The curriculum reform of combining work with study has become the dominant concept of vocational education curriculum reform. "The content of learning is work, and learning at work" has become a new model of curriculum construction in vocational colleges. At present, the curriculum reform of work-study combination in secondary vocational schools is in the stage of practical exploration.

First, the "four needs" of the curriculum reform of work-integrated learning

First of all, it is necessary to cultivate highly skilled personnel. The orientation of cultivating high-skilled talents in technical colleges inevitably requires technical colleges to take the road of combining work with study, which is determined by the training object and training goal. The second is the need of regional development. With the development of regional economy and the upgrading and adjustment of industrial structure, high-skilled talents trained by technical colleges should have comprehensive professional abilities, rather than traditional skilled talents with single skills. Third, the needs of enterprises. The traditional "theory+skills" curriculum model, the quality of personnel training can not meet the needs of enterprises, nor is it accepted by students in the new era. Fourth, students' cognitive needs. Starting with perceptual knowledge, increasing the intensity of intuitive teaching and improving students' cognitive ability has become a scientific and effective teaching model for cultivating skilled talents, which is also an effective teaching model for secondary vocational students.

Second, the main objectives of the work-integrated learning curriculum reform

The ultimate goal of work-study combination course reform is to integrate enterprise culture into campus culture, improve quality and post ability, and combine knowledge learning, skill training, work practice and professional appraisal. Under the new talent training mode, the specific realization of curriculum standards always adheres to the completion of tasks and work processes as the only direction; The content of teaching structure takes typical tasks as the carrier, which embodies the principle that learning field is consistent with work field and learning task is consistent with work task. In the teaching process, the complete work link is taken as the task unit, and the task difficulty is based on the students' cognitive and receptive ability, and the principle of gradual progress from simple to complex is adhered to; The design of teaching situation is based on the principle of real working environment and on-site teaching in enterprises with combination of work and study; Realize the integrated teaching mode of "teaching, learning and doing". Finally, it embodies the characteristics of combining theoretical teaching with practical teaching, combining professional learning with work practice, and combining ability training with post docking.

Third, the implementation process of work-integrated learning curriculum reform

(A) the management level of the curriculum reform and implementation of work-study combination.

The implementation of management includes four aspects: guidance layer, organization layer, development layer and implementation layer. The four components of the work-study combination management system are the reform of management mode and evaluation mode, the reform of training scheme and curriculum system, the construction of teaching materials and high-quality core courses, and the teaching method of work-study combination.

(1) Reform of management mode and evaluation mode. Teaching management is a series of management methods and processes that enable teaching activities to be carried out in an orderly manner and achieve the set goals. The content involves teaching organization system, institutional system and so on. Management organization system is the concentrated embodiment of teaching management system and mechanism. It must form a management mode with clear main line, distinct levels, specific responsibilities, simplicity and high efficiency, which is suitable for integrated teaching and gives full play to the overall efficiency of management. At present, the teaching management mechanism of electrical operation and control major in Beijing Institute of Industry and Trade Technicians (hereinafter referred to as the Institute) is to highlight practical teaching, which is managed by the Academic Affairs Office and the department level. The Academic Affairs Office makes overall arrangements, and all departments coordinate experimental training places and enterprises. Practice has proved that this model is simple and efficient, with clear responsibility subject, which is beneficial to the integration and allocation of teaching resources in the whole school. The realization of management system efficiency depends on the corresponding system norms and constraints. The teaching management mode of "Work-study Combination Scheme" was established in the college, which laid the foundation for gradually forming the management system of work-study combination. Under the guidance of the administrative department of education, a curriculum reform experimental group was set up in the department. When evaluating and assessing the teaching quality, theoretical teaching and practical teaching are regarded as an organic whole, and a complete assessment system is formed by establishing effective assessment principles and methods. Teaching quality evaluation is divided into process evaluation and summative evaluation, which follow the principles of ability-based, process-oriented and subject-diversity. Through analysis and investigation, the evaluation factors are determined, quantitative indicators are set, and an index system is formed. When evaluating teachers' teaching quality, it is mainly carried out from the aspects of "teaching attitude, teaching ability, teaching methods and teaching effect". The assessment of students adopts the methods of "combining ordinary assessment with centralized assessment, combining written examination with practical operation, and combining theory with practice" to better realize the integrated assessment of work-study combination.

(2) Reform the training scheme and curriculum system. The major of Electrical Operation and Control is mainly to cultivate the all-round development of morality, intelligence, physique, aesthetics and labor to adapt to the regional economic construction and the development of this major. It has the appropriate cultural level and good professional ethics and behavior norms, master the basic knowledge and skills of this major, be able to engage in the installation, testing, inspection, debugging, maintenance and after-sales technical support of this major, and have good professional ethics and behavior norms. Master the basic cultural knowledge, professional knowledge and operational skills necessary for the relevant post groups of this major, and have high-quality workers and skilled talents with safety responsibility, teamwork spirit and professionalism. Because the major emphasizes the cultivation of students' innovative spirit and practical ability, it must be realized through the construction of "work-study combination" management system. Practice has proved that the training scheme of combining work with study is beneficial to the management of teaching operation and the comprehensive cultivation of students' comprehensive quality and practical skills. If two schemes of "practice" and "theory" are implemented and teaching is completely separated into theoretical teaching and practical teaching, then strengthening practical teaching in name is counterproductive.

(3) Construction of teaching materials and high-quality core courses. Writing work pages is the basis of implementing integrated teaching. The work page is the main basis and information source for teachers to give lectures and students to learn. Without a good work page, it is difficult to achieve a good integrated teaching effect. The major of Electrical Operation and Control was redeveloped on the basis of Ministry of Human Resources and Social Security's work page, and five core courses were built. The construction of core courses has changed from "theoretical courses+practical courses" to "comprehensive courses". Core curriculum construction should integrate knowledge-based teaching materials and skill-based teaching materials to form integrated teaching materials and courses according to the requirements of employment posts and vocational qualification certificates, which is the basis for implementing integrated teaching.

(4) The teaching method of combining work with study. In the teaching process, for learning tasks, teachers first explain and demonstrate the principles and operation methods, so that students can have a "rational" understanding of related technologies and a systematic understanding of the workflow, laying a "theoretical" foundation for practical operation. Then, students practice under the guidance of teachers, use "theoretical knowledge" to guide "skill practice" and change "rationality" into "sensibility" so as to master work skills and skills. In integrated teaching, both teachers and students should pay attention to "practice" and "technology". Teachers should "teach" or "speak" from the perspective of practice and technology to apply what they have learned, and students should "learn" and "do" accordingly to achieve "learning".

(2) The technical level of the reform and implementation of the work-study combination course.

(1) curriculum framework development. Only the real work tasks from enterprises are the basic materials of the curriculum system oriented by working process. Through enterprise investigation, the typical tasks of enterprise core post groups are analyzed together with teachers, production backbones and vocational education experts, and the knowledge required by each link of typical workflow is analyzed, so as to organically combine curriculum learning with task completion and establish a curriculum development framework. Through investigation, the gap between talent training effect and market demand was found, and the direction of curriculum reform was further clarified. By using the methods of literature, investigation and analysis, mathematical statistics, etc., the typical tasks of each post are summarized and integrated to form a typical professional workflow corresponding to the specialty. According to the typical professional work order of the post group, the course content is arranged in descending order of ability, and the knowledge corresponding to the learning task is ranked first, and the skills corresponding to the action task are ranked behind, so as to promote employment and highlight the ability training; Taking professional activities as the core-determining courses; Taking task as the carrier-designing teaching content; Student-centered-implement modular teaching, integrate the training needs of related abilities, and form a complete curriculum system of work-study integration.

(2) Develop a comprehensive curriculum plan. The comprehensive curriculum plan should be formulated according to the comprehensive curriculum framework. This part mainly describes the basic professional information and the training objectives at all levels, specifies the objectives, contents and teaching suggestions of the reference learning tasks of each comprehensive course, sets up the curriculum arrangement and class time allocation, and designs the comprehensive vocational ability evaluation scheme at all levels. Comprehensive curriculum scheme is the basis of curriculum resource construction and curriculum implementation. Taking the study field of lighting circuit installation and maintenance as an example, from the perspective of maintaining electrician's professional perception, nine different teaching scene learning tasks are set up, including the installation of one-control Yi Deng in study room, the installation and maintenance of office fluorescent lamp, the installation and maintenance of double-control lamps in stairs, the installation and maintenance of classroom lighting circuit, the installation and maintenance of training room lighting circuit, outdoor lighting circuit, suite power supply circuit and workshop lighting circuit. Each learning task is divided into six teaching activities: a, defining work tasks; B. Investigate the construction site and make plans and lists; C. receiving materials and preparing the site; D. construction and self-inspection; E clean up the site and deliver it for acceptance; F evaluation and summary. Each teaching activity includes: learning objectives, learning places, learning hours, learning process, evaluation and examination.

(3) Integrating the construction of curriculum resources. The comprehensive curriculum resources should be constructed according to the comprehensive curriculum plan, mainly including the construction of teachers, learning materials and learning environment, which is the condition and support for the implementation of the comprehensive curriculum. The construction of teaching staff needs to cultivate teachers' professional ability, enterprise working ability, comprehensive curriculum development and teaching organization and implementation ability. Learning materials refer to learning materials used to directly help students learn, including teaching materials, work pages, work instructions, reference books and enterprise technical materials. The construction of learning materials should be learner-centered and reflect learners' independent educational ideas.

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