Paper Keywords: employment-oriented competency-based comprehensive vocational skills training model
Through virtual practice company, project-based teaching, school-enterprise cooperation and work-study combination, etc. This paper constructs a "employment-oriented, competency-based" skill training model, and probes into how to establish an effective skill training evaluation system.
The National Vocational Education Conference held at the end of 20xx accurately defined the training direction of secondary vocational education as "employment-oriented, with skills training as the breakthrough". This means that secondary vocational education should closely combine the industry's requirements and standards for employees, pay attention to meeting the individual's exploration of technology and the industry's demand for technical talents, take cultivating students' comprehensive vocational ability as the main line, and strengthen professional skills training.
Construction of skill training mode
Any effective vocational education should fully meet the needs of the current and future industries, so that students have good employment prospects. The teaching plan and teaching structure of vocational education should conform to the idea of competency-based, increase the proportion of skill training in class hours, take "necessity and sufficiency" as the degree of theoretical teaching, and systematically cultivate students' comprehensive professional ability and comprehensive quality in the whole teaching process. Comprehensive professional ability can only be effectively obtained in a certain professional environment and professional experience. Therefore, the most effective measure to cultivate students' skills is to put them in a real professional environment, experience the real work situation and truly feel the social responsibility they need to bear in the future.
(A) the virtual internship company
For some majors, especially e-commerce, international trade and other majors, skills training can be conducted through virtual internship companies. Virtual practice company is a company which is organized and managed by students themselves, supported by teachers and business partners, and simulates the real business environment. This simulation company can carry out a series of business activities. Although the virtual practice company has not really realized the circulation of goods and funds, it can carry out all commercial activities, such as receiving and sending orders, writing checks, managing financial records, paying employees' wages and so on. With the help of this virtual business office environment, we can cultivate students' comprehensive abilities, such as problem solving, interpersonal communication and teamwork. There are different functional departments within the company, such as reception, human resources, marketing, archives, production, finance and other departments, and students can take turns to practice in each department. Working in a simulated business environment, students can consolidate their theoretical knowledge and practical skills, and improve their ability to solve problems and other professional abilities.
The advantage of virtual internship company is that the whole simulation work process is completed by students independently, without relying on teachers. It not only exercises students' professional extracurricular ability well, but also arranges their own workflow, so that students' technical ability and management ability can be exercised and teamwork spirit can be cultivated.
(B) Project teaching
The implementation of project teaching can simulate the real environment of teamwork and project development to the maximum extent. In project negotiation, project development, project evaluation and other links, project members need to cooperate closely, which enhances the team cooperation ability and applies and consolidates the knowledge and skills learned before. Taking the computer professional software development project as an example, its main workflow includes: (1) investigating and analyzing customer requirements, and compiling customer demand analysis report. (2) Complete the feasibility study and put forward the scheme. (3) Design the application program and modify the scheme according to customer feedback. (4) Develop software and ask customers to evaluate it. (5) Provide customer service documents and help files. (6) Before submitting the software, test it and write the software test report. (7) Write and provide system documents. (g) Provide customer support for two weeks.
In this complete work process, involving multi-angle and multi-level comprehensive vocational skills, students can well consolidate and apply the knowledge and skills they have learned. Project cooperation allows students to experience the whole process of teamwork, project development and customer service, and comprehensively exercise and improve their working ability. Within the project team, each member has his own characteristics and advantages. Members work closely together to determine the work objectives and work plans of the same team, and often meet and communicate. The external partners of the project team are customers and other project teams. The division of labor and cooperation within the team and the exchange and cooperation outside the team have improved students' communication ability and enhanced the ability of teamwork and team management.
(C) School-enterprise cooperation model
Vocational education can cultivate skills by combining production with learning, and teaching activities such as specialty setting, curriculum development, teaching process and quality standards should be carried out in close cooperation with industries and enterprises. On the one hand, the school attracts enterprise employees to work part-time in the school, and influences the teaching work of the school with the latest vocational technology; On the other hand, enterprises participate in school teaching by helping schools to establish training bases, providing practical teaching equipment and teaching materials, setting up scholarships, accepting students' internships, etc., which is beneficial for schools to cultivate professionals who meet the needs of the industry. The modes of school-enterprise cooperation that can be used for reference mainly include:
On the basis of mutual investigation, in order to speed up the training of skilled talents close to the needs of enterprises, schools and enterprises use their respective resource advantages to establish a joint class-running model. Every academic year, the school is responsible for recommending students of various majors to enterprises. After confirmation by the enterprise, the two sides will work out the implementation teaching plan of school-enterprise integration according to the demand of the market and enterprises for professional talents and their respective resource advantages. The school will independently set up an enterprise class named after the relevant enterprise name, which is responsible for the daily teaching management; Some teachers are sent by enterprises to provide teaching materials of corporate culture and special skills, as well as practice places and equipment. Through this model, students' professional knowledge and skills, professional awareness and professional loyalty will be significantly improved.
School-enterprise alternation mode Some majors can establish teaching bases in schools and enterprises at the same time. Students who study basic culture for one year at school are professional courses that regress to i-2 years. In the learning stage of specialized courses, the two sides have worked out a teaching implementation plan, and each school and enterprise take turns to undertake half of the teaching hours, that is, the time spent studying professional theoretical knowledge and training basic skills in schools is about 10 week, and the time spent in enterprise training practice is about 10 week. Theory and practice alternate, the content gradually deepens, and the last year is an internship in an enterprise. This mode of school-enterprise alternation can give full play to the resource advantages of both sides, but how to better make the training content both focused and complementary is the key and difficult point.
The mode of "factory lieutenant colonel" is to adapt to the development idea of school-enterprise cooperation, strengthen the consciousness of vocational education serving the industry, enterprises and society, and establish the operation mode of school-enterprise cooperation according to the provisions of relevant laws and regulations. Schools take advantage of their own resources to attract enterprises to set up workshops or even whole factories directly on campus, forming a joint training mode of "factories in schools". The theoretical learning place is adjacent to the skills training base, so students can learn professional knowledge and practical skills in the real environment, and the school tracking management is in place in time. (D) Learning mode of combining work with study
Work-integrated learning means that under the guidance of professional theory, inspired and guided by technical masters, students can not only learn theory, but also learn technology and increase their skills through their own conscious practical operation. It should be noted that the social environment is very different from the campus environment, so it is very important for students to enter the society as soon as possible, understand, be familiar with and gradually adapt to the social environment, which is beneficial to students' future career choice and employment.
Work-study program mode arranges students to combine work and study in class, after school, on weekends or in winter and summer vacations. For example, let maintenance students go to the community for internship; Let the students majoring in hotel service go to the hotel for internship; Let students majoring in tourism go to local scenic spots to be tour guides for tourists.
Schools organize and participate in social skills competitions, organize professional practice activities and participate in large-scale social activities according to teaching or social needs. , the implementation of the combination of training and work. For example, students majoring in fashion design can participate in design competitions organized by societies, and students majoring in business organize large-scale charity bazaars on campus every year.
Work-study schools cooperate with talent agencies to recommend students to participate in short-term work-study programs related to their majors, so that students can get more opportunities for practical exercise. For example, students majoring in business can go to large shopping malls to work and study during festivals, so that they can better exercise their professional skills.
Establish an effective skill training evaluation system
Effective assessment and evaluation of skills training is a very important job. Without a complete assessment mechanism, skills training is likely to become a mere formality. In view of the fact that it is difficult to formulate unified standards for skills training like theoretical teaching, all regions and schools can flexibly formulate evaluation systems according to their own conditions. However, the construction of evaluation system should be based on performance, which is composed of moral character, knowledge and ability. Professional and technical personnel evaluation focuses on social and industry recognition. It is based on this core idea that the evaluation system of skills training, which is employment-oriented and ability-based, is established. The whole system should focus on the recognition of enterprises or society, and other indicators closely focus on this core indicator to further explain the quality of skill training from different angles and aspects. An evaluation system including the following main indicators can be established:
After the passing rate training period of participating in vocational skill appraisal and vocational qualification examination, organize students to participate in vocational skill appraisal, so that students can obtain as many corresponding vocational qualification certificates as possible. Schools can evaluate the skills training objectives according to students' professional qualifications.
The training responsibility book has been reached. Schools, enterprises and students sign a letter of responsibility for training. In the responsibility book of each training object, the training plan and training scheme are tailored to the students' respective skills. The responsibility book describes in detail the requirements for improving students' skills and incorporates them into the assessment content. Clear training objectives set the working direction for the implementation of training work, and also set the inspection standard for the evaluation work.
The employment rate of students is the best index to measure the effect of skills training. If students have real skills and are qualified for the job requirements, it will be easy to find jobs, form a virtuous circle and promote the growth and employment of the next students. In this way, it will be easy for schools to recruit students, that is, "only when exports are smooth and imports are prosperous." The employment rate of students includes the initial employment rate (referring to the employment rate at graduation, not counting the re-employment after graduation), the professional counterpart rate, the professional stability rate, the professional promotion rate and other indicators. This is mainly based on further consideration of the employment quality of graduates. Professional counterparts, stable work, faster promotion, reflecting a higher quality of employment.
Employment income this refers to the wage income level of students trained by schools relative to students of similar schools. Under normal circumstances, students have a high level of skills, and if they are reused by enterprises, their wages are relatively high. This indicator can be broken down into starting salary, wage growth rate and so on. The employment income of students can reflect their recognition and respect in society to a certain extent.
The recognition index of cooperative enterprises or employers is used to evaluate whether students have strong social adaptability and professionalism. For example, students' performance in their posts can be understood through questionnaires from cooperative enterprises or employers, and the degree of recognition of students by enterprises can be obtained.
Evaluation should be combined with daily follow-up evaluation, stage evaluation and summative evaluation. The following methods can be adopted: First, the trainees are required to write "work realism" according to their skills application and training in daily production, which is the main way of daily evaluation. Practice has proved that "work realism" is very effective in finding out the training needs of trainees in time, implementing skills training points and improving training measures. Second, during the training period, organize students to participate in vocational skills appraisal and evaluate them by passing rate. Third, hold symposiums or questionnaires with trainees and related enterprises from time to time to understand the trainees' skills and learning needs, adjust the training plan in time, and ensure that the training work is progressing steadily towards the established goals.
In a word, vocational schools should establish a "big education concept", take social needs as the guide, seize the opportunity, keep pace with the times, constantly broaden the channels for running schools and creatively carry out their work in view of the development goals, development environment, development motivation, development strategy and new changes of vocational education.
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