[Abstract] In view of the problems existing in the teaching of part-time teachers in enterprises, such as weak sense of responsibility, random teaching time, lack of basic teaching skills, incomplete teaching links, and irregular language behavior of teachers, this paper puts forward corresponding solutions, which provides a reference for giving full play to the role of part-time teachers and further studying the construction of higher vocational teachers.

[Keywords:] higher vocational colleges; Part-time job in an enterprise; Teachers; team building

As an important part of higher education, higher vocational education is significantly different from undergraduate colleges, secondary vocational schools and various training institutions in the orientation of talent training. Shoulder the mission of cultivating high-skilled talents facing the front line of production, construction, service and management, and shoulder the heavy responsibility of providing labor resources for the society and cultivating high-quality skilled professionals. This requires enhancing students' operational ability and professional practice ability. Therefore, schools need to hire "skilled craftsmen" from enterprises as part-time teachers. Document number: Ministry of Education, 2006 16, points out that it is necessary to hire a large number of professionals and skilled craftsmen from industrial enterprises to work as part-time teachers in schools, gradually increase the proportion of part-time teachers, and gradually form a mechanism that practical skills courses are mainly taught by part-time teachers with high corresponding skills.

In order to meet the needs of the transformation of talent training mode under the new situation, speed up the construction of part-time teachers and encourage part-time teachers to teach in colleges and universities, the state formulated corresponding laws, regulations, documents and opinions to support them before the publication of document 16, and various higher vocational colleges also hired a large number of part-time teachers. Although part-time teachers have rich production experience, due to the difference between theoretical teaching and actual production, these transplanted "skilled craftsmen" and "high-skilled talents" have not been rapidly localized after entering the classroom, and many "maladjustments" have appeared. They have exposed many problems in the teaching process and failed to achieve the expected goals, which to some extent has become a bottleneck for higher vocational colleges to further improve the quality of education and personnel training. How to solve these problems, give full play to the role of part-time teachers, and truly achieve the purpose of hiring part-time teachers is a major and urgent task facing each higher vocational college and its teaching management department. Therefore, in the process of building part-time teachers in higher vocational colleges, we should pay more attention to hiring and using, find out the problems in teaching in time, take effective measures, and establish part-time teachers to adapt to the training mode of higher vocational talents, so as to accelerate the development of higher vocational education.

First, part-time teachers in teaching problems and reasons

1, weak sense of responsibility. Because there is no administrative restriction and personnel management relationship between part-time teachers and schools, there is no direct and inevitable relationship between teaching quality and their immediate interests. On the ideological level, they only regard the work of part-time teachers as a tool of their own economic interests, but do not regard themselves as real teachers, let alone part-time teachers as their own jobs, and think that they are just "employed". Therefore, part-time teachers often devote little emotion and energy, lack a sense of belonging and responsibility to the school, and only focus on completing the teaching content, regardless of the teaching effect, which directly affects the normal teaching order and students' enthusiasm for learning, resulting in some teaching accidents.

2. The teaching time is arbitrary. In order to ensure the teaching effect of part-time teachers, the school hopes to hire skilled talents, either the technical backbone of the original unit and the main force of the production line, or the management personnel of the enterprise department. They are indispensable elites in the normal business activities of enterprises, and their tasks are heavy. Therefore, when they are part-time teachers, they frequently suspend classes, change classes, miss classes, make up lessons, arrive late and leave early from time to time, and may even "resign" halfway because of work or personal reasons. In order to ensure the normal teaching order and complete the teaching tasks, the school has to hire more part-time teachers for the same course in one semester. This not only disturbs the normal teaching order, but also is not conducive to mutual understanding between teachers and students. Teaching is intermittent, which leads to students' inability to master knowledge systematically.

3. Lack of basic teaching skills. Most part-time teachers in enterprises graduated from non-normal colleges and worked in the production line for a long time. They have no teaching experience in higher vocational colleges, lack the necessary theory of higher vocational education, and have insufficient mastery of basic teaching skills. In the use of teaching materials, part-time teachers in enterprises are prone to be completely divorced from or over-dependent, unable to complete the teaching content according to the syllabus with the help of teaching materials, or the overall arrangement of the course is unreasonable and arbitrary, and there may be a situation of "loosening the front and tightening the back" in order to catch up with the progress. In classroom teaching, part-time teachers sometimes pay too much attention to reality, ignore theory, focus is not prominent, difficulties are ignored, interaction and communication with students are less, and students' acceptance is not considered. Some part-time teachers don't have blackboard writing in class, or the blackboard writing is not standardized, the expression ability is not strong, and the words are not satisfactory. Not good at using modern multimedia teaching methods, lack of creativity in the teaching process, affecting the teaching effect.

4. The teaching process is incomplete. A complete teaching process generally includes: preparing lesson plans, preparing lessons, compiling lesson plans, teaching content, counseling and answering questions, correcting homework, proposition testing, marking papers, registering scores, analyzing typical test papers, arranging experimental practice, training, and participating in teaching and research activities. Each link has its basic requirements and regulations, and the lack of any link will directly affect teaching. Because there is a general tendency of "re-hiring and neglecting management" for part-time teachers in schools, there is no pre-job training for part-time teachers and no understanding of the detailed teaching process. In addition, part-time teachers are nervous and their main energy is not concentrated on teaching. Therefore, part-time teachers rarely achieve a complete teaching link in teaching.

5. Teachers' language and behavior are not standardized. Because of the different working environment and working objects, the words, deeds and attitudes of part-time teachers are quite different from those of full-time teachers. For example, part-time teachers criticize and educate students who violate discipline or don't listen carefully. The language is not civilized and even demeans their personality. Being too close to students and not keeping an appropriate distance between teachers and students; Not patient enough to answer questions, showing impatience or contempt for students; Smoking, answering cell phones, etc. Regardless of time or place. If we don't pay attention to and correct these bad behaviors and phenomena in teaching, it will lead to contradictions and misunderstandings between teachers and students, make the relationship between teachers and students rigid, and affect the image of teachers in students' minds. Therefore, part-time teachers should pay attention to standardizing their words and deeds and be patient, meticulous, careful and responsible in the process of education and teaching, which is one of the compulsory courses for part-time teachers.

Second, measures to solve the problems in part-time teachers' teaching

1, change ideas and raise awareness. Hiring part-time teachers can't be just to solve phased teaching problems and complete teaching tasks, or simply to meet the needs of evaluation. This is not really from the perspective of solving students' practical ability, nor is it really combined with the talent training mode of higher vocational colleges, which violates the original intention of hiring part-time teachers. Therefore, schools should dare to give professional core courses to part-time teachers, especially their best practical teaching, so that they can give full play to their talents. In addition, higher vocational colleges can also let part-time teachers directly participate in the professional reform and the formulation of teaching plans, and provide research and development funds, so that they can feel their importance, give play to their enthusiasm, and enhance their sense of belonging and responsibility.

2. The appointment is procedural and the management is institutionalized. First of all, publicly release recruitment information on the Internet, various media and the talent market. For part-time teachers who come to apply, they need to submit academic background, work experience, professional level, part-time experience and part-time college evaluation. Then set up an assessment team, arrange a trial lecture, be assessed by the assessment team, issue letters of appointment to qualified candidates, establish professional work files, sign employment contracts, and clarify responsibilities, rights, interests and obligations to be performed. In addition, the school should promptly inform the part-time teachers of the school's various rules and regulations, and implement management according to the school's salary and welfare, teaching management, assessment and rewards and punishments, resignation and dismissal, etc., and use the system to ensure the teaching quality, so that the employment and management of external teachers can be standardized and institutionalized.

3. Establishing Teaching Files In order to fully grasp the situation of part-time teachers, the school should establish information files of employed teachers, recording the age, gender, title, degree, working years, education background, work experience, professional level, part-time experience, part-time evaluation, teaching years, teaching specialty, teaching course, teaching workload, teaching attitude and effect, work performance and other contents of part-time teachers, and update them regularly as the basis for assessment and resignation.

4. Be sure to do pre-job training. Part-time teachers who work in the production line are often unfamiliar with the laws of higher vocational education and have poor teaching methods and abilities. Effective pre-job training can shorten their adaptation period. As a teacher, we should not only "learn high …", but also "be highly respected", so the education of teachers' morality should bear the brunt. In addition, the training content should also include modern educational concepts, compiling lesson plans, preparing lessons, compiling lesson plans, how to teach teaching contents, tutoring and answering questions, correcting homework, proposition testing, marking papers, registering scores, analyzing typical test papers, arranging experimental practice, training and participating in teaching and research activities. It is also essential to learn blackboard writing, basic language skills, modern educational technology, teaching methods and teaching means.

5. Flexible arrangement of lectures. Based on the particularity of part-time teachers, when arranging teaching tasks, schools should give priority to the time of external staff, make full use of weekends, evenings or weekends, and even attend classes in sections and concentration. On the premise of strengthening management, the same course can be completed by several external teachers, which can solve the problem of time conflict and explore new teaching forms without time constraints.

6. Implement multi-level teaching supervision. Teaching supervision is extremely important for both part-time teachers and full-time teachers. Supervision can be divided into different departments, levels and forms to obtain different information. Managers, teachers and educatees are the main bodies of supervision, including school educational administration departments, inspectors, department heads, teachers with the same or similar courses, student information officers, etc. They inspect and supervise the teaching of part-time teachers through random lectures, questionnaires and information feedback. So as to find out the problems in teaching, give feedback to part-time teachers in time, improve their teaching level, give full play to the potential of foreign teachers, and truly realize the talent training goal of higher vocational colleges.

7. Establish an incentive mechanism. Determining the remuneration of part-time teachers according to their professional titles is a common practice in colleges and universities, but it needs to be improved. It is necessary to use the incentive mechanism to implement "excellent work and excellent remuneration" for part-time teachers, and the assessment results are linked to the treatment. Different part-time teachers have different salaries. The elimination mechanism can reduce the treatment or dismiss part-time teachers with weak sense of responsibility, poor teaching effect and insufficient ability. By establishing an incentive mechanism, we can enhance the enthusiasm, initiative and sense of responsibility of part-time teachers and promote their teaching ability.

The above is a preliminary study on the problems existing in the teaching of part-time teachers in enterprises and their solutions. However, as far as the current situation is concerned, China's part-time teacher market is still a "seller's market", so there are considerable difficulties in hiring, using and managing, especially in economically underdeveloped and geographically disadvantaged areas. Whether schools can hire part-time teachers is a difficult problem, let alone standardized management. However, with the grand strategy of building China into a manufacturing power in the world and the formulation of relevant laws, regulations, policies and supporting measures, more and more outstanding high-skilled talents from enterprises will be willing to take part-time jobs in colleges and universities, and they will be able to form a "part-time-based" teaching team. Colleges and universities will also have greater initiative in hiring, managing and using part-time teachers, and finally realize the real goal of hiring part-time teachers and completing the country's high-quality training for higher vocational colleges.

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