Paper Keywords: vocational education, school-enterprise cooperation connotation, school-enterprise cooperation mode

Based on the new situation of secondary vocational education, this paper analyzes the connotation and practical significance of school-enterprise cooperation, and discusses how to implement school-enterprise cooperation mode in secondary vocational schools.

In recent years, the state has proposed that vocational education should be "service-oriented, employment-oriented, and take the road of combining Industry-University-Research", and has formulated a series of relevant documents and policies to promote vocational education colleges to further implement the talent training mode of school-enterprise cooperation and work-study combination. The Opinions of the Ministry of Education on Further Deepening the Teaching Reform of Secondary Vocational Education in 2009 emphasizes that secondary vocational schools should gradually form a school-based enterprise and a school-enterprise cooperation model to jointly educate, manage and train students, reform teaching content and teaching methods, implement professional theory teaching and skills training teaching, improve students' practical ability and strength, further enhance students' employment and entrepreneurship ability, and make secondary vocational education meet the needs of economic and social development.

First, the connotation and practical significance of school-enterprise cooperation

School-enterprise cooperation is a school-running mode in which vocational education schools are guided by the market and social employment needs, and both schools and enterprises cooperate and participate in the talent training process together. School-enterprise cooperation is an effective way to cultivate practical and skilled talents. In the process of cultivating high-quality skilled talents for enterprises, schools have been supported by enterprises and developed faster. School-enterprise cooperation mode is an inevitable requirement for enterprises to develop and participate in competition, and it is also an important aspect of the development of secondary vocational education, which has great practical significance and role in achieving the goal of sound and rapid development of vocational education.

First, school-enterprise cooperation in running schools embodies the guiding ideology of "employment-oriented"

The guiding ideology of "service-oriented, employment-oriented" requires secondary vocational education to update the concept of talent training, put employment in an important position of talent training, and effectively change from professional discipline standard to professional post and employment standard to realize the effective docking of school education and social employment. The school-enterprise cooperation model is an objective embodiment of implementing this guiding ideology.

First of all, the school-enterprise cooperation model can enable secondary vocational school students to gain practical work experience and help them find jobs smoothly. In the talent market, many employers always want to recruit people with certain practical working ability, which puts forward higher requirements for graduates' employment. Through school-enterprise cooperation and work-study combination, students can have the opportunity to practice in enterprises during their school days, participate in labor practice according to the actual production and service requirements of enterprises, and master certain production practice ability.

Secondly, school-enterprise cooperation enables students to directly participate in work practice, which is conducive to cultivating students' work habits, work attitude, dedication, hard work, unity and cooperation spirit, enhancing professional feelings and accepting the influence of corporate culture earlier. At the same time, theoretical knowledge and practical ability are integrated to truly improve the teaching quality of professional education. More importantly, students' practical ability, comprehensive analysis ability, ability to complete work independently and adaptability to emergencies have been well cultivated and exercised, which makes up for the shortcomings of school classroom teaching in this respect. It can effectively cultivate students' professional quality and improve their professional ability, so that graduates can quickly realize the role change from students to workers.

Thirdly, at present, one of the obstacles encountered by graduates of secondary vocational schools in job hunting is often asymmetric information, which can not obtain timely and accurate employment information, objectively causing students to pay a lot of job hunting time and cost, and it is difficult to find a job that suits them. Secondary vocational schools, through school-enterprise cooperation and work-study combination, increase students' opportunities to get in touch with employers of enterprises, so that they can be familiar with the requirements of enterprises for talent mode and understand the intention of enterprises to hire new employees in the actual production and service process, and directly or indirectly obtain useful employment information. School-enterprise cooperation can help students grasp employment information in time, realize the smooth connection between students' employment and enterprises' employment, and at the same time enable schools to better grasp the development trend of the industry, grasp the employment needs of enterprises, and realize "order-based" training, thus effectively promoting graduates' employment.

2. School-enterprise cooperation in running schools broadens the development path of vocational education.

For many years, the classroom-centered teaching mode of vocational education has paid attention to the imparting of knowledge, the systematization and integrity of knowledge, and paid too much attention to theoretical knowledge and neglected the cultivation of professional post ability. Students generally need a long adaptation period and re-learning period after employment. This kind of talent training mode, which takes subject knowledge system as the main line and classroom teaching as the main form, leads to a serious disconnect between theory and practice, and the phenomenon of "applying what you have learned" is very prominent. Obviously, this talent training mode can no longer meet the requirements of social and economic development for vocational education. The school-enterprise cooperation mode of jointly cultivating talents by education and industry can make secondary vocational education break through the shackles of campus walls, completely change the traditional classroom-centered talent training mode, and change from simple school education to the combination of school education and enterprise practice, thus realizing the talent training goal of students' ability standard. The specialty setting of the school is oriented by market demand, and the training objectives are established according to the requirements of corresponding professional posts, emphasizing the skill requirements of industries and enterprises for talents. Curriculum development and teaching evaluation have absorbed the participation and guidance of enterprise experts, and are constantly adjusted according to the changes in the labor market. Starting from the demand of professional posts, taking professional analysis as the direction of professional setting, taking professional ability as the training goal, taking professional activities as the core of curriculum design, we should dilute the boundary between theoretical courses and practical courses in teaching content, and strengthen practical teaching links and on-site teaching.

School-enterprise cooperation in running schools has changed from emphasizing knowledge transfer to paying attention to employability, effectively implementing professional theory and practice teaching, and providing students with opportunities to gain real work experience, so that students can immediately take up their jobs after graduation. It has effectively improved the quality of personnel training in secondary vocational education and laid a solid foundation for the further development of secondary vocational schools.

Second, how to implement the school-enterprise cooperation model in secondary vocational schools

1, set up a professional steering committee.

The professional steering committee consists of enterprise leaders, industry associations, school leaders, enrollment and employment departments and teaching backbones. The main work of the professional steering committee is as follows: First, schools and enterprises should communicate the letter of supply and demand of skilled personnel in time; Secondly, it is necessary to assist schools in setting and adjusting majors, making teaching plans and determining teaching contents, so as to ensure that their teaching, learning and application are closely related and must reflect their skills; Thirdly, schools should help enterprises overcome technical problems and provide technical support and services. Conduct skills training for on-the-job employees, etc. Fourth, set up a practice base for students outside school, a base for improving teachers' ability, and a base for training and appraising enterprise employees' skills. Fifth, cooperate to implement students' teaching practice and employment before graduation. Sixth, promote high-quality employment of graduates. 2. School-enterprise cooperative enterprises should be excellent enterprises that can effectively implement student internship teaching.

Schools should choose counterpart enterprises with standardized management and good economic benefits as partners of school practice teaching according to the actual situation of setting up majors, and set up an internship team, with the team leader responsible for the management of students' work and spare time to ensure the normal practice. Invite leaders or experts from cooperative enterprises to attend lectures and comment on what teachers teach, students learn and enterprises use, so as to find and correct problems in time and ensure the effective connection between teachers, students and enterprises. Before students practice, schools, enterprises and students should sign relevant agreements to stipulate the living expenses and production safety during the internship. For the accidents that may occur during the internship, both schools and enterprises can follow the agreement to avoid unnecessary disputes.

3. Schools should strengthen the training mode of "front school and back factory, school-enterprise integration and Industry-University-Research integration".

Schools should strive for the support of higher authorities, set up practice factories in schools through new construction, renovation and purchase, and build a teaching management mechanism of "integration of school and enterprise" and "integration of Industry-University-Research".

(1) Build an internship factory and clarify its functional status. The school is responsible for the leadership, organization and management of the internship factory, and is responsible for teaching practice and production and operation.

(2) Establish an "integrated Industry-University-Research" organization and leadership. The school appoints competent cadres as the main person in charge, responsible for the specific affairs of Industry-University-Research integration.

(3) straighten out the relationship and establish a system. Straighten out the relationship between the practice factory and various professional departments and teaching and research groups, and establish and improve various rules and regulations such as production and operation, practice and training, technical cooperation, product development and safety production. To ensure the smooth operation of the teaching management mechanism of the former school and the latter factory.

(4) Combining work with study, teaching, learning and doing on the spot. Schools should integrate the strength of professional teachers, technicians and engineers in the internship factory, combine full-time and complementary advantages, and build a truly "double-qualified" teaching team in secondary vocational schools. Using the facilities, equipment and technical conditions of the practice factory, the combination of work and study is integrated into the environment of the production site, and the production site is used as a teaching classroom to explain the actual operation and solve difficult problems at the production site. Enterprises provide process standards, technicians, measuring tools and raw materials, and students enter the practice factory in the form of teams and groups to study directly, so as to cultivate students' safety awareness, team awareness, cost awareness and team awareness, and realize the real combination of work and study. This not only completes the production and operation tasks of the internship factory, increases the economic income, but also improves the students' practical operation ability and professional talents.

4. Deepen school-enterprise cooperation and improve the level of running schools.

In the practice of running a school, our school deeply realized that in order to master the autonomy of professional practice teaching arrangement, it is necessary to configure the practice training bases inside and outside the school corresponding to the specialty. On the basis of establishing a solid practical training base with Ye Wei Group, Orpheus Animation, Yinrun, Ruike Electronics and other enterprises, the school has established cooperative relations with Jintian CNC, Xihua Auto Repair and Lianhuashan Hot Spring Resort. Further enable enterprises to communicate with schools, engineering technicians and professional teachers, give full play to the advantages of both schools and enterprises in personnel training, form a joint force to promote the development of schools and the production and operation of enterprises, and initially realize the good development trend of benefiting schools, enterprises and students.

(1)*** Building a teaching staff. Schools should plan to send academic leaders, backbone teachers, teaching experts and other personnel to enterprises for training and study, employ enterprise experts to form a professional curriculum development steering committee, arrange backbone teachers to participate in production practice in enterprises, and employ enterprise engineers and technicians or technical backbones as part-time teachers in schools to improve the overall professional teaching level of teachers.

(2) Carry out "order-based" training. According to the demand for talents, enterprises sign employment agreements with schools to highlight the purpose of talent training. Both school and enterprise determine professional courses, formulate teaching plans, practice contents and evaluation standards. The school is responsible for the completion of students' basic theory courses and professional theory courses, and students' on-the-job internships and on-the-job internships are completed in enterprises. Students work to achieve employment after graduation, and enterprises achieve the goal of talent demand.

(3) Enterprises set up an internship platform. The school uses the resources of the enterprise to establish a stable practice base, and the production workshop of the enterprise becomes the classroom of practical teaching in the school. School enterprises * * * arrange practical teaching plans, and enterprises arrange engineers and technicians as practical teaching instructors to complete the transition from professional skills training to employment together with school teachers, further narrowing the distance between classroom and post, school and society, and better achieving the established training goals.

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