With the ever-changing demand of enterprises for talents in colleges and universities, practical talents have become the focus of enterprises' attention. Therefore, strengthening the cultivation of applied talents in colleges and universities has become an important direction for the breakthrough of higher education teaching reform, and the practice teaching system is an important way to realize the cultivation of applied talents in colleges and universities. However, in recent years, many problems have been exposed in China's practical teaching. For example, Chen Limin and Wang Liang think that the unreasonable design of teaching system, the lack of rich teaching practice content and the lack of off-campus practice teaching base have seriously restricted the improvement of talent training quality in China's application-oriented undergraduate colleges. Therefore, building a practical teaching system close to the actual needs of enterprises has become the focus of current thinking.

1 Theoretical basis for the construction of practical teaching system

Application-oriented undergraduate is an undergraduate college built to meet the local demand for high-level talents, which is the inevitable product of educational structure and economic development. Li Gaoshen believes that colleges and universities should not only consider the realistic needs of enterprises for talents, but also pay attention to the forward-looking and comprehensive training of talents. Therefore, in the construction of practical teaching system in application-oriented undergraduate colleges, we should also follow this concept and build a practical teaching system. In other words, compared with the traditional training of research-oriented or academic talents, practical talents can no longer take the traditional "narrow focus on technology" as the only training goal, but should establish the purpose of combining the cultivation of students' comprehensive quality with practical ability, adhere to the cultivation of students' personal ability, social ability and other comprehensive qualities, and comprehensively improve students' comprehensive quality.

2 the principles and ideas of practical teaching system construction

2. 1 construction principle

According to the above basic theoretical requirements and the needs of practical teaching, the author believes that the construction of practical teaching system in application-oriented undergraduate colleges should strictly follow the following principles, namely, the principle of systematicness, the principle of highlighting characteristics and the principle of combining inside and outside the school.

2. 1. 1 system principle

In practice teaching system, it is usually divided into broad sense and narrow sense, in which the broad sense of practice teaching system consists of four parts: teaching objectives, management, content and guarantee system; The narrow practical teaching system mainly includes the teaching content system, focusing on the training objectives and teaching links, and aiming at cultivating talents through reasonable curriculum and teaching links. The practical teaching system studied in this paper is mainly narrow.

2. 1.2 the principle of outstanding features

In the process of constructing practical teaching content, we should fully combine the characteristics of the school and teaching resources, and highlight the characteristics of the school or its own specialty, so as to better cultivate targeted and personalized social talents. Therefore, in the design of teaching content, we should plan carefully, highlight the advantages of different disciplines, and provide reference for the cultivation of students' interests in different majors.

2. 1.3 principle of combining inside and outside the school

In the development of practical teaching, we must fully combine the resources inside and outside the school, give full play to the advantages of these two resources, and realize the complementary advantages. Among them, in the practice teaching in the school, we can take different forms, including building a professional training room, allowing students to complete professional practice activities in the school and realize professional technical training and operation; For off-campus practice teaching, it is mainly to carry out social practice, including social investigation and enterprise training, so as to better understand the society. At the same time, with the help of off-campus practice base, we will strengthen the adaptability to different posts and shorten the post adaptation time in the shortest time.

2.2 Construction ideas

Under normal circumstances, the teaching system of application-oriented undergraduate colleges can choose a major with outstanding characteristics to carry out pilot projects according to the actual situation of colleges and universities. After a lot of research, the training goal of professional talents can be determined and positioned. Secondly, according to the ability requirements of different positions, the relationship between different abilities is clarified, and detailed teaching plans, teaching methods, teaching evaluation and teaching quality standards for this major are formulated. The core of the practical teaching system proposed in this paper is to cultivate students' ability, and to systematically construct students' knowledge through a complete subject system based on the requirements of professional ability of specific posts.

3. Construction of practical teaching system in characteristic application-oriented undergraduate colleges.

3. 1 Vocational ability system construction

According to the above principles and construction ideas, the practical teaching system of application-oriented undergraduate colleges is constructed. In this regard, according to the training objectives of different professionals and the requirements for ability structure and knowledge, determine the knowledge, skills and professional accomplishment they need to master; Then, according to the above requirements, the comprehensive ability demand model of practical teaching system training is put forward; Then, according to the above-mentioned ability demand model and objectives, the teaching links, teaching contents and related safeguard measures of talent training objectives are formulated. For the cultivation of talents' professional ability, the most important thing is what kind of ability students should have, which is the basis and key of talent cultivation. In this regard, combined with the practice of talent training in characteristic application-oriented undergraduate colleges, their professional abilities can be divided into the following aspects:

(1) general ability.

Usually refers to the basic working ability and learning ability that people must have when they are engaged in a certain occupation or professional activity. Generally speaking, it mainly includes the ability to implement work steps, self-summary ability, problem-solving ability and so on. For example, after accepting a job, the staff of a certain post need to understand and analyze the job according to the requirements of the job, and then formulate corresponding work steps and methods. After finishing this work, make a self-evaluation of the work.

2 professional ability.

Professional ability usually refers to a person's ability to master a professional skill. For example, people have mastered relevant new skills and knowledge in practical work, and then people use this skill to solve practical problems in their work. Professional ability is usually regarded as the fundamental difference between characteristic application-oriented undergraduate colleges and ordinary colleges.

③ Social skills.

Social skills mainly include professional ethics and interpersonal skills. For example, at work, you need the ability to organize and coordinate, and you also need the ability to communicate with people. At the same time, social skills also endow people with personality traits, including people's sense of responsibility, justice, integrity and so on.

4. Innovative ability.

Innovation combined with one's own work and professional knowledge can be considered as a manifestation of innovative ability. This ability is manifested by solid professional knowledge, skills and social skills.

3.2 Teaching content system design

According to the above-mentioned professional ability system, design the teaching content of different majors. In the design of teaching content, we should strictly follow the design principles and ideas, and combine the characteristics of application-oriented undergraduate colleges to cultivate professionals with practical ability. Fang Hong of Heilongjiang University of Science and Technology, taking finance as an example, made an in-depth analysis on the training of financial professionals.

On the basis of summarizing Professor Fang Hong's analysis, the author refines it and thinks that the construction of teaching content extends to the whole major.

3.3 Teaching Link Design

According to the above teaching content system, organize and design different teaching content. The design of different teaching contents is usually carried out according to the teaching time dimension of application-oriented undergraduate.

3.4 Teaching management system design

The development of teaching is inseparable from teaching management. Formulating and implementing relevant systems plays an extremely important role in improving teaching quality. Therefore, there must be a clear practical teaching management system, standardize the teaching syllabus, implement the teaching plan and guarantee the teaching fund plan. At the same time, the teaching evaluation system should have time, so as to give full play to the role of supervision and evaluation in improving the practical teaching system and better promote the cultivation of practical talents. As for majors, it is necessary to formulate a quantifiable evaluation system according to different majors. For example, for the financial major, based on the actual financial teaching, according to the goals of financial experiment, practical training and student practice, combined with the financial practice teaching, the evaluation index is set, and finally its own evaluation system is formed.

3.5 Safety System Design

After the completion of the teaching objectives, contents and specific time arrangements, we must also strengthen the construction of students' practical teaching guarantee system, which mainly includes several aspects:

First, vigorously strengthen the construction of school laboratories. On the one hand, laboratory construction should be combined with the curriculum system, and at the same time, the specific content of each training laboratory should be established to meet the training needs of different majors and students' professional skills; On the other hand, it simulates the real working environment or experimental environment, so that students can feel the social atmosphere.

Second, strengthen the construction of off-campus bases and school-enterprise cooperation. For characteristic application-oriented undergraduate colleges with financial advantages, they can establish their own off-campus training bases to cultivate students' application and practical ability. For those with insufficient funds, we can strengthen school-enterprise cooperation and give full play to its advantages and functions.

Third, strengthen the construction of double-qualified teachers. By adopting the dual tutorial system and carrying out different division of labor, the on-campus tutor is mainly responsible for theory and scientific research, and the off-campus tutor is mainly responsible for students' practice, so that students can apply what they have learned, refine and summarize knowledge in application, and then make certain innovations.

4 conclusion

In a word, for characteristic application-oriented undergraduate colleges, it is necessary to focus on their own characteristics, work hard on characteristic construction, and formulate a practice-oriented and post-oriented talent practice teaching system to better meet the local demand for practical talents and reflect the value of practical teaching talents.