At present, it is of great significance to learn from the successful practices of foreign higher vocational education and constantly optimize the mode of higher vocational education in China for promoting the development of higher vocational education in China and promoting employment. At present, there are four main modes of higher vocational talents training in the world: one is the training mode represented by Germany. It is a vocational education model in which enterprises and schools work together to cultivate skilled workers who meet the social behavior norms and the needs of enterprises. Students receive theoretical study in school and practical skills training in enterprises. Students have the dual identities of being apprentices in enterprises and students in schools. The second is the training mode represented by the United States and Canada. It pays attention to the determination, study, mastery and application of the professional ability, and takes the cultivation of professional ability as the basis of education. The third is the training mode represented by Australia. The government and industry should jointly establish a national training framework, that is, a vocational education and training system based on competency standards and a national unified skill certification system. The fourth is the training model represented by Switzerland. It pays attention to synchronous teaching, combining production with teaching, and carrying out knowledge education and practical operation training simultaneously. Students learn while doing, and learn while doing, so as to achieve mastery. It also attaches importance to teachers' practical experience. Every few years, teachers must return to the enterprise, constantly enrich their knowledge, update the teaching content according to the development of the industry, so that school teaching will always be in line with the industry, and scientific research and innovation will always be at the forefront of the industry development. Analysis of foreign higher vocational talents training modes, although the specific forms are different, all attach great importance to the cultivation of students' practical ability. In recent years, China's higher vocational education pays more attention to the cultivation of students' practical ability, but it is mainly carried out in accordance with the path of "exporting talents through specialized courses and classroom teaching". This kind of professionals trained in the closed environment of the school basically do not understand the operating conditions of the enterprise, so many enterprises are reluctant to accept such graduates. Under the new situation, to further optimize the mode of higher vocational education in China, we should also attach great importance to the cultivation of students' practical ability. To optimize the mode of higher vocational education in China, the general direction should be employment-oriented, service-oriented, follow the development direction of the industry and the post requirements of enterprises, highlight the characteristics of professionalism, industry and application, and cultivate high-quality skilled talents facing the front line of production, construction, service and management. To this end, efforts need to be made in the following three aspects. The first is to form a new educational concept. It is necessary to abandon the traditional teaching-oriented education concept, form a modern education concept that is student-oriented and market-oriented, and reform and design curriculum, teaching mode and practice mode with the talents and students' ability required by the market as the guidance. The second is to clarify the ability and quality objectives of higher vocational talents. The goal of cultivating students' ability and quality in higher vocational colleges should be different from other colleges. Higher vocational talents should adapt to the needs of China's economic and social development and be able to use modern high-tech to solve related problems in practical work. They are practical and skilled talents. Of course, we should not neglect the cultivation of other abilities and qualities just because we emphasize that higher vocational talents are practical and skilled talents. Ideological and moral quality, cultural quality and psychological quality are also important components of higher vocational talents' ability and quality. The third is to reform the specific training methods. We should explore the formation of a training mode of "schools need talents for jobs, formulate training objectives, courses and training contents, enterprises evaluate and accept students' employment, and enterprises feedback employment information to schools for improvement according to feedback". In terms of the length of educational system, we can implement differentiated education according to some professional categories of vocational education, according to the specific situation of professional knowledge, technical content and composite strength, and according to actual needs, and it is not appropriate to make a one-size-fits-all approach. Zhang Lvkang Zhao Xiaodong