Research On Professional Construction Of Vocational Education At Undergraduate Level

Since 2019,the Ministry of education has successively announced the list of 22 Undergraduate Level Vocational Education Pilot Universities and 6 undergraduate level vocational education institutions transferred from independent colleges.In 2020,the Ministry of education further revised（formulated）the professional catalogue of vocational education,and promulgated the administrative measures for the establishment of undergraduate vocational education majors（for Trial Implementation）in January 2021.Since then,the situation that China’s vocational education stopped at the junior college level has completely changed.As of January 2022,most of the 28 newly-built Vocational Education Pilot Universities at undergraduate level in China have been upgraded or transferred from the original vocational colleges.After being authorized and approved by the Ministry of education,they have officially changed their name to "Vocational Universities" to carry out the pilot work of vocational education at undergraduate level.These 28 undergraduate level vocational education pilot colleges and universities are specialized in cultivating high-tech and skilled talents required for regional social and economic development,with the characteristics of "higher" and "professional".After a period of exploration,the basic professional construction practices have been gradually explored and achieved certain construction results.However,as a new thing in the field of higher education in China,the specialty construction of undergraduate vocational education is facing the inevitable choice of "crossing the river by feeling the stone" because of the short upgrading time,different school foundation and complex specialty construction.Therefore,in the period of high-quality development of higher education,based on the natural state of undergraduate specialty construction in pilot universities,it is particularly important to explore the strategy of undergraduate vocational education specialty construction.This study comprehensively uses the methods of literature research,text analysis and investigation to conduct a special research on the professional construction of undergraduate vocational education,so as to objectively understand the development of the professional construction of undergraduate vocational education in China.Firstly,it combs the development process of undergraduate vocational education specialty construction,and expounds the connotation elements,practical characteristics and talent training characteristics of undergraduate vocational education specialty construction.Secondly,this paper analyzes the content of the talent training program of undergraduate vocational education in the first batch of 22 undergraduate Vocational Education Pilot Universities in China,and explores the common characteristics and existing problems of undergraduate vocational education specialty construction.Thirdly,it investigates and analyzes the current situation of the professional construction of undergraduate vocational education in Guangxi a Vocational University.It is found that the professional construction of undergraduate vocational education in the university has the phenomenon of generalization of educational objectives and unclear vocational attributes;The homogeneity of the curriculum system is serious and the innovation is difficult;Lack of teaching resources,urgent breakthrough in teaching reform,relative lack of high-quality teachers,lack of management standardization and so on.Finally,adhere to the problem orientation,goal orientation and effect orientation,and put forward the Countermeasures for the professional construction of undergraduate Vocational Education: first,optimize the talent training mode and improve the talent training system;Second,make up the weakness of specialty construction and integrate and optimize the curriculum system;Third,deepen the reform of teaching content and strengthen the construction of practical training base;Fourth,cultivate high-quality teachers and equip them with double qualified teachers.