1, school introduction

Inner Mongolia North Vocational and Technical College is located in the university town of Hohhot, autonomous region, and was founded in 1984. It is a full-time comprehensive college approved by the people's government of the autonomous region and put on record by the Ministry of Education, and the state plans to recruit students in a unified way.

2. Teachers.

There are 27 full-time and part-time teachers1person, including 3 doctors, 65,438 bachelors 14 undergraduates. There are 0/6 professors, 39 associate professors, 7 lecturers and 58 teaching assistants. Senior technical title 10, intermediate 5, junior 2.

Most of the part-time teachers come from Inner Mongolia University, Inner Mongolia Agricultural University, Inner Mongolia University of Technology, Inner Mongolia Medical College, Inner Mongolia Vocational College of Architecture and other key universities. High-quality teachers fully ensure the steady improvement of teaching quality.

3. Faculty major

College * * * has 16 majors, covering eight categories, including medicine and health, finance and trade, equipment manufacturing, food, medicine and food, transportation, education and sports, agriculture, forestry, animal husbandry and fishery, and electronic information.

Including education, traditional Chinese medicine, nursing, medical technology, rehabilitation, financial accounting, automation, medicines and medical devices, computers, railway transportation, urban rail transit, animal husbandry and other 12 professional subcategories.

General situation of teaching in Inner Mongolia North Vocational and Technical College

1, practice the concept of higher vocational education and strive to create professional characteristics.

The College has always attached great importance to specialty construction, earnestly practiced the concept of "taking the social talent demand as the goal and employment as the orientation", and based on the needs of economic construction and social development in the autonomous region and the shortage of various high-skilled and high-quality talent resources, actively took measures to continuously increase the adjustment of specialty structure.

Accelerate the pace of specialty construction, improve the level of specialty construction, and realize the coordinated development of scale, structure, quality and benefit; Relying on the professional advantages of key disciplines, we actively and steadily developed new majors, forming a professional school-running pattern focusing on medicine, science, engineering, humanities and economy and trade.

2. Innovating practical teaching mode and constructing professional curriculum system.

Strengthening skills training is one of the important characteristics of higher vocational education that distinguishes it from ordinary undergraduate and junior college education. The college pays special attention to the reform of practical teaching in practical teaching, and the ratio of practical teaching to theoretical education is about 1: 1, which runs through the whole teaching process.

3. Carry out the "double certificate" financing system and improve the weight of social evaluation.

The training goal of high-skilled talents requires professional teaching to coordinate academic knowledge with the professional ability standards of employers. The college pays full attention to social evaluation, especially the evaluation of employers, and actively promotes the "double certificate" system of academic certificates and vocational qualification certificates, which effectively improves the quality of professional construction.

Make full use of the basic conditions such as the internship training base, vocational skill appraisal institutions and examination management in the school, so that qualified graduates can obtain corresponding vocational qualification certificates through vocational skill appraisal before issuing professional academic certificates.

4. Improve the teaching evaluation system and form a benign operation mechanism.

The focus of teaching evaluation system is to construct a comprehensive evaluation system of teaching quality, students' comprehensive quality and teaching status, to comprehensively evaluate teaching quality, teaching process, teaching construction and teaching effect, and to effectively control teaching work.