In the "4+ 1" talent training mode, there are some problems in the connection between academic education and on-the-job education, such as unbalanced construction level, disconnection from the actual situation of the army, single source of construction funds, lack of resource sharing mechanism and so on. The author puts forward some countermeasures and suggestions in order to continuously increase the effective connection between the two stages and improve the quality of personnel training.
Keywords: academic education; In-service education; Teaching conditions; connect
Introduction to 0
"4+ 1" talent training mode has created a new way to train military professionals in stages, and the connection between different stages is directly related to the quality of talent training. It is a brand-new subject in the field of modern military education of our army to study the boundary connection between the ordinary undergraduate education stage and the military post training stage in the training process. Looking up a large number of materials, it shows that there has been a comprehensive study on the connection between general education and on-the-job education in disciplines, courses and teachers, but there is little discussion on the connection of teaching conditions, which is analyzed and discussed in combination with years of teaching experience.
1 Definition of related concepts
1.1"4+1"talent training mode
"4+ 1" talent training mode is a one-time talent training mode that was completed by pure academic education institutions in the past for four years, and gradually transformed into a training mode that is implemented in stages for academic education and military vocational education. First, complete four-year undergraduate education in military academic education colleges or local ordinary colleges, and then transfer to the corresponding military vocational education colleges to complete 1 year military vocational education according to post requirements [1, 2,3]. This training mode is more in line with the growth law of military talents, and also makes the trained talents not only have a rich scientific and cultural foundation, but also have strong post-holding ability, which better meets the long-term development needs of military construction.
1.2 general undergraduate education
According to the research content of this paper, the general undergraduate education here refers to the four-year undergraduate education completed by military academic institutions and the four-year undergraduate education entrusted by local ordinary universities. The academic education undertaken by military schools is determined by the research content. This paper refers to the four-year undergraduate education in military academies, whose students are called "joint students" and are called "separated students" after being assigned to vocational education colleges. The undergraduate education entrusted to local colleges and universities is mainly aimed at management, machinery, computer, aerospace, electronic information, automation control and other majors with strong military and civilian commonalities. In order to make full use of local high-quality educational resources and reduce military expenditure, the entrusted education model has emerged. The students trained during this period are collectively referred to as "national defense students", and after graduation, they are diverted to military vocational education colleges for 1 year in-service education, which is customarily called.
1.3 military education
In essence, military vocational education belongs to the category of vocational education, which is "specialized education that mainly enables trainees to acquire the ability to adapt to the needs of a specific military post". Because the scope of application is the training of military professionals, and the implementation process has obvious military characteristics, it is also called "military vocational education". The original intention of our army to put forward the concept of "military vocational education" is mainly to distinguish it from local "vocational and technical education". The "military education" in this paper refers to the 1 year military education in the later period of "4+ 1" training mode.
Research on the connection of 1.4
In the "4+ 1" talent training system, the general undergraduate education and military vocational education are implemented in different stages, even in different institutions, but the overall goal is the same. It is necessary to comprehensively consider from the perspective of a unified system, and take the scientific orientation of ordinary undergraduate education as the basis of military post education, with the aim of enabling the educated to have the necessary basic knowledge, basic theory, basic quality and basic ability. Military post education is a continuation of ordinary undergraduate education, and it is a professional education for graduates with clear employment direction to adapt to the first post. The purpose is to make trainees understand the job, build a reasonable knowledge structure, improve their corresponding work quality and master the actual post ability. How to effectively connect the two different stages of general undergraduate education and military post education, so that military talents can have a solid scientific and cultural foundation and the ability and quality to be competent for post work at the same time, is an important embodiment of the "lifelong education" thought of military education in the new period, and is also an important measure to promote the gradual optimization of military personnel training system and constantly adapt to the new military revolution [4].
2 problems in the construction of teaching conditions
In the actual teaching process of "4+ 1" talent training mode, because academic education and post education are mostly not completed in the same institution, this causes the institutions that undertake the two-stage teaching tasks to ignore the integrity and inheritance of "4+ 1" teaching mode from their own conditions and advantages, resulting in the phenomenon that academic education and post education are too independent, which is reflected in both stages. Teaching conditions are the hardware to implement talent training and an important index to evaluate the talent training system. Through the construction in recent years, both military academies and local colleges and universities have invested a lot of manpower, material resources and financial resources in the construction of teaching hardware, which has achieved obvious improvement and played an important supporting role in the cultivation of high-quality talents. However, as far as the "4+ 1" talent training mode is concerned, there are still some shortcomings in the connection of teaching conditions. First, the level of teaching conditions is uneven. For a long time, our military academies have always attached importance to academic education and neglected on-the-job education. Whether it is the discipline construction project issued by the headquarters or the discipline specialty built by the college itself, the focus is basically academic education, which leads to the teaching conditions of in-service education specialty being often lower than academic education specialty. In practice, in the "4+ 1" talent training mode, the on-the-job education stage is the education stage closest to the actual job, which requires high practicality and applicability in the teaching implementation process. The inversion of teaching conditions at this stage will inevitably restrict the improvement of talent training quality. Second, the construction of teaching conditions is out of touch with the actual situation of the army, especially in the construction of equipment. In recent years, with the strengthening of national strength and the rapid development of science and technology, our army's weapons and supporting facilities and equipment have been constantly updated, and the requirements for corresponding personnel in operation, maintenance, transportation, warehousing and management have also been constantly improved. However, in the actual construction process, military academies are often equipped with obsolete or replaced equipment and supporting facilities, and in the teaching implementation process, the post pertinence can not meet the requirements of talent training objectives [6]. Third, the source of funds for the construction of teaching conditions is single. In terms of the construction of teaching conditions, both academic education institutions and vocational education institutions generally rely on the special construction funds of the headquarters as the only implementation way. The procedures of declaration, examination and approval, appropriation, bidding and procurement, contract signing, inspection and acceptance are lengthy, and the flexibility of grasping construction funds is poor, which is slow to change some long-accumulated status quo of our military academies as soon as possible. Fourth, teaching resources cannot be effectively enjoyed. There is a lack of resource sharing mechanism between academic institutions, between academic institutions and on-the-job education, and between institutions and employers. In the process of personnel training, starting from selfish departmentalism, we can't learn from each other's strong points, and there are some deficiencies in the ability and quality of personnel training [7].
3. Countermeasures and suggestions to solve the problem of convergence of teaching conditions
In view of the above four teaching conditions, we should start from many aspects, consider various influencing factors in the actual operation process, and work together to solve them as a whole. According to many years of teaching experience, the author thinks that the work should be carried out mainly from the following aspects. First, change the traditional concept of running a school and accelerate the transformation from university education to on-the-job education. This requires that the position of on-the-job education be really raised to a certain level from multiple levels (headquarters, services and arms, grassroots employers, colleges and professional departments, etc.). ), we should increase investment from various angles (financial, material and human resources) to speed up the pace of building professional conditions for on-the-job education. Second, broaden the ways to build teaching conditions in military academies. Break the original situation of relying solely on the special funds of the headquarters for construction, flexibly use military land for construction, rely on the construction conditions of scientific research and development projects, cooperate with the troops for construction, coordinate and rotate equipment at the headquarters, and actively seek teaching conditions to fund construction projects. Third, strengthen joint education and training appropriately. The so-called joint education and training refers to a form of joint education and training carried out by colleges, universities and troops (training institutions) by making full use of the advantages of teachers, teaching and scientific research, military training and weapons and equipment, training institutions and training conditions. It mainly includes observation and study, joint teaching, joint drills, joint research and other forms. 20 12870: implementation measures for joint education and joint training). It is clearly pointed out that the concept involves "colleges", including military colleges and some local colleges with good foundation, but the main goal is to cultivate outstanding military talents. The effective implementation of "joint education and joint training" follows the objective law of the formation of military talents' ability and quality, and can ensure that the education in military academies is close to the needs of military combat training, the needs of military construction and development, and the needs of students' posts. Its main feature is to integrate * * * to enjoy a variety of superior resources, give play to the different roles of colleges and troops, plan the path of talent training as a whole, and continuously improve the service ability level of military colleges and universities to train students [8].
4 Summary and prospect
Through the rapid development in recent years, the "4+ 1" talent training mode has formed a relatively complete talent training system and accumulated rich teaching experience, laying a solid foundation for the smooth connection between ordinary undergraduate education and military on-the-job education. However, according to the law of education and teaching, it is a long and tortuous road for a new educational model to mature and develop, which requires the joint efforts of a large number of educators for decades or even generations, without exception. Although our army has made phased achievements in the construction of "4+ 1" military professionals, we must be soberly aware that it is still in the initial stage of construction, and most of the system construction and conditions construction are still not perfect, especially the lack of necessary communication and consultation between ordinary undergraduate education and military post education. How to realize the seamless connection between the two stages of "five-year consistent system" with the main goal of cultivating students' ability?
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