On the practical teaching of vocational teacher training colleges

Abstract The practice of teaching for teachers in vocational schools exist in understanding the structure and start to explain the school policy-oriented issues and introduction of personnel issues, training mechanism for the establishment of measures to encourage teachers to the idea of ​​diversity, in order to address vocational institutions lack practical teaching teachers the problem.

Keywords vocational training practice

0 Introduction
Culture has a certain theoretical basis and strong practical ability, and high-level positions for the rank and application-oriented talents is the purpose of vocational Educational institutions, which is strongly advocated setting up of national vocational colleges in mind. So how do you train line application of the social needs of senior personnel is that each vocational colleges must face, but the reality is that most of the establishment of vocational schools directly from secondary school to upgrade or integrate directly from the College of transition from it and Germany model compared to, skip directly involved in enterprise Education, active participation in school this link, resulting in a lack of real teaching practice and practical teaching content, making out students, their theoretical knowledge than undergraduate college students, skill level they reach the business requirements, appear in a dilemma. a large part of vocational schools has become "foreign is not foreign, soil is not soil," the vocational schools.

Are the result of such a situation, I believe that one of the reasons is the lack of vocational schools train teachers on practice teaching.

1 status of teachers in practice teaching
Currently, all teachers practice teaching in vocational schools in the proportion of the entire teaching staff should be at least a reasonable value of 50%, while the actual situation is generally lower than this value, and truly meet the practical requirements of teaching practice of teachers teaching teachers less in proportion its features:
(A structural bias theory of the whole team and most teachers in fact no real practical teaching experience, is the transformation of the existing secondary school or college teaching post by the leadership of the then need to arrange for, or directly from undergraduate institutions recruit, regardless of how much is from the "book" to "book", and its composition in itself determine the ranks of the teaching of theoretical bias, while a small number of external corporate executives, retirees are the main base, although there are relatively strong practical experience, but the apparent lack of long-term, growth.

(2 a clear understanding of the status of teaching practice as vocational institutions should have been based mainly on teaching practice, teaching theory based on a teaching idea, but the practice of teachers did not grasp the purpose of vocational Educational institutions, lack of profound understanding of practice teaching, often teaching the theory on the main position, and accessories into teaching practice, the concept is still stuck in the "theory of teaching is the central task of teaching practice only means of authentication." This is directly reflected in the training content of less than normal practice in the program, too few hours, or only form of practice teaching arrangements of things, but lack practical job skills in various aspects of the main points of the inquiry.

(3 error that the certificate holder can become practical skills of teachers teaching in schools in general skills, the skills certificate as a synonym, though it seems in line with the relevant requirements of the Ministry of Education, but the essence is self-deception. First of all, I believe that the skills certificate does not cover all industries, so the skills certificate holders have the skills to represent is not science. Secondly, skills certificate should be divided into two categories, one for a higher degree of industry-recognized certificates, one for No certificate of authority, we should be based on the recognition status of the industry to acknowledge the skills of the holder, that distinguish it in the end can not become a practical teaching teachers the same time should recognize it is the practice of teachers teaching the key practical experience rather than judge skills certificate or is the holder of the number of skills certificates.

2 teachers practice teaching problem analysis
2.1 Policy-oriented school is not enough
Face the situation of enterprises to participate is low, the school should be more teachers teaching in practice building efforts, but most schools have not established a positive role in policy-oriented, making the school teachers lack the practical ability to further enhance their power, and enterprises have experienced coaching staff is not willing to enter the school.

The school teachers, Ruoxiang enhance their practical ability, you must go to the enterprises to exercise, which means to pay a lot of energy and time, satisfied with the existing conditions, Yi case, a lack of incentives, how many people are willing to take the initiative to do? and exercise should be noted that even in some companies to pay "school fees", which in turn increases the cost of the practice. In this case, there is no corresponding incentives, it is difficult for teachers to take the initiative. This also led to a certain extent, the practice of the teaching force bias theory of the phenomenon.

For companies with experienced personnel, the school system or no specific employment conditions are not favorable, the categories of persons can not be introduced. Links to free download http://www.hi138.com
2.2 staff to introduce unreasonable
The Ministry of Education, Vocational evaluation to improve the school's ability to index, and its personnel are based on the introduction of standards-based education. Indeed, the relatively high education means high quality, Research capacity is relatively strong, but as a vocational college vocational education, the focus can not be ignored, their professional counterparts is needed more, people with relevant experience the face of teacher shortages in practice the situation is also introducing a large number of college graduates, in the short-term training after entering the teaching positions, but in practice little experience in the long run, this is not conducive to the Development of schools.

3 to strengthen the practice of teaching teachers to develop measures
3.1 profound understanding of the purpose of vocational education, emphasis on practical teaching faculty building
In schools, vocational education should strengthen the purpose of learning, to create an atmosphere of vocational education, the awareness level of employees from the school to start thinking of changing education, from undergraduate educational philosophy, while emphasis on practice teaching faculty of the building to file system construction and other forms of curing their ideas, to avoid arbitrariness.

3.2 The establishment of a reasonable, sustainable training system
Schools should establish and improve the overall practice of teaching up teacher training mechanisms to institutionalize the school on display content, to enhance teachers' practical skills.

In New teachers: First, for new teachers, especially young teachers should be allowed to choose, that choice is teaching the theory and practice of teaching for the Development of road, so to a certain extent, to distinguish from the beginning teacher's career tendency to avoid the waste of school training costs. Second, select the course of practice teaching teachers to send their professional counterparts in the relevant companies for more than six months of training, enterprise qualified for the completion of training based on recognized, while schools in the degree of difficulty, hard level standards were developed for teachers to give some assistance again to complete the practice of teaching where the teacher to gradually complete all professional courses in teaching theory, to grasp the overall content of the teaching profession for future Research, lay the foundation for innovation.

Existing teachers:
Because there are two groups of existing teachers: First, the teachers have a practical basis, these teachers have a strong theoretical knowledge, but weak in practice, a longtime practice of teaching tasks, and second, Employment in enterprises have been retired or related companies , related job experience of personnel, such teachers have relatively strong practical experience, but stability is not high, a shorter period of service. then face first group, are now the backbone of the school, should pay attention to their training. I that should be encouraged through the establishment of policies and develop training programs to introduce teachers to enhance practical skills of teachers, for example, on the job training in enterprises of personnel with appropriate subsidies, starting from the idea of ​​the Development of the Institute, set teachers on a regular basis, posts and training programs, etc. As for the second group, the periodic assessment of their practical ability, to promote their practice to enhance learning, to enhance the theoretical knowledge, they are required as one or two of its targeted curriculum theory to enhance their theoretical level, but also allowed the students to understand the current state of the theory.

Through the above measures, the school can be completed within five years, the practice of a certain strength of the faculty, and younger age structure of bias, and its contribution to a long period, to enhance the space, is conducive to the formation of teacher teams, we have a more rational, sustainable practice teachers.

3.3 to encourage teachers to diversify
Since the company has become a fact that participation is not high, schools can reverse the line, so that teachers go out, that is to encourage teachers to diversified Development, active learning initiative, teachers in the teaching task to quantify to some extent, so teachers must develop an annual requirement complete assignments. Upon completion of the task under the premise of teaching, school activities for teachers not to be strictly controlled for and where the professional activities related to part-time, the school should be given appropriate incentives, to drive the field of teacher professional Development to the host.

In fact, this and the school to hire part-time teachers in the same enterprise. The difference is, schools can train teachers in the practical ability but do not cost anything, while the cost of course, this is a double edged sword, with utilitarian thinking on the inside, control well, will make the teachers will be teaching aside, but will mainly concentrate on other business, but we should also see its external part-time staff, its serious lack of controllability, as internal development, in controllability is far greater than the former, the aim is also stronger.


References
[1] Huang Dongyu. Vocational colleges "dual" construction of errors and measures of teacher Education Exploration, 2006 (12.

[2] Zhang red. Vocational schools "double" teacher quality. Educational Theory and Practice, 2010 (5.

[3] He Wenjin, Shi Weiping. Faculty professional development of China's vocational problems and countermeasures Education Development Research, 2005 (10 Links to free download http://www.hi138.com

Links to free download http://www.hi138.com