On the one hand, it emphasizes that vocational education is employment education, focusing on cultivating applied talents, and the goal of running a school is competency-based, service-oriented, employment-oriented, market-oriented and society-oriented. On the other hand, let secondary vocational education and higher vocational education have greater openness in China's education system and establish "overpass". Although the training objectives of vocational education and general education are different, it is conducive to maintaining the necessary mobility, cultivating compound talents and helping people choose education that is more suitable for them. We can neither take secondary vocational education and higher vocational education as the ultimate education, nor introduce vocational education into the track of "academic education" or "exam-oriented education". No matter what kind of education, what level of education, should be open, so as to give talents more room for mobility and development. The smooth cultivation of applied talents is undoubtedly beneficial to the development of vocational education and the cultivation of applied talents. Reform the training mode and improve the training mechanism of applied talents. First, implement the talent training mode of school-enterprise cooperation, work-study combination and part-time study, and implement the flexible learning system. Vocational colleges continue to deepen the reform of education and teaching, and carry out various modes such as "2+ 1", "1+2" and "1+"to promote order training. Close contact with enterprises, strengthen students' production practice and social practice, and reform the traditional talent training mode centered on schools and classrooms. Establish a system for enterprises to accept students' internships in vocational colleges. Gradually establish and improve the work-study program system, and carry out pilot projects for students to receive free vocational education through work-study programs in some vocational colleges, and gradually promote them after gaining experience. Second, adhere to the training mode of combining theoretical knowledge learning with practical training. Strengthen practical teaching, pay attention to the cultivation of students' vocational skills, and strive to improve students' comprehensive vocational ability. Third, we should pay equal attention to academic education and vocational qualification training, and implement a "double certificate" employment mechanism for applied talents. Increase investment and reduce the cost of family education. In order to guide people to actively choose vocational education, parents should improve the return on investment in vocational education. It is necessary to establish a fair and reasonable education charging policy, improve the per capita funding standard of vocational colleges, effectively reduce the tuition fees of vocational colleges, and provide financial support for the children of socially disadvantaged groups to receive vocational education. Gradually establish a new mechanism in which educatees, employers and society participate together, multiple ownership systems coexist, and vocational education funds are increased through multiple channels. Adjust the investment structure of education funds according to local conditions, increase the proportion of secondary vocational education funds in local education funds, and ensure the corresponding growth of financial funds, per capita funds and per capita public funds for secondary vocational education. All localities should gradually establish and improve the student financial assistance system for secondary vocational schools, and provide financial assistance to students from poor families through education vouchers, student loans, grants and scholarships. Part of the national and local poverty alleviation funds should be allocated to help poor rural students receive secondary vocational education. Secondary vocational schools should take various forms such as work-study programs to provide convenience for poor students.
Question 3: How to implement the concept of cultivating applied undergraduate talents and develop applied undergraduate education is the common choice and general trend of higher education in developed countries and regions under the background of knowledge economy society and popularization of higher education. Our school has now entered the first batch of engineering construction units of famous universities with applied talents, and it is also our goal and idea to train high-quality applied professionals. Focusing on the connotation and requirements of "Learning in Shandong University" and combining with "ludong university's Implementation Opinions on Improving Undergraduate Teaching Quality in an All-round Way", the College of Geography and Planning has determined the basic thinking of future teaching work: taking the construction of a famous school with applied talents as an opportunity, taking teaching research and ideological transformation as the guidance, aiming at cultivating high-quality applied talents, focusing on improving quality, focusing on the construction of school conditions, focusing on the construction of teaching quality project and study style, and establishing a linkage mechanism between teaching work and student work. The college has also formulated specific measures to comprehensively improve the quality of undergraduate teaching:
First, unify thinking and understanding, update the concept of education and teaching
To cultivate high-quality applied talents, we must first unify our thinking and establish the talent education concept and training objectives with "application" as the leading factor. Application-oriented undergraduate education is a humanistic educational concept, with the education of "preparing for the future career of mankind" as the core, which is the promotion and development of pragmatic educational concept in reality. Therefore, its training goal is not the traditional discipline and academic standard, but the reality-oriented, which is the combination of theory and practice, production and labor, and school and enterprise. Emphasis is placed on students' autonomous learning ability and post adaptability, their skills for a professional post, and their ability to solve specific technical problems in production practice. It also has the employment competitiveness of technological innovation and secondary development, and has a high comprehensive quality to adapt to various posts in society. On the basis of deeply understanding the connotation of applied talents, the three principles of running a school are further clarified, that is, the maximum demand for economic construction is the highest criterion for running a school; Taking social evaluation as the ultimate standard to measure the level of running a school and the quality of talents; Serving the economy and contributing to the society is the fundamental driving force for the college's own development.
Two, facing the needs of society, around the goal of cultivating applied talents, optimize the talent training program.
The cultivation of high-quality students needs high-quality training programs. Therefore, it is the core and key to cultivate applied talents to improve the talent training scheme and build a talent training model and curriculum system with ability as the core. The focus of the training program should be to combine the needs of social development and professional characteristics, establish a number of course groups, and form a perfect practical teaching system to meet the requirements of training applied talents.
Taking geographical science as an example, three characteristic curriculum groups and five levels of practical curriculum system are mainly constructed. The three characteristic curriculum groups include natural geography curriculum group, human geography curriculum group and geography education curriculum group. The five-level practical curriculum system is as follows: the first level is the basic level-indoor experimental teaching; The second level is the professional level-professional field practice; The third level is the skill level-middle school education practice; The fourth level is to improve the level-graduation thesis design; The fifth level is the expansion level-students' social practice. In order to cultivate applied talents, it is particularly necessary to strengthen the professional practice curriculum system. We should take the adjustment of training scheme as the breakthrough point, take the idea of "practical application" as a new concept of geography education and run through the practical curriculum system, change the original practical curriculum structure, and establish the practical teaching curriculum content system of geography specialty with "practical application" as the main line. Through the cooperation of five levels of practical teaching, various forms of practice can learn from each other's strengths, which can maximize the efficiency of practice, improve the quality of practical teaching, enable students to master basic knowledge and skills, fully develop students' creative thinking and innovative ability, and cultivate students' innovative consciousness, practical ability, scientific research ability and comprehensive quality.
Third, strengthen the construction of teaching staff and promote the improvement of teaching quality.
The improvement of students' practical application ability needs to be supported by good practical conditions, and more importantly, a good teaching staff should adapt to it. Therefore, the construction of teaching staff is the eternal focus of university work. No matter how ambitious the goal is, no matter how good the plan is, it depends on people to implement it. That is to say, the guidance of excellent teachers is the key to cultivate qualified applied talents. Teachers have profound knowledge, teaching is confident, and students have aura. The construction of teaching staff is nothing more than quantity ... >>
Question 4: How to strengthen the cultivation of applied, skilled and compound talents? We should adhere to the guidance of system construction, focus on improving quality, focus on deepening school-enterprise cooperation, adhere to moral education first, focus on ability, develop in an all-round way, pay attention to cultivating students' professional ethics, professional skills and employment and entrepreneurship, and form a good educational situation conducive to all-round development of talents, all-round development of talents and diversified development of talents.
Focus on the following work.
First, build a modern vocational education system. Construct a modern vocational education system that meets the needs, is organically connected, diversified and interoperable, has China characteristics and meets world standards. Adhere to scientific orientation and systematic training, give play to the basic role of secondary vocational education, and focus on cultivating skilled talents; Give play to the leading role of higher vocational education and focus on cultivating high-end skilled talents; Explore the ways to cultivate talents in vocational education at undergraduate level, focusing on cultivating applied talents; Expand the scale of postgraduate training for applied majors and systematically improve the ability of vocational education to serve the economy and society.
Second, strengthen and improve moral education in higher vocational colleges. Take moral education as the fundamental task of vocational education, and constantly enhance the pertinence and effectiveness of moral education. First, strengthen the party building work in higher vocational colleges. Arm teachers and students with Socialism with Chinese characteristics Theory System, and solidly promote the construction of learning-oriented Party organizations. The second is to promote the reform of moral education curriculum in vocational colleges. Integrating the socialist core value system into the whole process of vocational education. The third is to strengthen and improve the campus culture construction and practical education in vocational colleges. In-depth publicity of the central spirit, advanced models and the experience and achievements of striving for Excellence. Fourth, actively promote employment and vocational guidance.
Third, build a system of combining production with education and school-enterprise cooperation. The first is to improve the institutional foundation. Revise the vocational education law, introduce measures to promote school-enterprise cooperation, clarify the responsibility of industry enterprises, and fully mobilize their enthusiasm. The second is to improve the industry guidance system. Improve the classification policy of industry guidance vocational education, and build an institutionalized platform for industry guidance and enterprise participation. The third is to improve the cooperation mechanism between industry and university. Relying on the industry to promote the reform of specialty setting, curriculum standards, teaching material development, training base and teacher training. The fourth is to strengthen the group-based school-running mechanism. Formulate opinions on promoting the collectivization of vocational education, and encourage and support multiple subjects such as * * *, industries, enterprises and schools to form vocational education groups. The fifth is to improve the internship. Formulate the Regulations on the Management of Students' Internship in Vocational Schools, strengthen the management of internship and improve the effect of internship.
Fourth, strengthen the construction of majors, courses and teaching materials. The first is to reform the professional setting. According to the market demand and professional posts, we should scientifically set up and dynamically adjust majors to promote the docking of majors with industries and professional posts. The second is to strengthen curriculum construction. Close to the actual work flow of the post, update the course content, adjust the course structure, promote the convergence of professional course content and professional standards, establish and improve the course convergence system, and form a course construction mechanism that meets the requirements of economic development mode transformation and industrial structure adjustment. The third is the construction of innovative teaching materials. Selection of demonstration teaching materials for vocational education reform and innovation. Relying on enterprises to develop teaching materials adapted to new industries, new occupations and new posts. Strengthen students' cultural literacy education and develop humanistic literacy teaching materials in vocational schools.
Fifth, strengthen the construction of "double-qualified" teachers. The first is to implement the quality improvement plan for teachers in vocational colleges. Strengthen the training of backbone teachers, the practice of teachers' enterprises, the employment of teachers and the construction of teachers' bases. The second is to promote the construction of a "double-qualified" teacher training base between schools and enterprises. Enhance the base and strengthen the mechanism and mode of school-enterprise cooperation. Relying on large enterprises to establish national vocational education teacher enterprise practice units and build a teacher enterprise practice platform. The third is to improve the policy mechanism for the construction of "double-qualified" teachers. Formulate the Regulations on Teachers' Enterprise Practice in Vocational Colleges, the Measures for Teachers' Management in Vocational Colleges, the Standards for Teachers' Qualification in Vocational Schools, and the methods for the evaluation and employment of posts (titles), and build a management system for vocational education teachers with complete content, distinctive features, standardized management and mutual connection.
Sixth, strengthen the basic capacity building of vocational education. Increase investment, continue to implement major projects such as the reform and development of secondary vocational education, the construction of national model schools, the construction of demonstration (backbone) higher vocational colleges, the construction of vocational education training bases, the basic capacity building of secondary vocational education (the construction of characteristic schools), and the capacity building of higher vocational schools, so as to enhance the development level of professional services. At the same time, by building an echelon of backbone colleges, exploring typical models and experiences, giving play to the role of demonstration and leading, vocational colleges will be promoted to improve the overall level of running schools, laying a solid foundation for cultivating high-quality skilled, applied and compound talents.
Seventh, improve the management system of vocational education. First, improve the basic teaching system and learning of vocational education >
Question 5: How do universities transform into application-oriented undergraduate colleges? Refers to the application-oriented undergraduate colleges. Application-oriented undergraduate education has played an active role in meeting China's economic and social development, meeting the needs of high-level applied talents and promoting the popularization of higher education in China. In the early stage of development, application-oriented undergraduate colleges need good policy and external environment support, and need to establish a theoretical support system.
Since 1980s, a new trend has gradually formed in the international higher education circle, that is, attaching great importance to practical teaching and strengthening the cultivation of applied talents. In recent years, many domestic colleges and universities also pay attention to the strengthening of practical environment in the exploration of education and teaching reform, because people increasingly realize that practical teaching is an important link to cultivate students' practical ability and innovation ability, and also an important way to improve students' social and professional quality and employment competitiveness.
"Application-oriented undergraduate" is an exploration of the educational model combining new undergraduate education with new higher vocational education. Some provincial undergraduate colleges, national demonstrative higher vocational colleges and large-scale national backbone enterprises jointly try to cultivate applied undergraduate professionals to meet the needs of social and economic development.
Application-oriented undergraduate course focuses on the word "application", which requires building a new discipline direction, professional structure and curriculum system under the guidance of talent view, quality view and education view that reflect the spirit of the times and the requirements of social development, so as to meet the needs of economic and social development in the new situation of higher education, update teaching content, teaching links, teaching methods and teaching means, comprehensively improve teaching level and cultivate high-quality applied talents with strong social adaptability and competitiveness. All majors are required to closely combine local characteristics, pay attention to students' practical ability, cultivate applied talents, embody the word "application" from the construction of teaching system, and take practical teaching as the core link.
Question 6: What role should college teachers play in cultivating applied talents? The role that college teachers should play in the training of applied talents is to train themselves into applied talents first. How to train them? Working in a professional counterpart unit for three to five years or more, you can exercise off-duty or * * *. Short-term full-time, long-term * * * mode is more suitable, more practical and easier to operate.
Question 7: The difference between academic talents and applied talents trained in colleges and universities. At present, there is no obvious difference between academic talents and applied talents cultivated in colleges and universities. I don't know how much difference there will be in the future.
Question 8: The difference between academic talents and applied talents trained in colleges and universities. At present, there is no obvious difference between academic talents and applied talents cultivated in colleges and universities. I don't know how much difference there will be in the future.
Question 9: When did the country put forward the idea of training applied talents 1? On 20 14, the state put forward the idea of strengthening the training of applied talents.
2. The main points of the Ministry of Education 20 14 clearly put forward that a number of undergraduate colleges and universities should be guided to transform into Universities of Applied Sciences.
At that time, the State Council issued the "Decision on Accelerating the Development of Modern Vocational Education", which comprehensively deployed and accelerated the development of modern vocational education. The decision clarified the guiding ideology, basic principles, objectives, tasks and policies and measures for accelerating the development of modern vocational education in the coming period, and proposed that "by 2020, a world-class modern vocational education system with China characteristics will be formed, which will meet the needs of development, integrate production and education, connect secondary vocational education and embody the concept of lifelong education".
It is necessary to guide a number of ordinary undergraduate colleges to transform into applied technology colleges through pilot promotion and demonstration, and focus on holding undergraduate vocational education. When an independent college is transformed into an independent institution of higher learning, it is encouraged to be positioned as an applied technology institution of higher learning.
Explore the development of vocational education at undergraduate level. Establish a professional degree postgraduate training mode that is oriented by professional needs, pays attention to the cultivation of practical ability and combines production with learning. Study and establish a degree system that conforms to the characteristics of vocational education.
Appropriately increase the proportion of secondary vocational school graduates recruited by professional higher vocational colleges and the proportion of vocational college graduates recruited by undergraduate colleges. Gradually expand the proportion of people with practical experience in higher vocational colleges. Establish a credit accumulation and conversion system to promote mutual recognition and convergence of learning achievements.
Question 10: What is the charm of effective classroom teaching in cultivating applied talents?
It means that teaching can bring happy psychological experience to students.
It can attract students to study independently and consciously preview, review or expand and deepen.