| In recent years,in the transformation of national economic development way,the constant optimization and upgrading of industrial structure and industry demand for labor personnel changes,such as a variety of practical problems,from the national level and the social from all walks of life gradually began to look to the development of vocational education and innovation,and many times is closely related to the vocational education of good policies,encourage the pace of reform of vocational colleges is a step forward.But due to the vocational education in China started late,development lag and traditional academic education has been accounted for the social public opinion leading multiple reasons,such as the development of vocational education in China is still at the lower end of the education level,especially the higher vocational education level is not"high",led directly to the cultivation of students lack of employment competitiveness,in turn for vocational college students and have tremendous negative impact on the improvement of teaching quality.This vicious cycle is also troubling managers and grassroots teachers in many vocational colleges,how to effectively improve the level of education,teaching quality and students’ employment competitiveness,which is the key problem involved in the smooth connection between vocational and vocational.Constructing the "overpass" between secondary vocational education and higher vocational education on the professional promotion channel has the effect of 1+1>2 for improving students’ vocational ability and education background.Exampled by a certain vocational colleges of xi’an as the research object,mainly from the culinary specialty in higher vocational curriculum,the perspective of cohesion,from professional training objectives,curriculum content,curriculum structure and curriculum evaluation of the current situation of several aspects,and give attention to both the social environment,school environment and the subjective and objective factors such as professional teachers,comprehensive analysis and find out the problems in the process of cohesion.Finally,combined with the actual situation of the school and the major,put forward the corresponding solutions and countermeasures.First of all,this paper expounds several kinds of problems existing in the connection of middle and higher vocational courses of cooking major in A university.For example,the orientation of training objectives in the secondary vocational stage is vague and general;Higher vocational stage training target positioning "upside down"secondary vocational;High repetition rate of professional theory courses;The courses of professional skills are overlapping and the level of promotion is low.The repetition of public basic courses and the low connection between contents and majors;Repeated and chaotic elective courses;Three-stage curriculum model solidification;Professional skills(practical)courses account for a small proportion;The course evaluation method is single.Secondly,the factors that affect the connection between middle and higher vocational education are summarized as follows:government level,the connection of higher vocational education lacks top-level design;At the school level,the curriculum design and evaluation ability of the school is insufficient,there is a lack of comprehensive teaching materials for middle and higher vocational education,and the teaching staff of middle and higher vocational education is weak.In other aspects,enterprise participation is low,school-enterprise cooperation is superficial,and communication and exchange between vocational colleges and universities are lacking.Finally,in view of the above problems,put forward the corresponding promotion strategies:to establish and improve relevant policies and regulations for the connection between middle and higher vocational education;The goals of the joint training in the middle and higher vocational colleges are in line with the requirements of vocational posts,the curriculum structure is in line with the job tasks,and the curriculum content is in line with the vocational standards.Set up the teaching mode of cooking project;Implement the flexible credit system based on "wide basis and living modules";To formulate the incentive mechanism for teachers’ professional promotion and strengthen the construction of "double-qualified" team;Gather external forces to optimize and complement resources. |
