understand the theoretical frontier of educational science, the actual situation and development trend of educational reform;
6. Master the basic methods of literature retrieval and information query, and have certain scientific research and practical work ability.
What is the pilot project of talent training in four-year higher vocational education? Can Gao Pu apply for the exam? In 20 12, Tianjin started the pilot reform of four-year higher vocational undergraduate education, and studied and formulated the per capita education funding standard of vocational colleges. Promote mutual employment of teachers, mutual recognition of courses, mutual recognition of credits and resource sharing in Haihe Education Park. School and enterprise jointly develop professional courses and teaching resources, and solidly promote the teaching reform of "double certificates" integration.
On March 2, 20 12, Tianjin Vocational College (a national model vocational college) held a promotion meeting on the training scheme of four-year undergraduate professionals in higher vocational colleges. The person in charge of the Academic Affairs Office of the school explained the formulation of "Principles on the Training Scheme for Four-year Undergraduate Professionals in Higher Vocational Colleges" (discussion draft) (hereinafter referred to as "Principles"), and the heads of departments and majors affirmed the guiding ideology, basic principles and main tasks of the scheme. The heads of various majors put forward opinions and suggestions on the preliminary investigation, personnel training objectives, professional qualification certificates, the determination of professional post (group) ability, and the proportion of course hours. The vice-president of the school stressed that the professional training program should reflect the difference between ordinary undergraduate and three-year higher vocational education, and the demand for professional talents must be closely combined with the demand for talents in Binhai New Area to serve the regional economic development. 20 12 With the approval of Guangdong Provincial Department of Education, shenzhen polytechnic, a national model vocational college, and Shenzhen University jointly enrolled 300 vocational undergraduates, majoring in electronic information engineering, computer science and technology, mechanical design and manufacturing and its automation, and food science and engineering. The enrollment batch is the second batch of undergraduate A.
According to the document spirit of Guangdong Provincial Department of Education, the enrollment target of higher vocational undergraduates jointly recruited by Shenzhen University and shenzhen polytechnic is ordinary high school graduates with Guangdong household registration of 20 12. Shenzhen University is responsible for enrollment and student status management, while Shenzhen Institute of Technology is responsible for daily teaching and student management. Students studying and living in shenzhen polytechnic are not allowed to apply for transfer to other colleges and majors of Shenzhen University, and they are not allowed to take credits at the headquarters of Shenzhen University. Students who meet the graduation requirements in the future will be awarded graduation certificates by Shenzhen University. The graduation certificate will be numbered according to higher vocational colleges and marked with the words "higher vocational colleges". Graduates who meet the conditions for degree granting are awarded a bachelor's degree from Shenzhen University.
The Outline of the National Medium-and Long-Term Education Reform and Development Plan (20 10-2020) proposes to "enhance the attraction of vocational education, improve the direct admission system for vocational school graduates, and broaden the channels for graduates to continue learning". Shenzhen University and shenzhen polytechnic jointly recruit and train higher vocational undergraduates, which is an important measure to implement the outline of national, provincial and municipal education plans, and is conducive to cultivating high-level and high-skilled talents for the industrial upgrading and economic and social development of our city, and at the same time accumulating experience for building a complete professional degree system of vocational and technical education in China. According to the "Twelfth Five-Year" development plan of relevant institutions, sichuan college of architectural technology (National Model Higher Vocational College) will formally bid for higher vocational undergraduate in 20 12. Sichuan college of architectural technology is located in the State Council, approved on 20 10, 10.
What is the training mode of modern distance education talents? The "talent training mode" of modern distance open education is an innovative ability training and quality education mode based on the thought and learning theory of modern distance open education. In order to make the educational object reach the determined training goal and quality specification, modern educational information technology and various media are used to optimize the design of distance education systems and elements.
How to realize the transformation of quality education, all-round development education and talent training mode is to respect and use experience.
Respecting students should mean respecting their experiences. It is the greatest respect for students not to design and create courses beyond their life experience, not to conduct value guidance without their life experience, and not to choose dialogue topics without their personal experience. Each student lives in a different community, participates in social life to a different degree and has different life experiences. Therefore, teachers must be good at asking questions from experience, designing rhythm and optimizing methods.
At the same time, respect is not blindly accommodating and echoing students' experience. The art of education lies in maximizing the development of students' wisdom within the framework of their existing experience. Education is a process from students' existing experience to possible development areas and then to the nearest development areas.
Teachers should be good at insight, analysis and exploration of students' experience. A wise teacher is good at discovering students' experience from places where others can't find it, and catching valuable information in time for teaching. At the same time, every experience is three-dimensional and can be understood from multiple angles. Multi-perspective analysis of students' experience is conducive to a profound understanding of students' experience, prompting the experience to play a greater role and realizing the added value of the experience.
Quality-oriented education requires using experience to enhance students' wisdom, let students combine knowledge with experience, and combine experience with brain, thus effectively curbing the spread of "dead" knowledge and liberating students' brains.
Education is a process of enlightening and polishing experience.
Educational activities are a process for students to learn new experience from existing experience, and it is also a process of "polishing" experience. Education is a "questioning" behavior, not a "storing" behavior. Accordingly, students are not "containers" of knowledge, but "echo walls" of knowledge. Whether the "echo" of knowledge is loud or not depends not only on the art of teaching, but also on the structure of the "echo wall" itself, that is, the experience structure of students. Good educational activities can lead to students' experience through their "echo", and then become the processing object of education.
Education affects students' development through "polishing" and "carving" experience. Let students experience the joy of success, the pain of failure and the sweetness of discovery in this "polishing" process. This kind of experience and feeling is not possessed by all simple knowledge and skills. In addition, the teacher's "polishing" of students' experience is not to let students be kneaded and cut quietly, but to actively participate in activities to form experience, identify with experience and evaluate experience. Because experience and students' "whole person" are integrated, to "polish" experience, someone must participate wholeheartedly and actively express themselves in educational activities. It is difficult for teachers to simply contact with experience without colliding with students' "hearts".
Emphasizing the "backbone" position of experience in education is to abandon the educational concept that knowledge can be directly "guided" to students without human experience. Practice has proved that knowledge teaching can simplify the process of experience participation, but it can never directly transcend experience. "Leaping" means to regard educational activities as "the transfer of knowledge" rather than "polishing" of experience.
Education is the reflection and sharing of experience.
Education is also a process of students' self-reflection and "chewing" experience. The clarity, judgment, chewing and deliberation of students' own experience reflect the recognition and initiative of the host in learning activities. This process is not only the growth of students' experience, but also the enhancement of their ability to understand and reflect on experience. Education is not to let students decorate the facade with ready-made knowledge, but to let students implant knowledge into experience, "graft" knowledge in experience and supplement, develop and transform experience with knowledge. Therefore, the ultimate goal of educational activities is to guide students to learn to analyze their own experiences, so as to become the masters of their own experiences.
Educational activity is an activity of dialogue and exchange, which promotes the exponential growth of experience, the complementarity and proliferation of students' experiences, and calls for the growth and maturity of the educated. In the process of dialogue and communication, students turn their own experience into public experience, and public experience into their own individual experience. The living space of students has expanded, and classrooms and schools have become living spaces without walls. The whole learning community is an experience warehouse, and educational activities are to narrow the "potential difference" between students and teachers, students and students, so that each student can finally occupy the whole warehouse and become the master of this experience warehouse.
In the "chewing" of experience, in the "running-in" of knowledge and experience, knowledge and experience are integrated and become the wisdom of human life together. It is the great wisdom of education to let students learn to reflect on their own experiences and arrange their lives with reflected experiences instead of ready-made knowledge. Participating in educational activities can produce new experiences, and reflecting on existing experiences can produce new experiences, but these are hardly comparable to sharing experiences.
Building the "Backbone" of Quality Education with Experience
What is quality education? Every time I ask this question, different educators will give their own explanations based on their own experience and understanding. This interpretation is not so much the result of their thinking, but rather an expression and revelation of their own personal educational ideas. In my opinion, the fundamental connotation of quality education is to respect, use, create, polish, reflect and share experiences. Directly using knowledge to build the steps of students' physical and mental development, or using experience to "activate" knowledge and "soften" knowledge, is the fundamental difference between quality education and all exam-oriented education.
However, the quality education we advocate is by no means a simple "experience for experience's sake" and "learning by doing" education. Quality-oriented education pursues the integration of knowledge and experience, rather than mechanically repeating Dewey's pragmatic education concept. It believes that the pragmatic concept of experiential education puts students in the framework of personal experience, which is by no means the kind of experience advocated by quality education.
In quality education, students live in experience, but they are not bound by experience and habits. Instead, go out of experience, review experience and reflect on experience in time, so that the "thought" experience can become the wisdom of life. "Through experience", experience is manipulated by students, but this manipulation is not trial-and-error manipulation, but rational manipulation in knowledge intervention, in which students get rid of the shackles of individual experience and get help from book knowledge; "For experience", experience is constructed by students, but teachers are a mirror (or frame of reference) of students' experience. Under the care of teachers, students can evaluate and reform their own experience and break through the trap of personal experience. (Author: Department of Education, taiyuan normal University)
What is the talent training goal of secondary vocational education? Secondary vocational schools cultivate high-quality workers and skilled talents who meet the requirements of China's socialist modernization, develop morally, intellectually, physically and aesthetically, have comprehensive professional ability and work in the front line of production and service. Love the socialist motherland, can realize their own value and serve the people of the motherland; Have basic scientific and cultural literacy, continuous learning ability and innovative spirit; Have good professional ethics, master the necessary basic cultural knowledge, professional knowledge and relatively skilled professional skills, and have strong employability and certain entrepreneurial ability; Have a healthy body and mind; Have the basic ability to appreciate beauty and create beauty.
Is the experimental class of talent training mode reform in vocational education a technical school, a five-year system or 3+2? The vocational education undergraduate course in our school is a full-time four-year undergraduate teaching mode.
Why should the talent training model be employment-oriented? Obviously, if it is not employment-oriented, China has such a large population, but there is no employing unit for talent training, which is tantamount to training in vain. What they learn is the biggest waste of educational resources, which will also increase social burden and social instability, and will also affect the national employment policy and employment rate.
What does UBL talent training mode of Century Ding Nina Li Chi Xiang Education mean? UBL(Ultrawise Blended Link), consisting of "education cloud and industry cloud", is a super mixed talent ecosystem of education and industrial chain. UBL feeds back the practical experience of this industry to the education sector. According to the industry talent standards, the training process is divided into four stages: 50, 100, 200 and 300. It adopts the expression form of "transforming projects into teaching cases", the teaching form of "practical training+internship" and the teaching method of "learning by doing". The College of Computer Science and Technology refines and enriches the "1.5+0.5+ 1" applied talent training mode in higher vocational colleges and the "2+1+"applied talent training mode in undergraduate colleges, carefully optimizes the specialty setting, revises and improves the talent training scheme, promotes the integration of production and education, and builds high-quality curriculum resources. By implementing case teaching and delivering industrial projects,