This paper analyzes the problems existing in the training of higher vocational talents in China, and puts forward concrete implementation measures to innovate the training mode of higher vocational talents.

Keywords higher vocational education; Personnel training mode

1 Basic meaning of talent training mode

The practice of talent training mode has been explored for many years, but there is still no scientific definition in theory. The following are several representative views.

Zhou, vice minister of education, pointed out at the first national conference on teaching work in colleges and universities held in June that the reform of talent training mode is the key to deepening the teaching reform in colleges and universities. The so-called talent training mode is actually the training objectives, training specifications and basic training methods of talents. ?

199911At the first national conference on teaching work in higher vocational colleges held in June, Zhong Binglin, Minister of Higher Education, pointed out: the talent training mode is the knowledge, ability and quality structure constructed by schools for students, and the way to realize this structure. It fundamentally defines the characteristics of talents and embodies the educational thought. ?

According to1June 1996, the former State Education Commission issued a reform plan for the teaching content and curriculum system of higher education facing the 2 1 century, which was undertaken by nine colleges headed by Nanjing University of Electric Power. Engineering 03? Number five? Topic? Research and reform practice of talent quality requirements and talent training mode in higher engineering colleges. According to the research summary report of this discipline in 2000, the talent training mode is the sum total of different types of professionals, education and teaching modes, management systems, evaluation methods and their implementation processes under the guidance of certain educational theories and concepts, according to specific training objectives and specifications, and relying on relatively stable teaching content and curriculum system.

To sum up, the talent training mode of higher vocational education refers to the sum of training objectives, teaching contents, training methods and guarantee mechanisms jointly determined by schools and employers according to educational objectives, as well as the stereotyped paradigm formed in practice.

2 Problems in the training of higher vocational talents

2. 1 Vocational education is out of touch with social needs.

Due to multi-party running and multi-head management, schools are divided into different groups, which leads to unreasonable school layout, repeated professional settings and inability to improve school scale efficiency. The gap between trained professional and technical personnel and skilled labor force is too big, and the speed of economic development is getting faster and faster, so there is still a big gap between the total supply and quality of vocational education and the social demand, especially the development of higher vocational and technical education is slow, and the talents of higher vocational education are out of touch with the social demand and development. Various departments and enterprises run schools according to their own needs, but the degree of socialization of running schools is often not high and the macro structure is unreasonable. Some professional graduates are surplus, others are in urgent need of talents and lack of corresponding professional training.

2.2 In terms of teaching content and teaching methods, there are some phenomena in higher vocational education, such as knowledge aging, outdated methods, and the disconnection between theory and practice.

Because higher vocational education started later than adult higher education, teachers follow the teaching method of academic education more. What is the definition of higher vocational education at the same time? Technology application? There is a theory? Necessary and sufficient? Simple and one-sided understanding of the principle, academic nature of teaching research is not strong, teachers do not know much about production and social reality, lack of practical experience, and theory is out of touch with practice. In addition, the curriculum structure is unreasonable, the proportion of basic theory and professional courses is too small, and students lack the ability of sustainable development and stamina.

2.3 Higher vocational education students have single skills and narrow knowledge, and lack stamina for social development and scientific and technological progress, so it is difficult to meet the needs of future social development.

This situation will make it difficult to cultivate creative talents with various knowledge and skills, comprehensive quality and extensive activity ability needed in the era of knowledge economy.

2.4 Ignore the cultivation of students' humanistic quality and healthy psychology.

Because higher vocational education pays more attention to the cultivation of students' professional ability and technical application ability, it ignores some non-intellectual and non-technical factors, such as values, moral standards, will and character, psychological feelings and so on. Students' moral education goals are too low and their humanistic quality is not high; Too much emphasis on individuality leads to a lack of cooperative consciousness and collectivism. Facing the era of knowledge economy, this is related to the present situation and national conditions of China's higher vocational education. China's higher vocational education should not only change the concept of talents, but also change the training mode of talents.

3. Specific measures to innovate the training mode of higher vocational talents

3. 1 reinforcement? Double-qualified? The construction of teaching team combining full-time and part-time jobs and the development of working process-oriented curriculum system.

To cultivate students with strong practical ability, we must first build high-level students? Double-qualified? Teaching staff. The specific methods are: backbone teachers go to enterprises to study and improve their practical skills; Professional teachers take advantage of their holidays to go to relevant enterprises for temporary training and master advanced production technology; Key teachers go to well-known higher vocational colleges at home and abroad for further study to improve their professional construction and curriculum development ability; Hire experts to give lectures, teachers go out for further study, attend academic seminars, etc. , timely follow the development trend of technology and learn advanced vocational education concepts. At the same time, technical experts are hired from cooperative enterprises to teach in schools, and they participate in the course construction, practical training guidance and teaching material development of work-integrated learning. By establishing such a high-quality combination of specialization and part-time? Double-qualified? Professional teaching team will greatly improve the quality of teaching.

To build a working process-oriented curriculum system, the teaching content should keep up with the development of society, cooperate with enterprise technicians, jointly build high-quality professional core courses, and jointly compile teaching materials and training instructions based on working process. At the same time, each major should build several excellent courses to promote the construction of other courses. Through the reform of curriculum system, students' ability to apply what they have learned can be effectively improved, students' enthusiasm and initiative in learning can be fully mobilized, and the quality of education and teaching can be improved.

3.2 Combination of production and education, promoting education through production.

Move the classroom to the base, realize the integration of the two, and students receive practical training in the real post environment. For the campus base, priority should be given to real and simulated training, teachers' live demonstration, students' integration of learning and doing, and problems should be corrected in time to improve the intuition and teaching effect of training operation; In addition to teaching tasks and skills training, arrange certain production tasks, integrate production technology into teaching, promote teaching through production, and realize the requirements of campus base production. For the off-campus base, in addition to understanding practice and production practice, it is also necessary to undertake the practical teaching tasks of some professional courses, and the professional teachers and the base teachers jointly complete the design and guidance of practical teaching to meet the teaching requirements of the off-campus base.

Promoting teaching by production should not only cultivate professional ability, but also cultivate students' professional consciousness, professional quality, social ability and method ability. According to different teaching tasks, base teaching can adopt different teaching methods, and sometimes individuals are required to complete production tasks independently to improve students' ability to solve problems independently; Sometimes take the form of group to undertake production tasks, hold group competitions, and cultivate competition awareness and teamwork spirit. These qualities are crucial to students' future development.

3.3 implementation? 2+ 1? Order-based talent training to meet the needs of batch talents.

Many higher vocational colleges and enterprises are based on? Resource sharing, mutual benefit and common development? Carry out the principle of sincere cooperation? 2+ 1? Order-based talent training, that is, training in schools in the first two years and training in enterprises in the third year. In practice? 2+ 1? In the process of order-based talent training, both schools and enterprises jointly worked out the talent training plan to complete the whole process of talent training, and cooperated comprehensively in school-enterprise cultural exchange, teacher exchange, technology development, curriculum construction and scholarship establishment, and achieved remarkable results.