Lead: To cultivate the ability of double-qualified teachers in higher vocational colleges, we must first change the teaching concept of professional teachers in higher vocational colleges, take students as the center and strive to meet students' learning needs. Here is a paper about the teaching ability of double-qualified teachers in higher vocational colleges. Welcome to read the reference!
1, preface
"Double-qualified" teacher's ability refers to that in higher vocational colleges, professional teachers have the theoretical and practical ability to teach professional knowledge. Therefore, higher vocational colleges have higher requirements for the ability of double-qualified teachers. In order to meet this requirement, higher vocational colleges must constantly improve teachers' teaching ability, start with policies, build platforms and carry out practical activities, so as to contribute to the development of double-qualified teachers' teaching ability, improve the teaching quality of professional teachers and promote the all-round development of students.
2. Higher vocational colleges' demand for "double-qualified" teachers.
2. 1 Basic needs of double-qualified teachers. First of all, the qualification requirements of double-qualified teachers are that they must have the qualification certificate of college teachers, be familiar with the teaching rules of higher vocational education and have corresponding social practice experience. Among them, practical experience and application skills are essential qualities for teachers. Double-qualified teachers must take it as their responsibility to teach students professional theoretical knowledge and demonstration operation skills, combine industry practice case explanation with practical operation activities, briefly describe the development trend and prospect of the industry for students, and improve their employment competitiveness. Secondly, for double-qualified teachers, they must have good communication and coordination skills, and be able to carry out diversified teaching practice activities in various teaching methods to stimulate students' interest in learning and improve students' learning efficiency. Finally, double-qualified teachers should also have social adaptability and innovation ability, and guide students to improve their self-market competitiveness and future operation ability from the demand and development trend of social market.
2.2 the characteristics of double-qualified teachers. From the perspective of knowledge structure, double-qualified professional teachers need to have diversified knowledge structure. First of all, you should have professional knowledge and skills. Secondly, you should also have the knowledge and skills of related majors and related industries. Finally, professional teachers must integrate these related knowledge and skills, so that students can keep pace with the times, adapt to the development trend of society and technology, and master tough' justice operation skills'. From the perspective of ability structure, double-qualified professional teachers should have professional ability, scientific research ability and strong teaching ability.
First of all, professional ability means that professional teachers must have the practical ability of production positions, second, scientific research ability means that professional teachers should have the ability to research and popularize high and new technologies, and finally, teaching ability means that professional teachers can teach students in accordance with their aptitude to meet their learning needs and promote their all-round development. From the perspective of quality structure, double-qualified professional teachers must have good moral quality and professional quality. Among them, moral quality is a correct outlook on life, and professional quality refers to enthusiasm and enthusiasm for work.
3. The development strategy of "double-qualified" teachers' teaching ability in higher vocational colleges
3. 1 Teaching in the mode of interdisciplinary comprehensive courses changes teachers' teaching concept and improves teaching effect. Professional teachers should change traditional teaching concepts and accept and understand advanced teaching concepts. Therefore, professional teachers can apply the interdisciplinary comprehensive curriculum model to the teaching process. This teaching mode does not emphasize the discipline systematicness of knowledge, but focuses on case teaching, guiding students to improve their ability to solve practical problems and self-management by discovering, analyzing and solving problems. Moreover, because this teaching mode should not only impart theoretical knowledge and operational skills, but also cultivate students' professional ability, it has stricter requirements for teachers. Therefore, to apply this teaching mode, schools should organize backbone teachers with distinctive specialties and gradually popularize them after learning.
3.2 Professional training and assessment for in-service teachers, laying the foundation for better teaching and scientific research. At present, under the condition of meeting the basic teaching work, most higher vocational colleges put forward new requirements for teachers without enterprise work experience, requiring them to leave their posts for at least two months, and some special posts even require longer time. For on-the-job internship teachers, it shall be implemented by the school department. In the process of implementation, all majors are required to arrange teachers to practice in enterprises in stages.
3.3 Enrich teachers' educational theory and professional basic knowledge through the guidance of curriculum experts and industry experts. Higher vocational colleges can invite well-known course experts to hold large-scale lectures, and let professional teachers participate in the lectures. Professional teachers can have a more complete understanding of the courses during the lectures, which is beneficial for teachers to improve their own curriculum design schemes. In addition, after teachers are trained by professional technicians and experts, the school can build a communication platform for teachers, strengthen the communication between experts, enterprises and teachers, and teachers will discuss and communicate with experts on the problems encountered in teaching, improve the teaching methods of courses, and strengthen cooperation and exchanges with enterprises, which will help teachers understand the market development.
3.4 Give full play to the radiation function of vocational skills competition and improve the construction and innovation ability of teaching resource database. By carrying out vocational skills competition, we can comprehensively examine the education in higher vocational colleges, which is helpful to deepen the teaching reform in higher vocational colleges and is of great significance to the development of teaching. Professional teachers can strengthen their own ability of resource library construction and reform and innovation by participating in competitions. Therefore, higher vocational colleges should seize the opportunity of these competitions and let more teachers get exercise, especially young teachers.
4. "Double-qualified" teachers' quality plan in higher vocational colleges.
In order to implement the spirit of the educational planning outline and vigorously strengthen the construction of "double-qualified" teachers in vocational education, during the "Twelfth Five-Year Plan" period, the Ministry of Education and the Ministry of Finance will jointly implement the quality improvement plan for teachers in vocational colleges.
The Ministry of Education and the Ministry of Finance jointly issued the Opinions on Improving the Quality of Teachers in Vocational Colleges, and set up four projects: backbone teacher training project, enterprise practice project of secondary vocational teachers, part-time teacher appointment and promotion project, and teacher training system construction project. Therefore, the central government will invest at least 2.6 billion yuan to support the construction of teachers in vocational colleges.
During the Twelfth Five-Year Plan period, the state will organize 450,000 professional backbone teachers in vocational colleges to participate in the training, including 654.38 million supported by the central government and 350,000 trained at the provincial level. Among them, the national training of professional backbone teachers in higher vocational colleges includes: domestic training of 22,500 people, foreign training of 2,500 people and enterprise post training of 25,000 people. The domestic training lasts for 4 weeks and is organized in the form of centralized training, enterprise practice and group discussion, mainly to learn new theories, cutting-edge technologies and key skills in professional fields. The foreign training lasts for 4 weeks, mainly studying the teaching theory and methods of vocational education, advanced educational technology and curriculum development means. The on-the-job training of enterprises lasts for 8 weeks, and the key point is to be familiar with the advanced technology, production technology and flow, management system and culture, job specifications and employment requirements of enterprises in related industries.
During the "Twelfth Five-Year Plan" period, support the national vocational education teacher base to build 300 professional training points for vocational education teachers and improve the training conditions of vocational education teacher bases. Support the national vocational education teachers' base and other relevant institutions at the undergraduate level with a good foundation for training vocational education teachers and advantages in related disciplines, take the lead in organizing research forces in vocational colleges and industrial enterprises, * * * develop 100 undergraduate professional training standards, training programs, core courses and characteristic teaching materials for vocational education teachers, and strengthen the connotation construction of vocational education teachers' training system.
Conclusion:
In short, to cultivate the ability of double-qualified teachers in higher vocational colleges, we must first change the teaching concept of professional teachers in higher vocational colleges, take students as the center, and strive to meet students' learning needs. Secondly, teachers should promote the cooperation between schools, enterprises and curriculum experts, and play a role in promoting vocational skills competitions. Through this series of training measures from the inside out, teachers' advanced teaching ideas and self-development consciousness are cultivated, the development of vocational education theory is promoted, and teachers are adapted to the needs of the times and vocational education. At the same time, this series of measures can also improve the practical teaching ability of professional teachers.
References:
Xie Yuanyuan. Research on Project Curriculum Reform and Training of "Double-qualified" Teachers [J]. Education and occupation. Education and occupation. 20 15.9 (26): 54-56.
[2] Xie Chaoyang. Research on the Training of "Double-qualified" Teachers of Business Administration Major in Higher Vocational Colleges [J]. Chinese and Foreign Entrepreneurs.2015.16 (24):142-143.
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