School-enterprise cooperation education is an effective means to realize the talent training mode of higher vocational education, an inevitable choice for the development of higher vocational colleges and enterprises, the key to training "double-qualified" teachers in higher vocational colleges and an effective way to realize the training goal. Therefore, only through the close cooperation between schools and employers can higher vocational education achieve the goal of cultivating high-tech applied talents in higher vocational colleges. In order to achieve this teaching goal, colleges and universities should combine school-enterprise cooperation to cultivate technical talents urgently needed by enterprises, and rely on the professional construction steering Committee composed of enterprise experts and social experts to jointly design talent training programs. Because the students recruited are the urgently needed talents in the future, enterprises are willing to support the college in human and financial resources, such as jointly making teaching plans, providing internship training equipment, sending technicians to give lectures, and setting up scholarships. This makes higher education run jointly by schools and enterprises, which greatly expands the resources for running schools and extends the educational space from classrooms to workshops. School-enterprise cooperation provides a more reliable and solid platform for students to become skilled and applied talents.

Second, the current problems in school-enterprise cooperation

1. Policies and regulations are not perfect. The lack of strong government funds, policies and regulations makes school-enterprise cooperation lack foundation and potential. Although the state has formulated relevant laws to support school-enterprise cooperation, the legal protection measures are weak, and some places keep school-enterprise cooperation in words. Lack of effective supervision and protection of laws and systems. Therefore, "the government's voice is high and the promotion measures are lagging behind" is the key issue that affects the promotion of school-enterprise cooperation.

2. Some enterprise ideas and understanding are not in place, and education investment is insufficient. Some scholars have suggested that the current practical teaching form of school-enterprise cooperation is a kind of "cognitive practice, production practice and post practice"; At the same time, the concept of "study hard and be an official" also restricts the promotion of school-enterprise cooperation; Under the condition of market economy, enterprises have the right to operate independently, and there is a certain gap between enterprises and schools in business philosophy, which casts a shadow on "school-enterprise cooperation" and has the characteristics of "wishful thinking of schools and unintentional participation of enterprises". At the same time, although there are national documents that require enterprises to withdraw a certain proportion of education and training funds according to the total wages of employees or the total operating (profit), for various reasons, most enterprises have not withdrawn this fund or used it for education and training of employees and training of highly skilled talents.

3. Lack of depth and few forms. At present, school-enterprise cooperation lacks depth in the integration of cooperation content and culture and the establishment of flexible academic system. And the forms of cooperation are mostly limited to the establishment of "on-campus industrial center" and "off-campus practice teaching base". Therefore, the present school-enterprise combination is essentially a kind of "job-hopping" cooperation. Although the cooperation of "changing jobs" has certain significance under the current realistic conditions, it has a great negative impact on the training objectives, mainly including: enterprises arrange teaching practice with profit as the core, which affects the scientific nature of the teaching system; The practical training arranged by the school with reducing the burden as the important content makes the structural rationality of the combination of production and learning lose, which leads to students becoming simple laborers and seriously affects the nature of teaching.

4. The teaching management measures in colleges and universities are not strong. At present, the specialty setting, training methods and curriculum construction of colleges and universities do not meet the needs of enterprises. Traditional teaching modes, such as popularization and discipline, also affect the training mode of school-enterprise cooperation, pursuing the systematicness and integrity of theory, lacking pertinence and purpose, and lacking professional characteristics. The trained talents are "simple to operate", which has caused artificial difficulties for school-enterprise cooperation. At the same time, there are some difficulties in the evaluation of school-enterprise cooperation, the recognition of credits and the formulation of teaching plans, which are also important reasons for the deepening of school-enterprise cooperation.

5. The contradiction between part-time "double-qualified" teachers hired by schools from enterprises and part-time teaching and its management. The part-time "double-qualified" teachers employed by the school, on the one hand, should complete their own work in the enterprise, on the other hand, they should teach part-time in the school. Because of the great differences in nature, requirements and management mechanism, these two tasks often have conflicts and contradictions, and they are often difficult to coordinate.

Third, to solve the problem of school-enterprise cooperation countermeasures

1. Establish relevant policies and regulations. It is necessary to improve the legal system of vocational education in China as soon as possible, urge governments at all levels to formulate specific implementation regulations of the vocational education law in light of local conditions, and clarify the responsibilities and obligations of schools, enterprises or scientific research institutions in the implementation of vocational education in the form of law. The government should play the role of "promoter, interest coordinator, process supervisor and result evaluator" in cooperation.

2. Strengthen publicity and communication. Through publicity and education, enterprises can fully realize the benefits of participating in school-enterprise cooperation: it can directly reduce the labor cost of enterprises; Relying on school resources, enterprises will greatly reduce the cost of employee training, skill upgrading, technology transfer and incubation. The government, schools and the media should update their educational concepts and stimulate the enthusiasm of enterprises and society to participate in vocational education by setting an example and setting up an incentive mechanism. At the same time, schools should actively strengthen contact with factory directors, managers and employees of enterprises and expand emotional exchanges. When arranging students' internship training, we should cooperate with enterprises to make detailed and careful plans, and try not to affect the normal production order of enterprises in time and place.

3. Strengthen management and curriculum construction. Schools should look for partners according to enterprises, their own characteristics and needs, establish specific cooperation target system, curriculum system and implementation plan, and establish special organizations on the basis of determining the mutually recognized cooperation model that conforms to the development strategies of both parties; Both parties should sign contracts, strengthen performance evaluation and supervision, and maximize the value of school-enterprise cooperation. Government departments should strengthen supervision over enterprises' withdrawal of education funds and conduct regular supervision and inspection on enterprises.

4. Promote the development of "order-based" education and improve the core competitiveness of enterprises. Schools should always pay attention to the changes of enterprise demand, adjust the professional direction, determine the training scale, develop, design and implement flexible training programs, do a good job in scientific and technological innovation, standardized management, human resources development, business field expansion and mutual benefit, truly implement school-enterprise cooperation, and cultivate high-quality skilled talents.

5. Strengthen communication and coordination between schools and enterprises. Arrange the teaching work of "double-qualified" teachers in schools and their working hours in enterprises to avoid collision. Actively use the off-season of enterprise production to give classes to students at school, because these teachers are also the backbone of enterprise production technology. At the same time, the school itself should actively adjust the curriculum and try its best to cooperate in the off-season of enterprise production.