Teacher's notes

A brief introduction to the guiding ideology, orientation and characteristics of the school.

(A) the guiding ideology

Guided by Theory of Three Represents and Scientific Outlook on Development, the school fully implements the Party's education policy, adheres to the service-oriented principle, employment-oriented, takes deepening the reform of education and teaching as the driving force, takes improving the quality of education as the core, comprehensively promotes the innovation of vocational education, cultivates high-quality skilled talents, and builds the school into a secondary forestry vocational school with forestry characteristics and coordinated development of agriculture, industry and services.

(2) Orientation of running a school

-development goal orientation: to build the school into a national model secondary vocational school with distinctive school-running characteristics and well-known domestic forestry industry.

-Type positioning: practical skill-oriented secondary vocational schools

-Orientation of school-running mode: comprehensiveness. Integration of specialty and discipline; Category and level synthesis; The form of running a school is integrated: the integration of general secondary vocational education, correspondence education, continuing education and short-term training education.

-Orientation of training objectives: to meet the needs of social and economic development in the 2/kloc-0 century, and to train qualified talents with certain professional knowledge, good personality and strong adaptability, who can use specific technologies in practical work and handle production tasks.

-service orientation: relying on the forestry industry, based on local conditions and facing the whole of Xinjiang, actively serving the forestry ecological environment and the construction of a new socialist countryside in Xinjiang.

-Orientation of talent training mode: "four steps and one ladder" focusing on practical skills training, the talent training mode of combining work with study, strengthening experimental practice, highlighting the characteristics of professionalism, skill and application, and paying attention to cultivating students' professional ethics, professional ability, technical application ability and innovative spirit.

(C) characteristics of running a school

1. Implement the concept of "integration of knowledge and practice"-the construction and practice of open comprehensive classroom.

2. Exploration and practice of "four steps and one ladder" talent training mode for landscape architecture specialty.

The "four steps and one ladder" talent training mode (see attached drawings 1- 1-2 for details) is employment-oriented, analyzes and studies the professional ability and characteristics, and takes the task of the garden industry as the task according to the professional ability requirements of the four target positions of garden plant production, garden planning and design, garden engineering construction and garden greening maintenance.

"Four stages" refers to the four steps of basic ability, professional ability, comprehensive ability and employability, which are cultivated in stages; "One staircase" refers to connecting four professional core competencies in series as a staircase.

3. Innovation and practice of "modular menu cycle training" talent training mode for forestry specialty.

The talent training mode of "modular menu and circular training" for forestry technology specialty is established.

Through the investigation of talent demand and professional reform in forestry industry and enterprises, the work tasks and professional ability objectives of forestry technology professional post groups are comprehensively analyzed, and the talent training mode of "modular menu and circular training" is determined in combination with the characteristics of forestry in Xinjiang and the particularity of forestry production activities (Figure 2- 1).

The talent training mode of "modular menu and cyclic training" combines work with study, taking forestry work process as the main line, forestry work projects as the carrier, work tasks as the content and vocational ability training as the goal. Its operating mechanism is: to carry out quality education in schools in the first semester to improve students' cultural quality, professional ethics quality, self-study ability, digital application ability and computer application ability; In the second semester, special training was conducted in the school training room and practice forest farm as an "apprentice" to improve students' professional basic skills; In the third and fourth semesters, we will conduct relatively concentrated productive training in the on-campus training room, practice forest farm and off-campus training base as "quasi-technicians" to improve students' professional core skills; In the fifth semester, pre-job training was conducted as a "quasi-technician" in the campus training room, so as to further strengthen and improve students' professional technical level and expand their professional ability according to the requirements of students' career development; In the sixth semester, as a "technician", we carried out decentralized practice in the off-campus training base to improve students' professional ability.

Second, in the past two years, the school has actively promoted teaching reform and strived to improve teaching quality.

1, with service as the aim and employment as the guidance, optimize the specialty setting.

The school has established a mechanism to set up and adjust majors based on employment demand, held several special meetings to study specialty settings, and often organized market research in combination with enrollment work. The Admissions and Employment Department establishes regular contact with the human resources departments of industries and enterprises; Carry out research activities through school-enterprise cooperation, cooperative education, and student holiday practice; Organize teachers of various majors to investigate in enterprises, industries and regions; Use the network to collect information about industries and enterprises. Comprehensively analyze the information obtained from various channels, determine the personnel training specifications and demand quantity, and make the specialty setting and adjustment meet the needs of economic and social development. At present, the school has initially formed a professional structure system focusing on forestry to meet the needs of Xinjiang's economic and social development. At present, it has formed a school-running pattern with forestry, forestry administration and landscape architecture as the backbone majors and tourism and hotel management, decoration, business Russian and computer application as the radiation majors.

2, based on the requirements of professional positions, scientific development of personnel training program.

First, to develop students' core competence and skills as the main line to design teaching plans. According to the law of "theory-practice-re-theory-re-practice", establish and actively implement the principle of making lesson plans, and promote the continuous and in-depth development of lesson plan reform. The teaching plan of each major in the school is positioned accurately, and the quality standards of graduates are specific and clear. The second is to adopt the talent training mode of "modular menu and cyclic training", take the teaching activities based on forestry production process as the guidance, take the form of work practice in forestry production season, and learn technical theoretical knowledge in non-forestry production season. Through practical teaching activities closely combined with forestry production activities, students' professional quality and comprehensive professional ability are cultivated. The third is to study the characteristics of minority education and teaching, and design teaching plans for minority students. The school carefully studies the educational and teaching characteristics of ethnic minority students, and accurately locates the training objectives: being bilingual, understanding theories and strengthening skills. Accordingly, the school has continuously reformed the teaching plan of minority classes, and on the basis of adhering to the preparatory course system and strengthening Chinese teaching, it has strengthened the practical teaching system and ability training according to the service orientation and focusing on key abilities and professional skills, forming a continuous line of Chinese teaching, and theoretical teaching and practical teaching are carried out alternately. The implementation of the plan has significantly improved the Chinese proficiency and professional skills of minority students and greatly increased the employment rate. For example, in ethnic minority classes in shache and other counties, the school makes teaching plans according to the professional orientation of fruit planting, decoration design and forestry resource management.

3. The reform of teaching content and curriculum system has been deepened.

The school always regards the reform of teaching content and curriculum system as the central work of teaching reform. According to the requirements of the 11th Five-Year Development Plan, in recent years, the school has intensified the reform of teaching content and curriculum system, and made great efforts to build a "career-oriented, ability-oriented, student-centered" ability standard and a comprehensive modular curriculum system. Establish a curriculum system closely related to the professional function, work content (work unit), skill requirements and related knowledge in the professional standards, and reorganize the curriculum system with the post professional ability as the main line and the skill package as the starting point. What should be known should be implemented in the corresponding courses of theoretical teaching and the corresponding contents should be implemented in practical teaching.

First, take the construction of excellent courses as the starting point and comprehensively promote the curriculum reform. Since 2007, the school curriculum reform has formed a reform idea with the cultivation of students' professional ability as the main line and the construction of excellent courses as the starting point. According to the spirit of the Notice of the Education Department of the Autonomous Region on the Construction of Excellent Courses, in the second half of 2008, the school applied for two excellent courses, namely, Garden Plant Protection and Forest Plant, which were identified as excellent courses at the autonomous region level through evaluation. In 2009, our school will comprehensively carry out and implement the selection and construction of school-level excellent courses. Driven by the construction of top-quality courses, other professional courses have been comprehensively reformed from four aspects: teaching content, methods, means and assessment, in order to meet the new needs of social development and strive for the greatest combination of theory and practice. Second, based on the syllabus, pay attention to the reform of teaching system, teaching methods and examination methods. Third, according to the demand of talent market, the curriculum system is based on practice, employment-oriented and application-oriented. All majors in the school are employment-oriented and practice-oriented. Through extensive social research and discussion between teachers and students, this paper discusses the connection between career development and curriculum setting, understands the needs and specifications of society for professional talents, clarifies the knowledge, ability and quality that practitioners need, builds a complete professional ability system on the basis of professional ability analysis, and establishes a curriculum system according to the principle of ability system before theoretical system, thus effectively ensuring the realization of vocational education personnel training objectives.

4. The reform of teaching methods and means has achieved remarkable results.

According to the learning characteristics of students in secondary vocational schools, the school actively advocates teachers to adopt flexible and diverse teaching methods and means such as action-oriented, project-based teaching and integration of theory and practice. In May 2009, the school successfully held the first Skills Star Games of Xinjiang Forestry School, and 160 people participated in the finals of 23 skills events, which further improved the enthusiasm of teachers and students in skills teaching and learning.

5. The training system is gradually improved.

According to the goal of ability training and the general requirements of practical teaching, the school actively promotes the "on-the-spot" training, "standardized skill appraisal" and "on-the-job" graduation practice, and strives to create outstanding professionals with excellent professional skills, strong practical ability, high comprehensive quality and "zero distance" employment. After long-term exploration and accumulation, we have established and improved a practical teaching system that complements theoretical teaching, and achieved remarkable practical teaching results. First, the organization and management system of practical training has been established and improved. Secondly, based on the actual needs of posts and post groups in the vocational and technical field, an independent and complete practical teaching system is constructed with the skills required by post professional ability as the main line, and the corresponding theoretical teaching system is constructed with the principle of "necessity and sufficiency". The whole training system is gradually promoted from four levels: basic skills, professional skills, comprehensive skills and expanding skills, and implemented through specific links such as classroom experimental training, course teaching practice, professional comprehensive practice (post training) and graduation practice (graduation design). At the same time, according to the changes of vocational ability training standards, it is constantly updated and improved. The school has continuously reformed the ways and methods of practical teaching, made full use of social resources, and turned from a single classroom experimental training and graduation practice to a professional-oriented enterprise, which greatly realized the integration of teaching and learning and the combination of Industry-University-Research, and effectively realized the docking of students' ability and job requirements.

6. Establish a scientific practice evaluation system.

In recent years, the school insisted on the reform and exploration of practical training assessment, and gradually established a competency-oriented examination. Combined with the characteristics of secondary vocational education, on the basis of the original curriculum practice teaching evaluation scheme, we will further establish and improve the comprehensive practice teaching quality evaluation standard and improve the school practice teaching quality standard. At present, the school's assessment of students' course experiments and internships is mainly based on actual operation and experiment and internship reports; The assessment of professional comprehensive training projects is mainly based on the evaluation standard of comprehensive practical quality; On-the-job training, graduation practice and other skills training projects completed in enterprises shall be assessed according to the standards of enterprises for employees. At the same time, the school clearly stipulates that students who have passed the study must obtain corresponding vocational qualification certificates, which effectively brings the assessment criteria of vocational qualification certificates into the evaluation system of practical training. After years of exploration and practice, the school has formed a scientific vocational ability assessment system, which includes two parts: basic vocational ability assessment and comprehensive vocational ability assessment, covering three aspects: school-enterprise-society evaluation, further making the ability orientation of secondary vocational education run through all aspects of talent training.

7. Improve the teaching quality monitoring system and implement effective quality monitoring and feedback.

In recent years, the school has continuously improved the teaching quality monitoring system and formed a three-level effective quality monitoring and feedback mechanism. Documents such as teachers' work norms, practical teaching management methods, practical base management methods, and teachers' practical teaching quality evaluation standards have been formulated, and all aspects of teaching have corresponding management systems and quality standards. Under the effective monitoring mechanism, the school teaching system, especially the training system, runs smoothly, and the teaching documents such as experimental training plan, experimental training outline, teaching practice outline and experimental practice record are standardized and complete, and the relevant information is rich. While strictly monitoring the practical teaching in the school, the school attaches great importance to the practical training of students of various majors in the enterprise. The large-scale practical teaching inspection organized every year is personally led by the vice president in charge of teaching to conduct a comprehensive inspection of the practical teaching situation in various bases inside and outside the school. The contents of the inspection involve students' internship, the training unit's internship and the feedback to the school's professional teaching. To collect cutting-edge information for the school to adjust and improve professional teaching in a timely and effective manner. At the same time, through the evaluation of on-the-job training of students by enterprises and the follow-up investigation of graduates, we can truly understand the employment situation of students and the satisfaction of enterprises with students, and comprehensively analyze, adjust and modify the contents and methods of practical teaching according to various feedback information.

The teaching effect for many years shows that the scientific and practical practical practical teaching system ensures the systematic and effective cultivation of students' vocational skills. More importantly, the cutting-edge advanced production and operation management and information feedback at the scientific and technological level have enabled the training content to be updated and supplemented in time, effectively improving the development potential of the school students' post ability.

8. Gather resources to improve training conditions.

"Teachers" and "bases" are the hard conditions to ensure the quality of practical training. Therefore, the school attaches great importance to the construction of "teachers" and "bases".

The school regards making full use of social resources as an important way to strengthen training conditions, and vigorously builds off-campus training bases in accordance with the idea of "relying on enterprise groups for majors". Divided into "all-round cooperation, order training; Training and employment "double basics"; Single training base "three levels, established more than 40 off-campus training bases. The establishment of off-campus training base not only provides students with real conditions for production practice, makes their professional skills keep up with the reality of production development, but also broadens the field of teachers' technology research and development and service, and promotes the construction of the school's specialty and teaching staff.

High-quality practical course instructors and sufficient experimental training bases inside and outside the school provide good conditions for the smooth completion of practical teaching and ensure that the pass rate of compulsory practical courses in the school in the past two years reaches 100%.

Third, the professional ability evaluation

The school has the 24th vocational skill appraisal station in the autonomous region. Can identify the professional skills of forestry, horticulture, decoration and other majors 18 positions. The school attaches great importance to the examination of students' professional ability and skills. In recent years, the evaluation system has been continuously improved. The school clearly stipulates that students must obtain corresponding vocational skills certificates before they can graduate. Many graduates of landscape architecture, tourism, forestry, decoration and other majors participated in the professional skill appraisal of the corresponding majors, and the comprehensive evidence collection rate was over 9 1.3%.

Fourth, comprehensively promote quality education.

Guided by the concept of educating people by cultivating trees and integrating knowledge with practice, the school insists on employment-oriented, comprehensively promotes quality education, further strengthens professional ethics education with emphasis on professionalism and integrity, attaches importance to mental health education, focuses on comprehensively improving professional literacy, focuses on students' practical skills, expands students' comprehensive quality, and strives to improve quality education that serves students' employment and sustainable development.