1、1Professional personnel training program for professional and corporate positions docking analysisAbstracts: professional personnel training program for vocational education building core is to create a modern vocational education teaching system must practice teaching ability as a main line to the
2、overall quality of education as the goal, the establishment of the characteristics of modern vocational education teaching systems. Teaching System Construction school-enterprise cooperation for the platform, build reflects the vocational education of professional personnel training program, enginee
3、ring combine to characteristics, design runs through Ability teaching system, enterprise resource to supplement, construction to meet the vocational education The characteristics of the teaching resources, in order to achieve professional and corporate positions docking. Paper Keywords: vocational e
4、ducation, personnel training, teaching system; practice teaching, school-enterprise cooperation 2Teaching system for the construction of a modern vocational education is the fundamental task of school education, personnel training model innovation is the center of the school, professionals in the de
5、sign of the training program is the key to the construction of school characteristics. Vocational education as a type of higher education in the jungle entails that it has with other types of higher education highlights the direction of reform. influence to get rid of the embryonic form of disciplin
6、ary education vocational education, Specialty Construction and Reform, school-enterprise cooperation as a platform to develop the society in urgent need of high-end skills talents as the goal, the construction of modern vocational education teaching system for social progress, the vocational college
7、s accurate positioning, its bit security characteristics, in order to achieve a new leap of the quality of vocational education and personnel training level. A school-enterprise cooperation as a platform to establish the combination of professional engineering personnel training programs Vocational
8、colleges train students directly for the production first-line, directly facing 3the choice of social jobs, social and corporate demand for talent specifications, employing standards and quality requirements, the direct impact on vocational education, professional personnel training program design.
9、Therefore, the professional personnel training program not only need to follow the rules of teaching is more important to meet the needs of corporate human resources development so professional personnel training program reform must be introduced to the participation of enterprises, social talent ne
10、eds analysis, insist on capacity-building for the target certification and business experts in the preparation of professional personnel training programs and the revision process must meet the following principles: A professional-oriented job analysis as a prerequisite for professional quality posi
11、tioning The starting point for the design professional personnel training programs, originated in the talent market demand analysis. Analysis of the level of knowledge of students seeking professional personnel training professional personnel training specifications determined by in-depth market res
12、earch, to track changes in the corporate demand for talent, clear professional career-oriented (mainly employment units, departments and 4positions of professional training objectives (knowledge, ability, and quality of the target). based on the knowledge level of the students and jobs tasks accurat
13、ely locate and determine shall obtain a vocational qualification certificate and grade, clear the professional student graduation standards, which provide a basis for the professional curriculum system design. 2. With professionalism positioning based curriculum system design Form supporting the goa
14、ls of courses in accordance with the professional training objective knowledge, ability and quality requirements, build professional curriculum system, with emphasis on the design of the set of main courses and teaching requirements, the main vocational skills training and teaching requirements in t
15、he curriculum system construction, preparation of professional teaching process, the various courses of hours with credit arrangements to form as its core competency, quality-based curriculum system by analyzing the same professional capacity requirements in different positions, the formation of the
16、 same professional base platform different positions specific direction in culture to determine the 5support of specific capacity-building curriculum to meet the needs of corporate job ability. Job tasks oriented professional core curriculum Set of core courses, the key lies in the wide-ranging and
17、in-depth social surveys, focus on the analysis and study of the economic and social development, new features, with particular attention to the professional field of technology trends. Ability to combine the jobs typical professional tasks post the corresponding vocational qualification requirements
18、, analysis of the basis of the frequency of work, summarized a number of areas for action for professional training, and converted into the corresponding core curriculum of professional teaching core curriculum centered design vocational courses chain, post technical standards dovetail with teaching
19、 standards, integration of the the certificate examination syllabus Syllabus vocational qualification examination and course assessment phase through to the course content and professional standards docking. 4. Based credit system management platform professional teaching system reform Fully impleme
20、nt the 6national education policy, correctly handle the relationship between good moral education and intellectual education, theory and practice, and properly handle imparting knowledge, the ability to improve the relationship between the quality of the three to play to the characteristics of the c
21、redit system, pay attention to the cultivation of students innovative ability emphasis on personality development of students. progressive, curriculum integration and transformation, a modest reduction in the specific gravity of a required course, increase electivess efforts to develop, and provide
22、students the choice of self-development space, open management of the implementation of the experimental training base, and included in the students comprehensive quality assessment credit system management, the implementation of teaching management and student management integration of students int
23、o the day-to-day management of the credit system management system, and gradually establish a suitable vocational college credit system compatible, internal force training courses for all students, comprehensive coverage of the entire professional teaching process. 7Cultivate students professional a
24、bility of the main line of practical teaching system design Learning is inseparable from the practice of knowledge, ability need to practice, relying on the formation of the quality of practice. Practical teaching system for professional training, capacity-building throughout the entire process of t
25、eaching, vocational education characteristics reflect the structure of professional courses to design school experiment, training, internships focus on off-campus internship, comprehensive training for extending teaching to do based on the integration of teaching, productive training base constructi
26、on for direction, technical personnel of enterprises subject for the practical teaching practice teaching system so as to enhance the proportion of practice teaching, classroom teaching disciplines traces fade, to reduce the demonstration and validation experiments focus on the production process, c
27、omprehensive training, to enable students to better grasp the practical work skills in the professional field. Second, job demand characteristics of the design through capacity-building professional teaching system Professional personnel training program is the core of the 8design of the teaching sy
28、stem. Vocational education reform, one of the priorities is based on the post group should have the ability to analyze based, to establish a teaching system for professional personnel training. Therefore, the construction of the teaching system must break the constraints of subject teaching, establi
29、sh engineering with features, runs through capacity-building, reflect the job requirements of the teaching system. That is, employment-oriented, school-enterprise cooperation mode, through the combination of work and learning pathways to acquire specialized technical and professional capacity as the
30、 main ascending curriculum system capacity building based on the work process, to enhance the culture of teaching to improve students ability quality. Features 1. Vocational education, construction of the modular system of professional courses According to the requirements of professional talent cul
31、tivation target of around knowledge, ability, quality of analysis conclusions reflect the corporate demand and student self-development of select, design supporting the professional development curriculum system in accordance 9with the general education classes, vocational foundation courses, vocati
32、onal technical courses, career direction lessons and professional quality course curriculum system in accordance with the required course, limit elective, any elective the design credit course architecture, design project teaching module to complete the project teaching module for the semester divid
33、ed, in order to achieve a segmented multi-semester teaching reform of organizational models. professional curriculum system, based on the trades vocational skills qualifications forensics, and strengthen the development of the core curriculum and training projects. elective courses increased quality
34、 development to fit the needs of the community and the students self-development, the implementation of the three-year period of the students quality of education programs for full coverage to ensure the quality of teaching and the students of the College and comprehensively improve the quality, to
35、achieve professional = knowledge + ability + quality training objectives, in order to achieve the teaching process with the production process docking. Based on task-driven, professional practice system to 10establish a step-by-step approach Vocational education focuses on practical ability, the tea
36、ching system lies in the establishment of practical teaching system. Difference between the tasks according to the different stages of the professional training capacity, the ability to cultivate the practice of instructional design for a number of stages: to cultivate the students humanistic qualit
37、y to adapt to society ability to stage the training stage of the largest category of the basic skills of the professional basic capacity, training to meet the specialized needs of the technology-oriented skills stage training to meet the core skills of the professional direction stage, cultivate stu
38、dents comprehensive ability skills stage through experimental training, internships training and teaching methods, different professional practice teaching system identity and the unity of dissimilarity, the direction of the same professional job groups practice teaching branches, so the ability of
39、students to have professional relevance and operability. Links to free papers Download Center http:/engcom3. Project-oriented, professional teaching system that the Design Engineering alternately “ Professional teaching system is the concept of professional development and 11manifestation of the way
40、, the impact on teaching content and means of advanced degree of implementation of Engineering alternately, is the only way of vocational education the first academic year of the students in the school must be professional basics, integration into the basic skills training, the second school year mu
41、st master the technical expertise implementing teaching professional skills training mainly relying on enterprise productive internship after the third year completed vocational core curriculum in school learning, to select the appropriate job groups, core skills special training in schools; arrange
42、 internships in the employment unit integrated skills training before graduation, and after the completion of the thesis written back to school respondent. adaptation of the whole process of covering the education and training of social competence by location implemented by schools and businesses so
43、 that by the School - Business - school - enterprise - the schools closed-loop teaching approach, combined with the integration of project-oriented courses teaching reform, the formation of the Professional of “alternating Engineering” professional teaching system, the culture students closer to the
44、 needs of enterprises, and the implementation of professional teaching closer to the 12production line. 4 as a benchmark, the quality of teaching, strengthen the the student internships process management Graduation Comprehensive Training (internships students pre-combat exercises, is a key aspect o
45、f the students comprehensive ability is an important measure of the level of the school evaluation this school must build internships teaching management platform, build internships network teaching management and monitoring of the whole process of co-cultured smooth school-enterprise cooperation ch
46、annel students at assisting enterprises to do the day-to-day management of the students, the Office of Academic Affairs to help companies do a good job teaching arrangements, professional departments, to assist in the implementation of the companies do a good job teaching, enterprise responsible for
47、 student internships teaching and assessment, guidance and the respondent of enterprises to participate in the graduation, DuDaoShi timing of personnel the teaching progress checks to the scene, understand the business of student evaluation. to increase graduates respondent guidance, each year shoul
48、d be based on the student the 13change of the internship, the members of the Steering Committee of the respondent work adjustment, and guidance of the the professional respondent Working Group completed respondent task, so as to ensure a comprehensive graduation training (internships during the moni
49、toring of teaching. Third, enterprise resource supplement, the construction of culture teaching resources to meet the professionals The driving force of the development of vocational education enterprise development and progress of the implementation of the system of vocational education teaching relying on the cooperation of the enterprise. Foreign advanced vocational education experience for inspiration, there is no business as the support of the vocational schools, there can be a high-quality brand professional students, it is impossible to achieve quality employment.
