Research On The Construction Of Teachers In Ganzhou Secondary Vocational Schools

At present,the country is vigorously developing the economy,advocating the establishment of a powerful country in science and technology,realizing the improvement of the production technology level and production capacity of enterprises,and promoting the improvement of product quality.The improvement of product quality of enterprises depends on the quality of skilled talents of enterprises.Our country’s secondary vocational schools are precisely for the country to train skilled personnel who know skills and know how to operate,and the training of skilled personnel depends on high-quality secondary vocational school teachers.Although China’s secondary vocational education is still developing continuously,the construction of high-quality teachers is one of the major problems.How to build a high-quality teaching staff according to the specific situation of each region is a topic that all regions must pay attention to.This study took ganzhou city,jiangxi province as an example.On the basis of relevant literature research,G secondary vocational schools were taken as the research object,questionnaire survey and interview method were used to conduct in-depth investigation to understand the current situation of the teaching staff in G secondary vocational schools.Based on the data obtained from the survey,it was found that there were "four fewer" high-level teaching staff in G secondary vocational schools(fewer teachers with high professional titles,fewer talents with high academic qualifications,fewer high-end talents and fewer backbone teachers and professional leaders).Analyzing on the problems existed in the ganzhou city secondary vocational school teachers is the cause of the school attaches great importance to the degree is not enough,not enough comprehensive talent planning,incentive enough variety,talents construction limited budget),teacher training system is not sound(not clear aim,planning is not strong,the mechanism is not flexible)and teacher talent introduction mechanism owe unobstructed(government less attractive talent introduction policy,school,introduce talents of treatment is not high,lack of the mechanism of university-enterprise cooperation normalized),etc.,and based on this problem causes oriented,one-on-one puts forward the countermeasures for the construction of ganzhou city secondary vocational school teachers,The specific measures are divided into improving the importance of the construction of teachers,establishing and improving the system of teacher training,focusing on creating a "double-qualified" teachers and improving the mechanism of introducing teachers.This study is divided into five chapters.The first chapter elaborates the research purpose and significance,defines the relevant core concepts of the research,analyzes and summarizes the research status at home and abroad,and clarifies the research ideas,methods and contents of the research.The second chapter is to find relevant documents and materials,to study the motivationtheory,the theory of professional development of teachers,the theory of lifelong education and the theory of human capital in order to perfect the theoretical basis of the construction of secondary vocational teachers.The third chapter is to investigate and analyze the current situation of the teaching staff in G secondary vocational schools and find out the existing problems through questionnaires and interviews.The fourth chapter is to analyze the causes of the problems in the teaching staff of Ganzhou secondary vocational schools,including the school’s insufficient attention to the construction of teaching staff,the imperfect training system and the lack of smooth introduction mechanism for teaching staff.The fifth part aims at the problems found and puts forward specific countermeasures from the perspectives of raising the attention of secondary vocational schools to the teaching staff,establishing a perfect teaching staff training system and perfecting the talent introduction mechanism of the teaching staff.