Research On The Problems Of Enterprise Practice For Higher Vocational Colleges Teachers In Henan Province

As an important part of China's higher education,higher vocational education has effectively promoted the popularization of higher education.In the context of the rapid development of the market economy,society has put forward higher requirements for the development quality of higher vocational education.As the intellectual support for the existence and promotion of higher vocational education,the quality of teachers in higher vocational colleges determines the quality of higher vocational education.The enterprise practice of teachers in vocational colleges is a basic education policy in China,and its purpose is to solve the problem of insufficient professional practice ability of teachers in vocational colleges.Therefore,the enterprise practice of teachers in higher vocational colleges is closely related to the improvement of professional practice abilities of teachers in higher vocational colleges and the construction of "double-qualified" teachers in higher vocational colleges,which profoundly affects and promotes the connotative development of higher professional education.First of all,the research reviews the domestic policy of enterprise practice for higher vocational colleges teachers.By sorting out a series of education policies that have been introduced,the development process of this policy could be divided into four stages: the preliminary exploration period of teacher' enterprise practice policy in higher vocational colleges(1992 to 1999);the establishment period of teacher' enterprise practice policy in higher vocational colleges(2000 to 2005);the innovation and development period of teacher' enterprise Practice in higher vocational colleges(2006 to 2013);the supplement and improvement period of teacher enterprise practice policy in higher vocational colleges(2014 to present).The research mainly takes the teachers of science and engineering majors in 6 vocational colleges at Henan Province as the survey objects,and through the application of various research methods such as literature method,questionnaire survey method,interview method and case analysis method,the research analyzes the situation,problems and attributions of enterprise practice for higher vocational colleges teachers of Henan Province.The study shows that,with the support of national policies,the promotion of the local people's government and the encouragement of various vocational colleges,teachers in higher vocational colleges have gained enterprise work experience through enterprise practice,which has enhanced professional practice ability,and plays a role in promoting the construction of "double-qualified" teacher team.However,according to the review of the literature,the analysis of the questionnaire data and the feedback of the interview content,it is found that there are the following problems in the current practice of teacher enterprises in higher vocational colleges of Henan Province: the implementation of the teacher enterprise practice policy is not in place;the enthusiasm of the teacher enterprise practice is not well;the lack of supervisory responsibility for teachers' enterprise practice;the lack of in-depth teacher business practice,and the unscientific assessment of teachers' enterprise practice,etc.After in-depth research on the above problems,it is shows that there are many reasons for the practical problems of enterprises practice for higher vocational colleges teachers in Henan Province: imperfect formulation of teacher enterprise practice policies results in inadequate implementation of teacher enterprise practice policies in higher vocational colleges;imperfect teacher enterprise practice incentive systems result in low enthusiasm for some teacher enterprise practices;weak teacher enterprise practice management awareness leads to teachers in higher vocational colleges;the lack of supervisory responsibility for corporate practice;the lack of motivation for companies to accept teachers' "practice in enterprises" has led to inadequate levels of corporate practice for teachers in higher vocational colleges;the low level of teacher corporate practice has led to unscientific evaluation of corporate practice for teachers in higher vocational colleges.In order to solve the existing problems in the practice of teachers' enterprises in higher vocational colleges of Henan Province,it's necessary to learn some experience of teachers' enterprises practice in other vocational colleges of the country.In order to sums up the practical experience of teachers for higher vocational colleges of Henan Province,the research mainly selects two vocational and technical colleges for analysis examples.The four aspects are specifically important: dividing the responsibilities of the various departments of the school,clarifying the goals of teacher business practice;giving support to supporting documents,creating an environment for teacher business practice;paying attention to the protection of practical interests,attracting extensive participation of teachers;screening teacher practice enterprises,implementing the implementation of enterprise practice work.At the end,"workplace learning theory" and "stakeholder theory" are taken as the research's theoretical basis.Combined with the current situation,problems and attributions of teachers' enterprise practice in Henan Province,and learned the teachers' enterprise practice experiences from domestic vocational colleges,the research indicate that,in order to achieve the goal of teachers' enterprises practice,it must be based on the school's attention and teachers' initiative,and make full use of the the strength of the enterprise creates a good environment for the teachers' enterprise practice in vocational colleges.Therefore,through the following countermeasures will help to solve the practical problems of teachers enterprises in higher vocational colleges of Henan Province: improving the content of teacher enterprise practice policies;expanding the main body of teacher enterprise practice policies;paying attention to the practical needs of teacher enterprises;reforming the evaluation system of teacher professional titles;increasing the input of teachers' enterprise practice funds;raising the barriers for entry of teachers in vocational colleges;dividing the responsibilities of teachers' enterprise practice;regulating the practice process of teachers' enterprises;establishing the enterprise practice compensation mechanism;enhancing the service capacity of vocational colleges;Speeding up the construction of off-campus training base;establishing the correct teachers' enterprise practice assessment concept;formulating reasonable teachers' enterprise practice standards;playing an effective enterprise practice assessment role;introducing the necessary student practice assessment assessment.