The talent training mode of connecting secondary and higher vocational schools is an innovation to adapt to social and economic development and build a modern vocational education system under the new situation. Compared with the traditional talent training mode of "secondary vocational school+higher vocational school" or "ordinary high school+higher vocational school", the talent training mode connecting secondary vocational school and higher vocational school adopts integrated design, which broadens the rising channels of skilled talents and reasonably constructs the lifelong learning system of skilled talents.

Based on this principle, the train of thought of tourism management talents training scheme based on the connection between secondary and higher vocational schools is as follows:

First, scientific positioning, clear training objectives

This scheme is based on Heilongjiang Province, and the goal of talent training fully meets the needs of tourism development in Heilongjiang Province. In the next five years, Heilongjiang Province will continue to vigorously develop tourism and accelerate the leap from a province with large tourism resources to a province with large tourism economy. The rapid development of tourism in our province will inevitably require a large number of high-end skilled talents. This plan is based on the current situation of the demand for tourism-funded talents in our province, aiming at cultivating skilled talents with solid foundation, wide application and strong practical and innovative ability, facing the needs of society and market, facing the grassroots, facing the front line of production, construction, management and service.

Second, optimize the curriculum system according to the law of students' physical and mental development.

The curriculum system of secondary and higher vocational colleges should first be based on the law of students' physical and mental development, that is, the thinking level and cognitive level of secondary and higher vocational students, and clarify the teaching content and teaching focus in each stage. The curriculum is optimized according to the principle of "infiltrating humanistic quality education, emphasizing practical skills training and paying attention to gradual progress", taking into account the standardization and unity of the teaching plan of secondary vocational and technical schools formulated by the Ministry of Education. In the arrangement of professional courses, the continuity of secondary and higher vocational courses is maintained, while in secondary vocational schools, basic education is emphasized. According to the characteristics of this major, public courses such as Chinese, China history knowledge and music, as well as professional basic courses such as introduction to tourism, management and service etiquette are offered. In addition, in order to strengthen the education of students' humanistic quality, professional quality courses are set up, so that students can understand their majors and the industries and posts they will engage in in in the future, and help students form a good career concept and career orientation.

Third, determine the curriculum system and content according to the requirements of "post ability"

In order to cultivate skilled talents with high comprehensive quality, which are oriented by social and market demand, oriented to the grass roots and oriented to the front line of production, construction, management and service, it is necessary to link talent training with the talent market demand of tourism enterprises. Therefore, only by investigating tourism enterprises and understanding the needs of enterprises and industries can students determine their future positions and the specific abilities they need, thus forming a vocational curriculum system with knowledge, skills and application as the core of the curriculum system and combining the characteristics of the industry; First of all, insist on setting courses according to the knowledge and skills needs of tourism management professional posts, and strengthen the' professional functionality' of curriculum setting; Secondly, fully consider the characteristics of secondary vocational students, pay attention to the cultivation of secondary vocational students' skills and pay attention to the mastery and application of knowledge by higher vocational students.

Four, "2+3" training mode+"work-study combination" characteristic talent training mode.

"2+3" training mode is the training mode of higher vocational education in the first two years and higher vocational education in the last three years. In the last three years of higher vocational education, the talent training mode of "heavy work but light study, alternating work with study" was implemented. According to the characteristics of the tourism market in our province in the off-season, this model arranges students to go to tourism enterprises for internships and apprenticeships in the off-season and return to school to continue their studies in the off-season. In the first stage, from September of the first semester to June of the sixth semester, students mainly complete the learning tasks of basic knowledge and skills: first, etiquette skills training (physical training, service etiquette training); The second is the study of professional basic knowledge and skills; The third is the initial experience of the post, that is, travel agencies and school professional teachers lead students to visit hotels and major scenic spots, breaking the original teaching mode of theory before practice, so that students can directly contact the future career environment as soon as they enter school. The second stage is from June of the sixth semester to June of the seventh semester, which coincides with the tourist season in our province. Through the two-way choice of college contact, enterprise and students, students enter the internship of tourism enterprises with practical topics to help them establish post service consciousness and excellent professional skills. The third stage 10 From the seventh semester to the eighth semester in June, students mainly complete the knowledge and skills necessary for vocational skills certificates and take the tour guide certificate exam. During this period, according to the professional quality curriculum, the college will contact cooperative enterprises, send outstanding employees or graduates of our college to give lectures or seminars, convey the latest service standards and service concepts of enterprises, teach corporate culture, professional quality and how to plan personal career, so that students can feel the corporate atmosphere and understand the development and changes of this major. The fourth stage is from June of the eighth semester to the tenth semester, which is the internship stage of students. All students take part in off-campus internships. After the internship, schools and enterprises will assess and evaluate students' performance and written investigation reports, and enterprise students will make two-way choices. On the basis of this idea, the training goal of tourism management specialty is determined, the employment direction and post analysis are determined, and the teaching tasks and courses are determined according to the post ability, so as to formulate the talent training plan of tourism management specialty based on the connection between secondary and higher vocational schools and serve the development of tourism in our province.

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