Research On Teachers' Professional Ability In Lhasa Secondary Vocational Schools

Due to the promotion of national policies and the improvement of national cognition,the overall development of secondary vocational education in China has a good momentum.The number and scale of secondary vocational schools are expanding and the regional distribution is becoming more and more harmonious.With the deepening of education reform,the development of secondary vocational school is the widespread attention,and the secondary vocational school teachers has become a important focus,because of its ability of the professional degree of specialization is not only a person,more influence the teaching quality and effect,for students and the influence of the development of the school is very important.In 2013,the ministry of education to develop and implement the "secondary vocational school teachers' professional standard(try out)"(hereinafter referred to as "the professional standards"),the secondary vocational teachers' professional standards can be divided into: professional ability,professional knowledge and professional philosophy and ethics of three dimensions,and the professional standards as a national basic requirements for qualified secondary vocational school teachers,the basic norms and fundamental basis.Due to historical and natural factors,the education level in Tibet autonomous region is developing slowly and the secondary vocational education is not at a high level.By the end of 2018,the Tibet autonomous region has 10 secondary vocational schools,and Lhasa has two secondary vocational schools: Lhasa no.1 secondary vocational technical school and Lhasa no.2 secondary vocational technical school.Because of the Tibet autonomous region's large,sparsely populated area and unique plateau climate,these schools are scattered and have different campus facilities and teaching staff.Therefore,this paper chose the teachers of the first vocational and technical school in Lhasa,Tibet as the research object.On the basis of maslow's hierarchy of needs theory and lifelong education theory,this paper makes an in-depth analysis of the professional ability of teachers in the first secondary vocational and technical school in Lhasa,Tibet,using the questionnaire survey method and the interview method.Survey results indicate that the Lhasa first secondary vocational technical school teachers exist the following problems: education idea obsolete,the teaching practice ability,training practice ability of organization is not strong,weak class management ability,multivariate evaluation consciousness insufficiency,the communication and cooperation ability needs to improve,education research ability is weak,these problems influence the Lhasa first the development of secondary vocational school teachers' professional ability.Analysis of these problems found that due to the lack of scientific education concept,the relevant system is not sound,the lack of development momentum,the lack of cooperation and other aspects of the problem caused by the lack of professional ability.Based on this,this paper puts forward some feasible countermeasures and Suggestions,including renewing the concept,optimizing the relevant system,increasing the investment and strengthening the cooperation inside and outside the university.Through the above analysis,the research results of the professional ability of teachers in secondary vocational schools in Lhasa,Tibet are enriched.At the same time,it also provides reference for the development of the professional ability of teachers in secondary vocational schools,which has certain practical significance...