Improving the quality of secondary vocational education is not only the requirement of the national education administrative department to speed up the teaching reform of vocational education, but also the urgent need of the connotation development of secondary vocational education. Since 2005, China's secondary vocational schools have begun to expand their enrollment. It has greatly promoted the secondary vocational education in China to get out of the predicament, accelerate its development and realize a virtuous circle. However, with the continuous expansion of the scale of secondary vocational schools, the enrollment of secondary vocational schools has been greatly affected by the "high fever" and the sluggish job market, and the quality of students has been relatively reduced. In order to educate students well, improve the quality of education, make them become high-quality workers and junior and intermediate professionals with solid cultural basic knowledge and comprehensive professional ability, and enhance the competition and survival ability of the school, we have carried out profound thinking. We believe that the current secondary vocational education must establish a new educational concept, face the social needs, implement quality education, pay attention to teaching students in accordance with their aptitude, and strengthen the cultivation of students' practical skills. Efforts to build the "overpass" of secondary vocational education can directly lead to social employment and participate in counterpart higher vocational colleges and adult college entrance examinations. Continue to receive higher education, so that students "have the hope of further study, the advantage of employment, the ability to start a business and morality."
Second, establish a correct concept of teaching quality in secondary vocational schools
Improving the teaching quality of secondary vocational schools must be guided by the correct concept of quality. At present, there are some vague views on the teaching and quality of secondary vocational schools.
1, the view of teaching uselessness
It is believed that since secondary vocational schools are for employment, as long as employers need students, when will they need them?
Transportation. Teaching is just a show, and the time is long and short, teaching or not teaching. Good teaching has nothing to do with poor teaching.
2. The concept of less use in teaching.
It is believed that only 30% of students' knowledge and skills can be used for internship and employment, so secondary vocational schools do not need to teach students too much knowledge and skills and do not need to seriously grasp the teaching quality.
3. Pure theoretical viewpoint
It is believed that secondary vocational schools teach basic theoretical knowledge, and basic theoretical knowledge is the quality of teaching. Skills training is a matter for employers, and it is unnecessary for schools to teach it. It is useless to teach it.
4. Simple teaching concept
It is believed that secondary vocational schools only care about teaching and do not care about ideological education and professional ethics; Just send it out.
Business diploma, as for whether students can get a diploma and where to find a job, that is their own business.
The above four viewpoints have a one-sided understanding of secondary vocational education, which misleads the direction of improving the quality of secondary vocational education and seriously hinders the standardized, scientific and modern reform of secondary vocational education, and must be corrected.
Secondary vocational schools do not want teaching quality, and secondary vocational teaching cannot be separated from high teaching quality. In this regard, the Ministry of Education put forward a clear requirement: "We should adhere to the correct concept of quality and take graduates' good professional ethics, competent job requirements and successful employment as important indicators to measure the quality of education and the level of running schools in secondary vocational schools."
What is the correct and scientific view of teaching quality in secondary vocational schools? It is to cultivate high-quality workers and junior and intermediate professionals 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, service, technology and management.
Third, strengthen the construction of teaching staff and cultivate "double-qualified" teachers.
The improvement of teaching quality and the cultivation of students' skills require a team of high-quality teachers. Teachers are the concrete operators of teaching work, and the continuous improvement of teaching quality puts forward newer and higher requirements for teachers. Therefore, the establishment of a high-quality teaching staff is fundamental to improve teaching quality. To improve the quality of teachers, we must first strengthen the education of teachers' morality, advocate casting the soul of teachers' morality, cultivate teachers' morality and cultivate the best teacher image; Advocate the spirit of being a teacher by example, striving to be the first, selfless dedication, dedication and hard work. Secondly, strengthening continuing education requires teachers to have extensive cultural literacy, not only to be proficient in the knowledge and skills of the subjects they teach, but also to be versatile and good at organizing students to carry out various second-class education activities.
Fourth, ask for quality from the "two courses"
Classroom is the main position of teaching. To improve the teaching quality of secondary vocational schools, we must do a good job in classroom teaching and improve the quality of classroom teaching. Courses in secondary vocational schools include not only knowledge teaching courses, but also skills training (practice-experiment, practice, training and practice) courses. In other words, we need the quality from the "two courses" and the quality from the teaching and learning of teachers and students. Therefore, we must attach great importance to the "two courses" and cannot ignore them, especially the role of practical courses. Vocational schools should not only do a good job in regular teaching, but also carry out "qualified courses", "excellent courses" and "excellent courses" activities in "two courses" More importantly, we should actively promote teaching reform and carry out innovative teaching in the "two courses" Among them, the most important thing is to reform teaching methods, which can shorten the distance between students' study and employment, and use simulation teaching method, on-site teaching method and situational teaching method to improve the pertinence and effectiveness of teaching. Starting from students' cognitive law, the methods of problem inquiry and case teaching are used to improve students' ability to analyze and solve problems. According to the characteristics of students' thinking, teaching methods such as target teaching method and behavior-oriented method are used to cultivate students' methodological ability and make teaching reach the realm of "teaching or not"; We can also explore the new teaching modes of "zero distance between teaching and production", "zero distance between learning and production" and "zero distance between evaluating production" through practical activities such as "BTEC" teaching method and task-driven teaching method, and find a new way to cultivate vocational and technical talents.
Vocational education faces many problems. Focusing on the new social needs, we should fully implement quality education, strengthen students' practical skills, actively change their concepts, explore the development law of vocational education, and make greater contributions to improving the quality of the whole nation.