Breaking through the bottleneck of higher vocational teachers and improving teaching ability
In recent years, Shanghai's higher vocational education has achieved extraordinary and leap-forward development. In order to make the good development trend of higher vocational education in Shanghai continue, Shanghai Vocational Education Association organized a number of research groups to go deep into colleges and universities, which lasted for more than a month. Entrusted by the Shanghai Municipal Education Commission, from June 5 to February last year, the investigation found that the main obstacle to the sustainable development of higher vocational colleges in this city came from the teaching staff.
The launch of the training program for improving teachers' teaching ability in Shanghai higher vocational colleges will play an important role in the healthy and sustainable development of Shanghai higher vocational education to a great extent. So, what is the current situation of higher vocational teachers in Shanghai? What are the breakthroughs and innovations in this training? Therefore, the author interviewed Wang Qi, deputy director of Shanghai Education Commission.
Teachers are the cornerstone of the school's survival and development.
Author: In recent years, Shanghai's higher vocational education has developed rapidly. What do you think of this?
Wang Qi: Since the 1980s, Shanghai's higher vocational education has really made great progress. By 2007, the number of students in higher vocational colleges in the city had reached 6.5438+0.7 million, with an annual enrollment of 60,000. Higher vocational education has become half of Shanghai's higher education system, and it is the main carrier of Shanghai's higher education popularization.
In my opinion, after the orientation of higher vocational colleges is clear, the most important development factor is teachers. Teachers are the first resource of education, and teachers' teaching level is the fundamental guarantee of teaching quality and the cornerstone of school survival and development. However, judging from the development status of many schools, the bottleneck problem is the construction of teachers.
Author: Is this bottleneck related to the uniqueness of higher vocational education in talent training?
Wang Qi: Yes. Higher vocational education is different from subject education in ordinary colleges and universities. Cultivate applied professionals in production, management and service to meet the needs of social and economic development.
The training mode of applied talents mainly has the following characteristics: First, the knowledge structure of such talents is designed around the actual needs of the production line. In terms of curriculum and textbook construction, we emphasize the teaching of professional quality, professional skills and workflow, while relatively reducing the pursuit of subject theory and exploration of frontier unknown fields. Second, the training process of applied talents emphasizes the combination with production practice and pays more attention to practical teaching.
Thirdly, the training mode of applied talents is often not deductive, and vocational activity-oriented teaching dominated by real vocational tasks is often adopted. In other words, in the whole process of education, we should create a social communication situation in which learning and teaching, students and teachers interact, and regard the process of teaching and learning as a social communication situation. Specifically, under the guidance of teachers' design, it is to guide and organize students to use their hearts, hands and brains, combine teaching with learning, acquire knowledge and skills, complete learning tasks, and give feedback and evaluation.
There is still much room for improvement in the teaching staff.
Author: As we all know, the level of teachers will directly affect the improvement of education quality. So, what are the problems with the teaching staff of Shanghai higher vocational colleges at present?
Wang Qi: At present, there are obvious problems in the teaching staff structure of Shanghai higher vocational colleges, which need to be improved as soon as possible.
First, the age structure is unreasonable. In recent years, with the development of higher vocational education in Shanghai, the number of teachers has been increasing. The age structure of teachers in higher vocational colleges is dumbbell-shaped, with two big ends and a small middle. There are many new full-time teachers, most part-time teachers are retired teachers from undergraduate colleges, and there is a big gap among middle-aged teachers. At the same time, young teachers are mostly graduates of ordinary colleges and universities, lacking understanding of the characteristics and requirements of higher vocational education, organizing teaching according to the discipline system of ordinary colleges and universities, and lacking experience in production technology and production technology, thus their vocational education ability is poor.
Second, there are hidden problems behind the teacher-student ratio. Except for a few schools, the ratio of students to teachers in Shanghai's higher vocational colleges has reached the qualified standard of basic school conditions stipulated by the Ministry of Education, that is, 18: 1, and some schools have reached or approached the excellent standard of evaluation index (≤ 16: 1). However, we must see that behind the figures is the shortage of full-time and full-time teachers. Young teachers and part-time teachers are highly mobile, especially in private higher vocational colleges. According to the survey, some schools have more than 30 teachers after one semester, and the stability of teachers has become an important issue affecting the development of higher vocational education in Shanghai.
Third, there are fewer "double-qualified" teachers, and the source of professional teachers is single. After several years' construction of teaching staff in Shanghai higher vocational colleges, the number of "double-qualified" teachers is increasing. However, about 70% of teachers teach professional basic courses and specialized courses directly after graduation from university, while the proportion of teachers transferred from enterprises does not exceed 10%, which is far from the "double-qualified" teachers who have both basic theoretical knowledge and rich practical work experience.
Fourth, the title structure is unbalanced. In recent years, higher vocational colleges have greatly changed the proportion of senior professional titles among teachers by improving employment conditions and introducing them specially, and the overall average level of the city has exceeded the excellent standard of evaluation indicators (more than 30%). However, there is also the problem of uneven distribution. Some schools are below 20% of the qualified indicators, and the professional distribution is not balanced. Teachers with senior professional titles are mostly public or basic teachers, and the proportion of professional teachers is too low. This unreasonable distribution of senior professional titles obviously does not meet the needs of higher vocational education.
Six principles to ensure the smooth progress of training
Author: This teacher training in higher vocational colleges has made a good start for promoting the training project of improving the teaching ability of teachers in higher vocational colleges in Shanghai. How will the future work be carried out?
Wang Qi: First of all, the training of school leaders. According to the scale of 3/kloc-0 independent higher vocational colleges and nearly 20 undergraduate colleges that hold higher vocational education in the city, three training courses will be held every year, each with about 30 people. It is estimated that it will take about three years to train the leaders of various colleges in rotation.
In the near future, a seminar will be organized to promote teaching reform, mainly to learn from advanced vocational education concepts and teaching models at home and abroad, with school-enterprise cooperation and work-study combination as the main contents, so as to make organizational preparations for comprehensively promoting teaching reform.
Secondly, it is the training of professional teachers. According to the scale of 190 majors in the city's higher vocational colleges, including about 15 major categories, organize key teachers from various colleges to participate.
Carry out the "double-qualified" teacher training course with the construction of excellent courses as the leading factor, and hold 4 to 5 sessions every year with 20 to 30 students. It is estimated that it will take about 3 years to set up excellent curriculum models in major majors in the city, which will drive the curriculum construction of various colleges and universities. In the near future, a "backbone training course to improve teaching ability" will be held on the basis of pilot projects. The training target is mainly the backbone teachers who promote the improvement of teaching ability in colleges and universities, and the learning content is mainly based on modern vocational education concepts, curriculum reform and teaching methods. After the backbone teachers have completed their learning tasks, they will also undertake the top-down training tasks for all staff in various institutions.
Author: The training of teachers in higher vocational colleges is a huge project. How to ensure the smooth progress of training?
Wang Qi: The training method is very pragmatic and innovative. Taking the specialty as the core, taking the project as the guidance, adopting case teaching, and increasing the skills training of enterprises. In addition, we have formulated six training principles:
First, according to the actual situation of vocational education and vocational colleges in this city, we should carry out training to improve teachers' teaching ability with changing traditional teaching concepts and establishing modern vocational education concepts as the core, with the focus on improving teachers' teaching ability and improving the quality of higher vocational education, so as to promote the rapid and sustainable development of higher vocational colleges in Shanghai.
Second, the government, trade associations and schools should all participate in the organization, perform their duties, form a top-down and bottom-up working situation, and improve teachers' ability at the municipal level.
Thirdly, the improvement of teachers' teaching ability should firmly grasp the core of education and teaching reform, and strengthen the reform of teaching organization and management, talent training mode, curriculum system and teaching methods on the premise of establishing the concept of modern vocational education.
Fourth, the training work should strive for the support of the industry and all walks of life, make full use of the resources of the industry, enterprises and all walks of life, including equipment, venues, personnel and funds, and make full use of the existing training bases.
Fifth, relying on the professional strength of colleges and universities, vocational education research departments and enterprise groups, learning the new theories of higher vocational education in international and foreign provinces and cities, and closely combining the actual situation of production technology in Shanghai, developing and compiling competency-based teaching materials with distinctive local characteristics and high level.
Sixth, innovate the training methods of teachers in higher vocational colleges, change the traditional mode of attending lectures, going out to visit and summarizing papers, implement task-oriented and ability-enhancing training methods on a pilot basis, and advocate the combination of learning projects, practical training and curriculum reform, practical training and school-enterprise cooperation, and practical training and qualification certification.
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