An Emprical Research On The Curriculum System Of "Professional Undergraduate" Double-Professional Teacher Training

In February 2019,the State Council issued the "National Vocational Education Reform Implementation Plan",stating that "there is no education modernization without modernization of vocational education" and "multiple measures to create a'Double title' teacher team." Vocational and technical teachers colleges are the "mother machine" for training teachers.The curriculum and implementation in the process of training are related to the formation of the core professional competence of the teachers and the sustainable development in the future.In order to supplement the "short board" of Yunnan teachers' training,make full use of the advantages of technical skills talents training in higher vocational colleges and the training talents of Yunnan Normal University.In 2017,Yunnan University of Vocational and Technical Education innovated the "professional upgrade" dual major The teacher training model is to train students from multiple majors in the same class.At present,the talent training program is being implemented,but the training links are still being explored.There are no ready-made models at home and abroad.How to set up,improve and implement the curriculum system more scientifically and reasonably is a problem worth studying.In view of this,on the basis of reviewing the existing research,this paper studies the implementation status and improvement strategies of the curriculum system in the "professional promotion" dual-professional teacher training from the meso level.First of all,define the relevant core concepts,expound the curriculum theory basis of the curriculum system research,the connotation of the "Double title" teachers in the secondary vocational schools,and the relevant institutional requirements for the curriculum system setting in the undergraduate level teacher training.Secondly,it introduces the training mode and innovation of the “professional promotion”dual-professional teacher training in Yunnan University of Vocational Education,and through the text analysis of talent training program,student questionnaire survey and interviews between teachers and students,it is found that the following problemsexist in the current curriculum system.There are gaps between the training objectives and specifications and the requirements of teachers in the vocational colleges.Some of the curriculum objectives do not serve the realization of the training objectives;the curriculum structure follows the traditional model,and the curriculum is not closely connected.The curriculum content needs further focus,professional electives.The curriculum resources are limited;some of the links in the implementation of the curriculum are difficult to implement,and some teachers' education courses are not combined with the actual needs of vocational education,and there is still room for improvement in the implementation of professional practice courses.The final evaluation methods need to be improved;School-enterprise cooperation needs to be strengthened,and the overall quality of the teaching staff needs to be improved.Finally,the paper proposes a curriculum system improvement strategy based on the above problems: based on the talent training unit,it is necessary to formulate training objectives,establish training norms including horizontal and domain dimensions,and guide the cognitive and training objectives of teachers and students;curriculum development in the work process.Under the concept,the curriculum structure is selected,the course content is selected,and the first and second professional practice teaching is highlighted;the curriculum is implemented under the guidance of the competency-based concept,the guidance of the trainee practice is strengthened,and the curriculum evaluation method is flexibly selected;the school,school-enterprise cooperation is strengthened.Cultivate a "Double title" teacher team.