The principles of adaptive reform of secondary vocational education are practicality, openness, extensiveness and functional hierarchy. There are two kinds of practicality, such as "computer application". We say it is practical, but we can't say it is "particularly practical", and "rubber cultivation" is also considered to be particularly practical. What ethnic minorities need is a "special and practical" major in most cases, which is consistent with their family economic model, regional industrial structure and economic development needs of ethnic minority society. Yunnan ethnic vocational education should vigorously develop "specialized and practical" majors and form distinctive features in teaching and practice. As the vocational education of frontier nationalities carried out in 1960s, it should train "artisans" in minority areas, not "workers" with industrial skills. Artisans are laborers with local professional knowledge. Artisans can work independently, aim at family economy, and form small-scale production organizations when necessary. However, their professional skills are always useful at home and will only play a role in the soil of family economy, which is different from that of the nation. Openness is a remarkable symbol of the management and teaching of ethnic vocational education schools. Openness is first and foremost a test of the social performance of education. It is one of openness, and should not be judged only by narrow industry standards and abstract quantitative indicators, but by people in the government, industry organizations, society and community. Flexible academic system, convenient enrollment and study, and low cost threshold are the second opening; The participants in ethnic vocational education include not only the legal entities of ethnic vocational education, but also the scientific and technological departments, agricultural extension organizations and rural comprehensive service departments, which is the third opening; Diversification of teaching, combination of field education and field training with classroom education, combination of book knowledge with experimental training, and combination of certificate system with practical effect are the fourth openness. Extensiveness is the key to the vitality of national vocational education. From the perspective of social demand, www.ws126.net/daixie lunwen predicts that the ethnic masses of vocational education are not only young people and students in cities and towns, but also people of all ages, men and women, all walks of life and all ages, especially those living in remote mountainous areas. Taking care of the needs of most ethnic minorities to receive vocational education has formed a broad foundation. If these problems are solved, vocational education will gain an endogenous dynamic mechanism and develop in a benign and progressive way.

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