What's more, some colleges and universities need to increase the practical hours of specialized courses, and some public basic courses are either compressed or simply cancelled. As a higher vocational education, it is understandable to emphasize the characteristics of "post" and attach importance to the cultivation and training of students' "hard strength and hard indicators", but ignoring the education and training of students' "soft power and soft quality" is not only too short-sighted and utilitarian, but also seriously divorced from the characteristics and actual needs of higher vocational students. In the competition of "choosing the best among the best" in exam-oriented education, the vast majority of higher vocational students should belong to the weak compared with students of the same age who are promoted to undergraduate colleges. Generally speaking, the lack of clear life goals and motivation, lax self-requirements, many bad habits, lack of learning methods, heavy inferiority complex, and lack of learning initiative and exploration are common problems for higher vocational students. Many students admit that their major is reported at home, not voluntarily, and what their interests are, they are also very vague in their hearts. The reason why I come to class is that I am bound by discipline and for the exam. Because of the lack of initiative and exploration in learning, I seldom ask questions in the process of learning, so it is difficult to accurately express what I don't understand and why I don't understand. The above characteristics of higher vocational students are reflected in their ideological quality and daily performance, which are characterized by lack of ideals and beliefs, lack of backbone, emotional instability, self-centeredness, lack of understanding and cooperation with others, and poor ability to handle things. Although many vocational college students have patriotic consciousness, they don't know how to combine with specific behaviors, and they lack good communication skills in the relationship with others, society and nature, so they can't effectively coordinate the relationship with the external environment. In a lecture not long ago, due to the need of teaching, the author conducted a questionnaire survey on more than 200 higher vocational students from four majors. When asked "which of the eight core abilities defined by Ministry of Human Resources and Social Security (self-study ability, information processing ability, digital application ability, foreign language application ability, communication ability, cooperation ability, problem-solving ability and innovation ability) do you think you lack most", unexpectedly, more than 90% of the students chose six other abilities except information processing ability and digital application ability, and about 35% of the students thought this. It can be seen that higher vocational education emphasizes the "post" characteristics. While paying attention to students' employment situation, professional skills and practical ability, we should pay more attention to students' growth experience, ideological reality and realistic performance, and strive to cultivate "soft power and soft quality" such as inspirational education, personality shaping, adaptability and good thinking habits, so that higher vocational students can "make up for shortcomings". Real higher vocational education should be designed, planned, targeted and targeted. Students should not only have the "hard power" to do things and high skills, but also have the "soft power" to be human and develop sustainably.