Abstract: To implement the reform of talent training mode of "learning by doing", we must first deepen the reform of practice-oriented curriculum system. This paper mainly discusses the motivation, objectives, tasks and working ideas of curriculum reform in secondary vocational schools. Provide reference and methods for promoting curriculum reform.
Paper Keywords: secondary vocational schools; Doing middle school; Do Chinese education; Curriculum revolution
On September 7, 2007, Premier Wen delivered an important speech on "teaching and doing" when he visited Dalian Guangming School. Premier Wen pointed out in his speech that "teaching, learning and doing" are the same thing, in which "teaching" is the real "teaching" and "learning" is the real "learning". Premier Wen's speech was profound and accurate. It is an interpretation of the connotation of China's vocational education talent training mode and a full affirmation of the teaching work of Dalian secondary vocational schools. To implement the training mode reform of "learning by doing and teaching by doing", we should adhere to the orientation, service orientation, employment orientation and curriculum reform as the core, and gradually build a curriculum system with professional practice as the main body to adapt to "learning by doing and teaching by doing", so as to make basic preparations for promoting the curriculum reform in secondary vocational schools.
First, the curriculum status and problems
1. Course content
The main problems existing in the course content are complexity, difficulty and obsolescence, too theoretical and not practical enough. Vocational education is an education that focuses on cultivating vocational skills. At present, professional courses are basically around 10, with overlapping contents. The content of three-year professional education is mostly concentrated on theoretical teaching, and the time is spent in the classroom. Teachers generally reflect that the content of specialized courses is too old and backward. Some course contents can't correctly reflect the reality of local professional work and development. For example, in the chapter on the initial processing of raw materials for cooking majors, the statement about fish slaughter is: generally, the method of throwing is used to stun the fish before the next operation. In practical work, the fish is usually knocked unconscious or killed directly with special tools, which is not "thrown" and misleading to students. Due to regional differences, the most common seafood in Dalian, such as snakehead and yellow croaker, is not introduced in the textbook "Knowledge of Cooking Materials". There are also great differences between Dalian's cooking operation technology and the contents explained in the textbook, especially many contents in the textbook are inconsistent with the contents of the students' vocational qualification examination, which brings great difficulties to teaching.
2. Course type
As far as the types of courses are concerned, vocational education belongs to subject courses. The main feature of subject courses is to construct courses according to the systematicness and essence of subject knowledge itself. The order and way of knowledge combination and arrangement is based on the correlation between knowledge, and the knowledge structure is presented in the form of theoretical system, which is an indirect experience. It is far from production practice and students' future work practice. For secondary vocational education, the focus of professional education is the cultivation of professional ability, the cultivation and training of skills and related knowledge in the working process, not the theoretical system of the subject, but the necessary technical knowledge and process knowledge (or empirical knowledge and strategic knowledge) around the working process. Knowledge itself lies in explaining the production method of articles, in the workflow and operation process. The order of knowledge combination is working process and working procedure, which is a kind of direct empirical knowledge. This is one of the most valuable knowledge for vocational education. Therefore, the curriculum reform of vocational education must get rid of the shackles of subject courses.
3. Course structure.
Due to the lack of understanding of the nature of vocational education, our curriculum experts also have the phenomenon of sticking to the rules and being divorced from students' learning reality in the design of curriculum structure. At present, the curriculum structure is designed as a pyramid, which is divided into three sections: professional basic courses, professional courses and practical courses from bottom to top. The guiding ideology of this "three-stage" curriculum structure is that courses and specialized courses are the basis and subject of professional education in schools. Without this step-by-step basic learning process, practical training cannot be carried out. The teaching ideas and methods derived from this curriculum structure are the focus and main body of professional education in vocational schools, which is to learn professional basic theoretical knowledge in the classroom, but this professional education method does not conform to the law of the formation of professional skills. Most professional skills can be directly formed from professional practitioners, and skills can be mastered without long-term theoretical study. Of course, this is by no means to exclude the necessary theoretical knowledge learning. Starting from practitioners, paying attention to practice and infiltrating necessary theoretical study in practice are more suitable for the characteristics of higher vocational students and the learning reality of educational objects. Therefore, changing the curriculum structure, starting with professional practitioners, and implementing vocational education with practice as the main line and work process as the leading factor are the focus of curriculum reform, the key to the formation of vocational skills and the breakthrough to promote employment-oriented education. This professional education mode is completely consistent with the "training mode of combining work with study and school-enterprise cooperation" proposed by the relevant documents of the Ministry of Education.
Second, the concept of curriculum reform
It is necessary to break the traditional curriculum system of professional disciplines, analyze and define the different requirements of different industries and enterprises for job skills, and formulate standards for job professional ability. According to the logical sequence of work process, following the formation law of vocational skills, paying attention to the cultivation of knowledge, skills and emotional attitudes, and gradually constructing a curriculum system with professional practice as the main line and project-based courses as the main body that adapts to "learning by doing".
1. The orientation of curriculum objectives should adhere to the orientation of the formation of professional ability.
Professional ability is the basic ability that a person should have in a certain occupation, and it is the concrete embodiment of the ability to do things. It is the basic working ability to complete specific tasks and achieve due results in production, service and field. Vocational ability is the basis of students' employment and survival, the standard of success or failure of secondary vocational schools, the scale of enterprises and the standard of evaluating the professional education level of secondary vocational schools. In the setting of curriculum objectives, we should first change our concepts, abandon the disadvantages of theoretical teaching, take the cultivation and formation of students' professional ability as the core content of professional education from the actual needs of students and social workers, and change the status quo that professional education is divorced from reality and training objectives. As a professional teacher, it is the basic requirement of curriculum selection and organization to go deep into the front line of production activities and analyze and study the professional ability requirements needed to complete specific tasks. To realize the connection between the content of professional education and the cultivation of professional ability, the process of professional education is not only the process of cultivating and forming professional ability, but also the process of forming "doing" ability. The realization of vocational education is always oriented to the cultivation of vocational ability and the formation of "doing" ability.
2. Course content selection should adhere to the practice orientation.
The main content of professional education in secondary vocational schools is neither the theoretical system nor the systematic knowledge of the subject, but a practice-oriented teaching content system with the actual production and practice process as the main line and the actual work process as the reference system. To adhere to the practice orientation in the teaching of specialized courses, we must first correctly understand, recognize and deal with the relationship between theoretical teaching and practical teaching at the conceptual level and practical operation level. Technical secondary school is an education that focuses on cultivating applied and skilled talents. The quality standard of secondary vocational education talents is not how much theoretical knowledge they have mastered, and the requirements of social industry enterprises for talents at this level are by no means to examine their understanding and application of conceptual theory. More importantly, they are qualified for the job requirements, that is, the post ability necessary to complete the task. This ability to adapt to post needs is not caused by systematic theoretical knowledge learning, but is formed in the process of school practice and a large number of repeated skill training, which is the characteristics, laws and basic requirements of professional education in secondary vocational schools. This practice-oriented professional education content adapts to students' learning reality and the present situation of learning foundation, adapts to the training objectives of secondary vocational schools, and is also a challenge to the theoretical guidance in traditional professional education. In traditional vocational education, theory is the foundation, leading and starting point of vocational education. Practice is the extension and application of theory. Now it seems that this kind of professional education is divorced from the reality of students, which is not conducive to the cultivation of skilled talents. This is a fact proved by the practice of vocational education for more than 20 years. Professional education should take practice as the main body, adhere to the actual working process as the guidance, not pursue the systematization of theoretical knowledge, and choose the necessary and necessary theoretical knowledge according to the needs of professional practice, which is the need of cultivating skilled talents and the direction of professional education in secondary vocational schools at present.
In the selection of professional course content, we should also pay attention to the post requirements and strengthen the comprehensiveness and compatibility of course content. In the process of professional ability training and necessary theoretical knowledge infiltration, the professional requirements, cooperation spirit, team spirit, environmental awareness, healthy and civilized behavior of specific positions are incorporated into professional courses. Professional teachers should go deep into enterprises to carry out research and practical activities, and personally feel and understand the requirements of enterprises and their professional ethics and rules and regulations. Incorporate these contents into the course content in a planned way. At the same time, we should also pay attention to the latest development of industry enterprises, adjust the course content in time according to the needs, and ensure the pertinence and advancement of the course content.
3. In the way of professional education, we should adhere to the orientation of cooperation, communication and inquiry.
Professional ability is the core of professional ability and a person's basic survival ability, while the ability to solve problems and the social ability to get along with others are a person's essential basic development ability. Some people call method ability, social ability and professional ability key ability and sustainable development ability. A person who studies at school, works in an enterprise and lives in society will face the problem of continuous learning and improvement all his life. The optimization and upgrading of industrial structure, the change of labor organization and the change of occupation all require a person to constantly learn and improve, and the basis of learning and improving is the key ability, especially the ability to solve problems and the social ability to get along with others. Implementing cooperation, communication and inquiry in the teaching of specialized courses in vocational schools is an important way to cultivate students' key abilities. In this sense, it is particularly important to implement the reform of professional education methods. Based on this understanding and thinking, higher requirements are put forward for professional teachers in secondary vocational schools in China. A professional teacher should consider whether it is conducive to the cultivation and formation of cooperation, communication and inquiry ability in the selection of teaching content, design of teaching process and selection of teaching methods. In the overall design of teaching, we should constantly explore and study and abandon the teaching method of single linear input. Teachers should be able to break down a series of tasks into several relatively complete and independent work items according to the requirements of professional ability training and specific work tasks. Every specific job has standard requirements, technical requirements and difficulty requirements, which all contain specific theoretical and practical contents. To complete such a practical work, not one person can complete it, and it needs group cooperation to tackle key problems.
For example, the production of a multimedia work for application majors, the processing of shaft parts for CNC technology application and operation majors and so on. When the teacher puts forward the requirements of the project to be completed, students need to discuss and study in groups, from completing the overall design of the project to programming, and then to the actual operation and evaluation after the project is completed. In this series of group discussions, there are exchanges, discussions, arguments and mutual inspiration. No matter what the outcome of the project is, no matter whether the project is wonderful or not, what matters is the process. In this series of processes, every student's ability to solve practical problems has been exercised, and gradually formed the social ability to integrate into the group and get along with others. After completing a work project, students' comprehensive ability is improved. Everyone loves their major, likes to explore, is willing to cooperate and is full of confidence in themselves. It should be said that this is the achievement of secondary vocational schools, and it is also a higher level of professional education in secondary vocational schools.
4. In the choice of professional education methods and strategies, we should adhere to task-oriented and project-oriented teaching.
In order to meet the requirements of practice-oriented course teaching, we should change the traditional professional education methods and strategies, explore the characteristics and laws of practice-oriented teaching, and explore the teaching concept, methods and strategies of combining practice with theory. Let the students learn while doing. At present, we should actively reform teaching methods and strategies, and focus on promoting task-oriented (driven) and project-based teaching. In professional education, according to the requirements of stage, working procedure and difficulty, the work process is divided into several relatively independent work tasks, that is, several work projects, and the teaching process of professional courses is the process of completing work tasks and projects. In other words, lead the process of professional education with tasks and projects. The main content of professional education is not concentrated theoretical study, but professional practice activities. In professional practice, that is, in task guidance and project teaching, theoretical learning is infiltrated to realize the integration of theory and practice teaching, so as to achieve the unity of professional curriculum objectives and post ability requirements of industry enterprises, and the consistency of professional teaching process and actual work process. Maximize the zero-distance docking between school education and the needs of industrial enterprises, and achieve social satisfaction.
5. In the reform of curriculum evaluation, we should adhere to the demand orientation of students' professional ability.
To reform the traditional curriculum evaluation in secondary vocational schools, we should take whether the curriculum is conducive to the formation of students' post ability, the infiltration of professional consciousness and the cultivation of cooperative spirit as the basic and important criteria for evaluating the curriculum content. The setting of courses, the selection of teaching contents and the application of teaching methods should pay attention to the needs of students' professional ability development and professional qualification acquisition. In the process of curriculum implementation, that is, teaching, the docking of school education and employment standards of industrial enterprises should be realized to the maximum extent. Incorporate post tasks into classroom professional education. The achievement of the goal of professional education is not the mastery of the theoretical knowledge of the subject, nor the score of the test paper, but the proficiency of professional ability, the acquisition of professional qualifications, the achievements of production and operation, and the customer's evaluation of service quality. This is the focus and core of the current secondary vocational school curriculum reform evaluation, and it is also the direction of the current secondary vocational school curriculum reform evaluation. We must attach great importance to, actively promote and implement this evaluation reform that reflects students' professional ability needs.
The curriculum reform of secondary vocational education has a long way to go. First of all, it is necessary to clarify the objectives, tasks and working ideas of curriculum reform. It is necessary to study deeply in social enterprises, understand the demand for talents, grasp the standards of professional ability to complete tasks, establish practice-oriented curriculum teaching evaluation standards, and gradually build a curriculum system integrating theory and practice that adapts to "learning by doing and teaching by doing".
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