In the past, due to the influence of planned economy, practical teaching content was seldom arranged in the teaching plan, but theoretical and systematic knowledge teaching was emphasized, and the connection between theory and practice was well grasped. Therefore, the trained students have not solid theoretical knowledge and poor hands-on operation ability. Vocational education should cultivate all-round talents with comprehensive vocational ability to meet the demand for applied talents in front-line production. Secondary vocational education trains applied professionals and high-quality workers facing the grass-roots and production lines, and its theoretical and systematic requirements for knowledge are lower than those of general education and adult education. Vocational education is a kind of employment-oriented practical skill education, which is more closely related to actual needs. Mastery of vocational skills, specific education and training, and repeated practice. Only theoretical knowledge education, not practical education, is like "an armchair strategist", training specialized technical personnel suitable for social posts.
Secondly, the development of secondary vocational education and the cultivation of students have greatly influenced the traditional teaching strategies, so it is imperative to deepen the teaching reform.
For the model essay format of practical teaching papers, see.
1. Improve teachers' practical teaching ability. Improving teachers' practical teaching ability is the condition to strengthen practical teaching. Teaching is an organic process of teaching and learning. In this process, students play a leading role, and the level of teachers affects the teaching effect and quality. In order to cultivate and train students' practical ability, the professional quality and practical ability of professional teachers are very important. In addition to the theoretical knowledge of this subject, every professional teacher is also an expert in this subject, who can speak and do, and has skilled business operation skills and skills. Teachers should actively participate in social practice activities. Part-time job in enterprises, social investigation and research, social consultation, and students' internship inspection tour will increase teachers' practical work and exercise opportunities, thus improving their practical ability.
2. Practice teaching runs through the whole teaching process. We should do a good job in practical teaching, run the concept of practical teaching through the whole teaching, and integrate theoretical teaching with practical teaching.
The teaching plan should be practical teaching. When arranging the teaching plan for each grade, the school should incorporate practical teaching into the teaching plan and implement it every semester. Teachers should teach as planned to avoid the blindness and randomness of educational papers, and the Academic Affairs Office should regularly and irregularly check the implementation of practical teaching plans. Teachers should consider practicing model essays in preparing lessons, designing teaching plans and classroom teaching. In classroom teaching, we should closely combine theory with practice, demonstrate on the spot, let students practice and deepen their understanding of knowledge.
, do a good job in unit and comprehensive training. Unit simulation exercise refers to the simulation exercise arranged for the content of this unit after learning the unit. Simulation exercises enable students to master the graduation thesis of the business processing strategy of this unit. Comprehensive simulation practice refers to the simulation practice after studying one or several courses, with the purpose of training and cultivating students' practical ability to solve problems comprehensively by using what they have learned.
Thirdly, the off-campus practice base should do a good job of off-campus practice. In-school simulation practice is a way of combining theory with practice. By mastering and applying professional knowledge, training and cultivating students' practical ability can make up for the limitations of on-campus practice, and the format of off-campus practice papers is also very simple. There are two kinds of off-campus internships. One is to lead students to visit factories and commodity circulation enterprises in teaching and make a master's thesis on their business processes and technological processes; The second is to go to the internship base in stages. When students master certain theoretical knowledge, they will not only simulate on-campus practice, but also go to off-campus practice. In practice, strengthen the management and guidance of students.
3. The establishment and improvement of the on-campus practice training room is the condition for strengthening practical teaching. Secondary vocational schools train talents with line operation skills. The conditions of off-campus internship training are limited, and schools should establish corresponding internship training rooms according to the enrollment plans of various majors. Teachers should actively participate in the establishment of practice training rooms, be familiar with the performance, use and maintenance strategies of practice training equipment, and discuss the planning and content assessment methods of practice courses. With the new practice equipment, students have more practical opportunities, which can not only cultivate students' thinking ability of observing, analyzing master's thesis and reasoning, but also cultivate students' operation and practical ability of operation.
4. Strengthening assessment is a means to improve practical teaching. Improve the quality of practical teaching and strengthen the examination of practical teaching. Teaching is a bilateral activity and the assessment is divided into two parts. One is to assess the practical ability of teachers and their guiding role to students. The instructor of practical teaching has strong practical ability, which requires not only speaking but also operating. The school has corresponding assessment standards for instructors. Unqualified teachers should be sent out for further training to improve their practical ability. The second is to assess students, formulate the assessment scheme of model essay format for practical teaching papers, and the assessment scheme of unit, synthesis, graduation practice and training. The assessment results are strictly linked to the students' state, so that students can practice and practice. Assessment of practice, training plan, requirements, according to the comprehensive evaluation results of student training projects, key points, job identification, teacher inspection, on-site assessment, etc. . . /p-1146349882708.html In short, to improve the quality of practical teaching, teachers should change their teaching concepts, traditional teaching strategies and graduation thesis, so as to improve practical training courses; On the other hand, teachers should consciously explore, seriously summarize and reveal the laws of practical teaching in secondary vocational schools in practical teaching activities. . . . . . . . . . .