(A) to create a good environment for the growth of highly skilled personnel

Efforts should be made to improve the evaluation methods of skilled personnel and improve the national vocational qualification certificate system; Establish a development and exchange mechanism for high-skilled talents to promote them to play a greater role; Improve the treatment level of high-skilled talents and guide more skilled workers to become talents; Increase recognition and reward for high-skilled talents, increase publicity and improve their social status.

(2) Vigorously develop vocational skills education and training.

Shengli Oilfield Vocational College and the second-level training department should strive to create a "cradle" of high-skilled talents and provide a platform for basic training of high-skilled talents. They should meet the requirements of technicians in terms of "knowledge" and meet the standards of junior, middle and advanced in terms of "meeting".

Taking the "double certificate" system as the breakthrough point, we should try our best to make the teaching content and vocational qualification standards communicate and connect with each other, promote the reform of talent training mode and improve the efficiency of practical teaching. It is necessary to impart some new technical knowledge at home and abroad to them through education and training, so as to combine theory with practice and promote the healthy development of highly skilled talents.

(three) to strengthen the construction of training bases, strengthen the construction of teachers.

To speed up the cultivation of highly skilled personnel, we must also increase investment in vocational education:

First, strengthen the input of teachers, advanced equipment and technology to meet the needs of enterprise development, improve and improve the conditions and means of practice, and forcibly eliminate traditional and backward practice equipment;

The second is to invest enough time in practical training to ensure the class hours of skill practice class.

The third is to strengthen the investment in teaching reform and attach importance to the cultivation of students' practical work ability, especially the development and cultivation of basic quality and core skills. Only in this way can the students in skill-based teaching colleges be employed after strict examination of technical skills and basic quality.

Highly skilled talents not only have high theoretical level, but also have strong practical ability and high-tech application ability. Hire or introduce professors, experts and engineers with rich practical experience and teaching ability to serve as part-time teachers in our school.

Strengthening the construction of training base is not only a key measure to improve the teaching quality of higher vocational colleges and solve the bottleneck of training high-skilled talents, but also an innovation platform and skill operation training base with "innovation studio" as the starting point to realize the synchronous development mode.

(D) Training high-skilled personnel must adhere to the combination of compound skills and comprehensive professional quality.

The cultivation of high-skilled talents is developing towards comprehensive professional quality, mastering one professional skill and several related skills, and taking the road of compound high-quality talents. Professional qualification appraisal should also gradually change from a single type of work to a compound type, and from employment to entrepreneurship. With the rapid development of the era of knowledge economy, employment is becoming more and more detailed, and comprehensive ability is increasingly emphasized.

Professional qualification appraisal must be based on the needs of the industry, the actual setting of production and technology as the assessment target. In the past, traditional industries all had distinctive industry characteristics, and skill assessment had a typical part. From easy to difficult, the assessment level has also risen in turn, and the industry has stronger independence and weaker relevance.

The oil field is a collection of many jobs, and job changes are inevitable. Although standard assessment can assess a person's single operation level, it is often difficult to assess a person's basic quality and comprehensive ability. Therefore, the single skill learned in school is often far from the actual application requirements and needs, or simply does not adapt to the development of high technology. Therefore, we should pay great attention to the cultivation of ability.

Extended data

influencing factor

1. Vocational education mode, vocational education scale and vocational education curriculum are not fixed, but concepts with specific time and space scope, which will change with different countries and different historical periods. This makes it very important to understand this change in vocational education research. Although this proposition is simple, it is the premise of the following seven propositions.

2. The reason for the change is that the mode, scale and curriculum of vocational education are closely related to its social environment. When the social environment changes, the mode, scale and curriculum of vocational education will inevitably change.

These social environmental factors can be roughly divided into six categories: economy, culture, work, education, society and politics. Therefore, from a macro perspective, the mode, scale and realistic form of vocational education have their objectivity.

3. In these six categories of factors, each category includes many more specific factors. Economic factors mainly include: GDP growth, economic development level, economic development model, reasonable degree of marketization, industrial structure, enterprise structure, labor market model, labor unemployment and so on.

Cultural factors mainly refer to the unique cultural values of a certain society; Work factors include the technical content of the work and the form of work organization. Educational factors mainly include: educational concept, the development of educational system and the reality of vocational education itself.

4. The influence of these factors on the mode, scale and curriculum of vocational education is not linear, and there are many possibilities. For example, on the one hand, the development of technology may make vocational education more and more necessary, on the other hand, technology may exclude workers, leading to unemployment, making many people pursue high education in order to seek employment stability, thus hindering the expansion of vocational education scale. The final effect depends on its interaction with other factors.

5. Therefore, each factor does not act alone, but interacts with other factors, and finally affects the mode, scale and curriculum of vocational education as a joint force.

For example, the formation of Japanese enterprise training mode is closely related to the two major systems of Japanese enterprise management, namely, lifelong employment system and seniority system. On the other hand, it is also closely related to the fact that Japanese enterprises are dominated by large enterprises and the post-war unemployment rate in Japan is very low.

6. These factors do not directly affect the mode, scale and curriculum of vocational education, but affect their vocational education views through interaction with students, parents, enterprises, governments and schools. The realistic vocational education mode, scale and curriculum are the result of people's choice.

From this perspective, it can be said that the mode, scale and curriculum of vocational education are subjective. If the influence of a certain factor is not recognized by students and parents, enterprises, governments or schools, then its influence can only be potential and may never produce realistic results.

7. The realistic vocational education model, scale and curriculum are a balance reached by the interaction between students and parents, enterprises, government and schools. The role of students and parents, enterprises, government and schools in the mode, scale and curriculum selection of vocational education is unbalanced; The role of each political party is uncertain in different countries and different historical periods.

For example, the decline in the scale of vocational education in China and the emergence of comprehensive high schools have played a key role in it, which is the desire of students and parents for further studies. Here, the government is not only regarded as the representative of the common interests of society, but more importantly, it is also an independent interest group.