Paper Keywords: vocational education school-enterprise cooperation ideas
Abstract: School-enterprise cooperation is the inherent requirement and the only way for the development of vocational education under the new situation. School-enterprise cooperation puts forward higher requirements for teachers' own quality. In order to achieve the desired effect, teacher training is only one aspect. To truly achieve a win-win situation, both schools and enterprises should have deeper cooperation in training objectives, teaching plans, teaching processes, textbook compilation, training base construction and so on. ?
School-enterprise cooperation is the inherent requirement and the only way for the development of vocational education under the new situation, and it is an effective way to cultivate high-skilled talents. School-enterprise cooperation is an important direction of vocational education reform and an inevitable requirement for vigorously developing vocational education. "the State Council's Decision on Vigorously Developing Vocational Education" clearly puts forward: "Further establish and improve a modern vocational education system that adapts to the socialist market economic system, meets people's lifelong learning needs, is closely integrated with market demand and employment, has reasonable structure, diverse forms, is flexible and open, develops independently, and has China characteristics"; It is necessary to "rely on industry enterprises to develop vocational education and promote the close integration of vocational colleges and enterprises".
1? Training to improve teachers' own quality
In recent years, our college has adapted to the needs of the times and society, vigorously promoted school-enterprise cooperation, and explored and formed a school-enterprise cooperation project chain of "brand leading, demonstration driving, prominent characteristics and differentiated development", which fully stimulated the vitality of the school, enriched the connotation of professional construction, established new school-running characteristics through innovation, and promoted the sound and rapid development of the school. Our institute signed a school-enterprise cooperation agreement with Dongfeng Nissan Passenger Car Company on 20 10. According to the agreement, I and two other professional teachers were sent to Guangzhou to participate in the teacher training of the school-enterprise cooperation class. In the study of nearly half a month, I learned and exercised through theoretical knowledge, real car training, exams and other links, which benefited a lot.
1. 1? Deepen the understanding of the teaching process
The teaching process has changed from imprisonment to openness. Teachers no longer rely entirely on textbooks, but organize teaching by excavating, supplementing and integrating relevant curriculum resources. The learning form of autonomy, cooperation and inquiry advocated by teachers in Nissan Training Center has been fully reflected in the training process. Cooperative learning, group discussion and * * * discussion will become the main learning methods. Under the guidance of teachers, teachers in schools, seed lecturers in franchise stores and front-line salespeople all change from passive acceptance of knowledge to active exploration of knowledge, and from individual learning to cooperative learning. Everyone actively participates in the teaching process, exchanges and cooperation, and explores together.
1.2? Have an intuitive understanding of the specific links in the automobile sales process
This training system has learned the basic sales knowledge and sales service standardization process of Dongfeng Nissan series vehicles. As a teacher, I have entered the education industry since I graduated from college and have no practical work experience. I used to just get relevant knowledge from books and then pass it on to students. This is a process from book to book. Because I don't know the business department setting and business operation of automobile sales enterprises, I always feel lack of confidence in the teaching process. Through this training, my understanding of the sales process has become intuitive and emotional, and the previously vague and intermittent fragments have become a clearly visible chain.
1.3? Eliminate many misconceptions that are not in line with the actual work.
Because our knowledge is not in line with the market, a lot of it lags behind the changes of the situation, and it is out of date when it is passed on to students. For example, the basic knowledge of automobiles, a lot of what we teach students is based on old knowledge, even eliminated content. In this training, I learned a lot of cutting-edge knowledge in the automobile field, which played a great role in improving my knowledge structure.
1.4? Understand the post setting, responsibilities, quality requirements and remuneration of related enterprises.
Because our students are young and have little contact with society, a difficult problem after entering school is their own way out; I don't know what I can do in the future, but most of our teachers are unable to give targeted guidance to students because of their lack of practical experience, limited interpersonal scope and little understanding of the types and nature of automobile sales enterprises. Through this internship, I learned about the enterprise post setting involved in the whole business process of automobile sales, the requirements for students' quality, and so on. I have a full understanding of the occupations that students can engage in and have more confidence in guiding students in the future.
2? Tentative idea of school-enterprise cooperation
In order to achieve the ideal effect of school-enterprise cooperation, teacher training is only one aspect. Both schools and enterprises should deepen the connotation of school-enterprise cooperation on the basis of good faith and mutual benefit to achieve a win-win situation. To achieve this goal, I think we should start from the following aspects.
2. 1? Determine the training objectives.
The training of talents in vocational schools is highly targeted, training high-skilled talents who work in the front line of production, construction, management and service. Therefore, students must master the knowledge needed for the post and have the corresponding quality and professional ability, which determines that enterprises have a great say in the formulation of professional training objectives. According to the needs of the market and enterprises, schools should work with enterprise experts to determine more specific and detailed training objectives, that is, the standards of knowledge, ability and quality that students should achieve. On the basis of fully studying the positions of automobile marketing specialty and the requirements of different positions on the knowledge structure and ability and quality of talents, the course system is carefully designed, the course structure is arranged, and the course content is carefully selected, so as to truly cultivate students into highly skilled talents with "suitable positions".
2.2? Adapt to the development of teaching plan.
The formulation of teaching plan directly affects the specification and quality of personnel training. Schools should listen to the opinions and suggestions of enterprise experts, and both schools and enterprises should jointly determine the curriculum plan, training arrangement and assessment. Organize experts from sales enterprises to participate in revising the teaching plan, determine the talent knowledge structure according to the professional employment orientation, determine the teaching objectives according to the talent knowledge structure, determine the curriculum setting according to the teaching objectives, determine the teaching mode according to the curriculum setting, and implement the organic combination of on-campus teaching and off-campus teaching to maximize students' social practice ability.
2.3? * * * Participate in the teaching process.
School-enterprise interaction is the ideal realm of school-enterprise cooperation, and both schools and enterprises should participate in the teaching process together. In this process, the school provides students, teachers, school buildings and other teaching resources. At the same time, the school can often organize relevant teachers to listen to the lectures of enterprise experts and learn their professional experience. Enterprise experts can also often listen to the lectures of school teachers, learn the teaching methods and skills of school teachers, and realize the improvement of teaching between schools and enterprises.
2.4? Prepare teaching materials.
Textbooks are the core of curriculum construction. Traditional teaching materials deviate from the "application" value orientation of vocational education. Therefore, it is necessary to build a modular curriculum system based on ability, with work process as the main line and project curriculum as the main body, implement a diversified teaching mode of "task-driven and project-oriented" and cultivate operational skills according to work tasks. In order to ensure that teaching is close to the reality of employers, schools and enterprises should form a textbook writing group to undertake the obligations and enjoy the rights brought by compiling textbooks. In this way, enterprises can fully participate in the whole process of school teaching and assume the responsibility of cultivating talents.
2.5? In order to cooperate with the construction of training base.
The construction of training base is a very important content in school-enterprise cooperation. It is necessary to take various forms to build on-campus training places and off-campus training bases, so that these bases can truly become an important position for school teachers and students to get in touch with society, understand the market and forge professional skills. Students practice in a completely real environment and strictly implement industry standards and professional standards. The construction of training base is an important way to realize "work-study alternation and school-enterprise cooperation", and it is also the development direction of vocational education with strong vitality.