First, the current problems in teaching management in higher vocational colleges

(A) Too much emphasis on the systematic curriculum system, not highlighting the training of applied talents in higher vocational colleges. In the current higher vocational education, there is not much difference from ordinary colleges and universities, especially in the curriculum, both of which emphasize the systematicness and integrity of the curriculum. Higher vocational colleges put more emphasis on "occupation", that is to say, higher vocational colleges pay more attention to the cultivation of applied talents, but the cultivation of higher vocational colleges is similar to that of ordinary colleges and universities, and gradually converges. Compared with the students trained in other undergraduate colleges, the talents trained by the current teaching management mode in higher vocational colleges have no outstanding advantages in theoretical basis, practical experience and applied skills. Therefore, the current higher vocational colleges overemphasize the rigor of the curriculum system in teaching management, while ignoring the application of talent training in higher vocational colleges.

(B) lack of characteristics of curriculum management in higher vocational colleges. At present, higher vocational colleges lack new ideas in curriculum setting and have no own curriculum characteristics. One of the reasons for this problem is the concept and quality of principals and other leaders. If the principal does not have his own unique education concept or the principal is from a non-professional class, then the teaching management of higher vocational colleges ignores the construction of curriculum characteristics and may pay more attention to the gains and losses of interests. The second reason is that the level of education development in the area where higher vocational colleges are located is limited, and the quality of education has no direct impact on the development of the school itself, or it can be said that the number of local education places is limited, and the sense of competition and survival is weak. Managers do not realize that curriculum characteristics are the main component of a school's competitiveness. The third reason is the lack of specific characteristic resources or the difficulty in implementing development and construction. It is difficult for local higher vocational colleges to connect with characteristic resources. Even if a course with "characteristics" is formed, the employment scope of trained professionals is very narrow. Although it has its own characteristics, it limits the development prospects of students to a greater extent.

(3) Teachers' innovative consciousness is not strong, their ideas are not new, and they follow the rules. In the talent training of higher vocational colleges, most teachers have a tendency of job burnout. Due to the limited level of students in higher vocational colleges, some students are naturally stubborn, disobeying teachers' instruction and disrespecting teachers. In the long run, teachers no longer have high enthusiasm for the profession of teachers, but have certain negative emotions and job burnout. In the process of teaching management, there are certain negative emotions in guiding students' learning and quality. They are more about completing teaching tasks and have no hope for the educational objects. Then, in the teaching process, teachers' innovative consciousness is not strong, their ideas are not novel enough, and their teaching methods are disciplined and not innovative. There is also the centralization of education and the lack of flexibility.

(D) Students' self-orientation is wrong, and their learning initiative is not strong. Students in higher vocational colleges have great deviation in self-knowledge and have negative feelings about self-knowledge. Most students think that their academic performance is not good, their conduct is not good, their behavior is not necessary to conform to etiquette, and their contribution to society is extremely low. This negative self-orientation directly affects the development of students' healthy psychology and the cultivation of sound personality, which directly leads to students' low internal drive and weariness of learning and even the world. Due to the biased orientation of students themselves and the untimely and inappropriate guidance of teachers, students are not active in learning and lack the will to learn. More generally, there is a kind of "learning is useless" speech, which spreads wantonly and poisons students' enthusiasm and mind.

Second, to solve the problems of teaching management in higher vocational colleges countermeasures

In view of the problems existing in the current teaching management of higher vocational colleges, this paper mainly solves them from the following aspects, aiming at improving the education quality of higher vocational colleges.

(A) highlight the characteristics of the curriculum and strengthen the practical curriculum. When improving teaching management in higher vocational colleges, we should first highlight the course characteristics. Higher vocational colleges need to break the current "unified" management mode and establish a unique management mode suitable for this group according to different students. Strengthen the practical characteristics in the process of student training, highlight the application of talents in higher vocational colleges, and better distinguish them from talents cultivated in ordinary colleges and universities. On the one hand, highlight the local characteristics of the course. In terms of curriculum setting and arrangement, we should first combine the actual situation of the school location to see whether there are available natural resources or human resources to form a "local curriculum" that is linked with the curriculum, which not only cultivates competitive applied talents, but also makes talents more personalized in society. On the other hand, increase the arrangement of internship course activities. Higher vocational colleges focus on cultivating applied talents, so while ensuring the rigor of the curriculum system, it is necessary to highlight the characteristics of the curriculum, that is, practicality.

(2) Renew teachers' ideas and establish correct views on students and teaching. In the process of teaching management in higher vocational colleges, teachers should update their own educational concepts and establish correct and scientific views on students and teaching, so as to better serve the development of students. On the one hand, we should recognize the sanctity of teachers' profession and update outdated educational concepts. Teachers have a high sense of identity with their profession, rather than a certain degree of job burnout. Teachers can take the initiative to learn, improve their own quality, and establish innovative frontier education concepts. On the other hand, to establish a correct view of students and teaching should be "people-oriented". Teachers can recognize the reality of higher vocational colleges, combine their social status with students' own personality, put people first, treat students correctly, treat everyone equally without colored glasses, establish scientific ideas to guide and educate students, and make students develop healthily, which is more conducive to the orderly development of school teaching management.

(C) to mobilize the initiative of students to make a correct self-positioning. As a management cadre, it is not only as simple as not making mistakes politically, but also asking to be an official, to be an official, and to do things without getting in the way. This management ability is also reflected in mobilizing students' enthusiasm. Teachers should guide students to have a correct understanding of themselves, find their own values and make a correct self-orientation. Only in this way can students form healthy psychology and personality and develop continuously on the road of life.

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