Paper Keywords Vocational College Young Teachers' Practical Ability Training Strategy

In view of the rationality and competitiveness of higher vocational colleges' own development and the urgency of cultivating young teachers' practical ability, this paper puts forward several innovative strategies to cultivate young teachers' practical ability in higher vocational colleges from various paths.

First, the status quo of young teachers in higher vocational colleges

At present, the number of young teachers in higher vocational colleges, who are mainly born out of the general higher education system, is increasing year by year, accounting for an increasing proportion of the total number of teachers. Although young teachers have basically graduated with a master's degree and have a certain level of theoretical knowledge and high theoretical quality, they lack teaching experience and scientific research experience, especially the opportunity to participate in major research or academic conferences, and have not yet formed a relatively stable academic research direction, which directly leads to the difficulty in truly achieving academic independence. The ability to guide students' practice and probation activities is still quite limited, and even their on-site guidance ability in the organization and demonstration of training courses is quite worrying. The training experience and means of students' professional and technical ability are quite scarce, so it is difficult to effectively ensure the real formation of students' professional quality and professional ability. In view of this, in order to improve the rationality and competitiveness of the development of higher vocational colleges, it is increasingly urgent to effectively improve the practical ability of young teachers. Young teachers should actively improve their practical ability, improve their knowledge structure, improve their professional level, stimulate their innovative ability, and gradually move towards real maturity and independence in scientific research and teaching, which is very important for their own development and even the prospects of higher education.

Second, the practical ability training strategies of young teachers in higher vocational colleges

1. Establish or improve the institutional incentive system. In recent years, the academic background of young teachers in higher vocational colleges has been continuously optimized, but their professional experience is single, and the simple experience from school gate to school gate lacks the on-site experience of enterprises, which is not enough to ensure that they can effectively guide students to simulate the production and operation of enterprises, let alone guide students' internship or internship operation process. But young teachers have a strong desire to improve their practical ability. Schools need to establish or improve the institutional incentive system, create various institutional incentive environments for young teachers, such as participating in the construction of experimental (training) rooms, taking on-the-job training in enterprises, leading teams to practice in training enterprises, going out to participate in various "double-qualified" trainings, providing more opportunities for exchanges and learning with foreign teachers in the front line of enterprise production and operation, and deepening the cooperation opportunities between schools and enterprises in Industry-University-Research, so as to enrich the professional experience of young teachers. At the same time, giving preferential policies in a series of links, such as class hour calculation and professional title promotion, can not only save the capital expenditure of college teachers' training, but also effectively promote young teachers to actively seek opportunities conducive to the formation and improvement of their practical ability.

2. Establish a mechanism of "passing, helping and bringing". Establish a mechanism of "passing, helping and bringing" to lay a shortcut for young teachers to improve their practical ability through participatory teaching and scientific research activities. On the one hand, the popular mechanism of "passing, helping and bringing" in cultivating young talents in enterprises is still very effective in cultivating the practical ability of young teachers in higher vocational colleges. Through "one-to-one", "one-to-many" or "many-to-one" methods, young teachers can not only learn the applicable teaching concepts and methods from senior teachers, but also learn the guiding methods of practical courses, as well as the guiding means and experience of internship, training and probation, and form their own brand-new method system after digestion and absorption. On the other hand, with the help of the construction process of various teaching and research teams, it is of great practical significance to establish the participation mechanism of young teachers from the policy, which can not only improve young teachers' sense of honor and mission, but also get opportunities to show themselves and improve themselves, improve their understanding of cutting-edge teaching means and methods, and expand the perspective of enterprise observation and thinking.

3. Establish a platform for school-enterprise cooperation. With the help of school-enterprise cooperation platform, the most direct external channel is created for the improvement of young teachers' practical ability. In recent years, enterprises have increasingly strong demand for practical technology (or technical route) in higher vocational colleges, which directly contributes to the close relationship between higher vocational colleges and related enterprises. In this context, higher vocational colleges should naturally make full use of this favorable opportunity to create the most direct external channels for the improvement of young teachers' practical ability, so that they can smoothly enter relevant enterprises for practical exercise with the help of unit background (rather than personal background), learn the basic knowledge and skills of enterprise production and operation, and creatively solve various technical or management problems faced by enterprises. This can naturally play a great role in promoting the sense of accomplishment of young teachers. Of course, the key to the effectiveness of this channel lies in the close cooperative relationship between higher vocational colleges and enterprises. Therefore, strengthening the organization and guidance of school-enterprise cooperation should become a pilot work.

4. Guide students to participate in various science and technology competitions. In recent years, student science and technology competitions in various provinces and cities have attracted more and more attention from relevant universities, teachers and students. As we all know, competition plays an important role in improving students' practical ability and innovative ability. In fact, it also plays an important guiding role in improving teachers' quality. It has played a great role in implementing quality education in colleges and universities, cultivating students' innovative ability, promoting specialty construction, curriculum construction and teaching reform in colleges and universities, especially effectively cultivating and improving college students' practical ability, thus truly promoting the development of practical teaching in colleges and universities. Science and technology competition is not only wide in knowledge, but also comprehensive and practical. This requires students to have a solid theoretical foundation, strong engineering and design skills, and be good at combining theory with practice. They rely on basic theoretical knowledge and are guided by the development level of the frontier of science and technology, emphasizing the innovative design and ideas of their works. Higher vocational colleges pay more attention to practical teaching in talent training. In the final analysis, the burden still falls on college teachers. As the implementer of teaching, the concept and quality of teachers largely determine the depth of training. All kinds of competitions can not only reflect the professional frontier development level, but also be closely combined with teaching practice, which is a good step towards high-level scientific research. For young teachers who have no research opportunities, this is undoubtedly a rare opportunity to exercise and should actively participate.

5. Actively participate in practical teaching. The best way to improve practical ability in daily teaching is to actively participate in practical teaching. Practical teaching generally includes experimental courses, curriculum design, practice and graduation design (thesis). Participating in experimental teaching is a simple and effective way to exercise practical ability. With the improvement of practical teaching system in colleges and universities, the content of experimental classroom is increasingly rich and diversified, the depth and difficulty are also expanding, and comprehensive and designed experiments are gradually beginning. If we can really participate in experimental teaching, it will undoubtedly play a considerable role in improving teachers' comprehensive ability. However, under the traditional teaching system, theoretical courses and experimental courses are generally taught separately in colleges and universities, that is, experiments are taught and guided by specialized laboratory personnel, while the teachers who teach theoretical courses are only responsible for teaching theoretical knowledge and hardly enter the laboratory. This kind of split teaching is not conducive to improving students' ability to integrate classroom knowledge and experimental content, and it is also obviously not conducive to improving teachers' teaching quality and enhancing teachers' personal comprehensive ability. Young teachers in colleges and universities should see this problem, seize this opportunity, actively participate in experimental teaching, make good use of this simple and effective method, and effectively improve their practical ability. Similarly, curriculum design, practical training and graduation design are all links in teaching practice. Participating in leadership and guidance has a positive role in promoting the improvement of teachers' practical ability, and young teachers should actively participate.