The key to the cultivation of "comprehensive vocational ability" is to grasp the specific connotation of comprehensive vocational ability comprehensively and scientifically, and form a correct view of vocational education ability on this basis. Only under the guidance of the correct concept of vocational education ability can we effectively carry out various teaching activities of vocational education and effectively promote the formation and development of students' comprehensive vocational ability.
1. The key to the goal of comprehensive vocational ability training lies in the "synthesis" of ability.
Comprehensive vocational ability refers to the integration of various abilities that must be possessed in a certain occupation and displayed in professional activities. It is an individual's ability to accomplish certain professional tasks by transferring and integrating the knowledge, skills and attitudes he has learned in a specific professional activity or situation. It is not a single ability, nor is it a mechanical addition of unrelated isolated abilities, but an organic whole that is interrelated and influenced each other, and is a "synthesis" of various abilities.
From the content: this ability includes not only skills, but also other conditions needed for competence, such as ideological and moral character, professional ethics, scientific and cultural foundation, humanistic quality, professional ability, physical and mental health requirements, etc. It is difficult for any isolated ability element to complete professional activities. It is the integration of quality elements such as workers' knowledge, skills and attitudes, and it is a broad concept that connects general quality with a certain professional activity or work scene.
Structurally, comprehensive vocational ability can be divided into three levels: professional specific ability, industry general ability and core ability. They can migrate to each other and form a complex quality structure together, which includes both the general quality and ability needed for long-term personality development and the professional ability pointing to recent career mobility, and can complete various tasks through different combinations.
Occupation-specific ability is unique to every occupation, and it is only applicable to the jobs of that occupation, and its adaptability is very narrow; Every profession has specific abilities. According to our national occupational classification ceremony, there are 1838 occupations, so the total specific capacity is the largest.
Industry general ability is a general basic ability abstracted from general professional activities on the basis of various industries in society. Wide adaptability, and can be applied to various occupations or jobs in this industry. However, according to the nature of the industry or occupation, the total amount of general ability is obviously less than the specific ability.
Core competence is a basic competence abstracted from all professional activities, and its main feature is universality, which can be applied to all professions in all industries. Although countries in the world have different expressions of core competitiveness, its types are still the least. In the structure of professional competence, the three levels of professional competence modules are not self-contained, but included in every professional activity. In other words, the main component of each vocational ability module is its own specific ability module, followed by the basic ability module that can be used in other occupations and the core ability module that is consistent with the basic requirements of all occupations. See the figure below 1- 1.
Figure 1- 1: schematic diagram of capability hierarchy system
As shown in the figure, in the collection of these professional abilities, the part that does not intersect with other occupations is the professional specific ability module, the intersection between similar occupations is the general ability module, and the intersection between all occupations is the core ability module. [2][②]
2. How many combinations should we adhere to in establishing the comprehensive vocational ability training goal?
Adhere to the combination of humanities education and professional skills training.
Humanistic education has always been a weak link in secondary vocational education. Setting the goal of comprehensive vocational ability training should not only emphasize the cultivation of professional skills, but also pay attention to cultivating students' humanistic spirit, improving students' humanistic quality, cultivating students' basic humanistic knowledge as modern professionals, and overcoming the narrow view of ability that emphasizes professional education and job skills training unilaterally. In the interview of this study, the first suggestion made by a teaching director on how to improve the comprehensive vocational ability of secondary vocational school students is "attaching importance to humanistic education and taking the cultivation of initial life values and professional attitudes as the first goal of secondary vocational education", which is also reflected in the questionnaire of the employer. "In your organization, how much attention is paid to the following factors?" Among them, "moral quality" is the highest, accounting for 98%. The central task of the school is teaching, but the fundamental task is to train people and teach students how to be a man, which is precisely one of the purposes of humanities education.
② Combination of classroom learning and extracurricular activities.
The cultivation of students' comprehensive vocational ability requires students to have certain theoretical knowledge, especially as modern professionals, to have a wide range of knowledge, and to have other abilities such as continuous knowledge renewal and development and innovation. The cultivation of these knowledge and abilities can not be completed by classroom teaching alone, and only by combining with extracurricular activities such as second class, production practice and social practice can we get good results.
③ Adhere to the combination of theoretical knowledge learning and practical skills training.
Modern professionals must have comprehensive knowledge and skills. The narrow competency-based view tends to focus only on the cultivation of skills and ignore the study of comprehensive knowledge and the cultivation of students' comprehensive ability, which makes students narrow in knowledge, single in ability, strong in professional ability, poor in basic ability and lacking in key ability. Therefore, they lack stamina and cannot adapt to the requirements of modern technology upgrading and job changes. They can only do some mechanical, fixed and programmed jobs in employment, and their management ability, development ability and key ability are limited.
In short, secondary vocational education is by no means a purely utilitarian educational activity equivalent to ordinary vocational training. As a specific type of education, vocational education still holds high the banner of people-oriented and promoting people's all-round development, and comprehensive vocational ability training should be the core training goal of secondary vocational schools. Therefore, it is necessary to establish the idea of comprehensive professional competence, pay attention to the cultivation of professional skills and job skills, broaden the scope of knowledge, and at the same time strengthen the cultivation of ideological quality, psychological quality, communication ability and cooperation ability, so that students can form strong comprehensive professional competence on the basis of mastering various comprehensive knowledge and skills.
(B) the construction of high-level teachers to meet the needs of students' comprehensive vocational ability training.
The construction of teaching staff is an important part of school work, and the quality of teachers directly affects the development of students' comprehensive professional ability. This study puts forward the following countermeasures to improve teachers' comprehensive professional ability:
1. Adjusting the structure of teachers is beneficial to the needs of cultivating students' comprehensive professional ability.
Due to traditional reasons, the proportion of culture teachers in secondary vocational schools is large. Therefore, in the future school enrollment plan, the number of teachers recruiting cultural basic courses can be reduced. On the other hand, through the curriculum reform, some teachers of cultural basic courses can serve as professional basic courses. For example, for computer majors, English teachers can teach computer English, Chinese teachers can teach practical writing, and teachers of cultural basic courses should establish the concept of serving students' comprehensive professional ability.
2. Maintain a certain proportion of external teachers and build a scientific teacher structure.
The characteristics of secondary vocational education determine that it must have a team of external teachers. "In terms of professional structure and teacher post structure, professional teachers account for about 60% of the total number of teachers, each major should have at least 3-5 professional teachers, and the proportion of part-time teachers is generally not less than 10%". "We should actively support and encourage secondary vocational schools to hire full-time or part-time teachers from enterprises and institutions with intermediate or above professional and technical positions, enterprises and institutions with secondary vocational school teacher qualifications and enterprises and institutions with special skills". [3][③]
On the one hand, secondary vocational education must emphasize the cultivation of professional ability, but the existing full-time teachers can not adapt to this requirement well, so it is necessary to hire some professional teachers and practical teachers with strong practical ability from outside the school; On the other hand, vocational education is one of the most closely related forms of education with the development level of productive forces, and teachers of vocational education should also keep the closest contact with the production management of industrial enterprises. In order to meet the social demand for different talents, secondary vocational education must employ experts, scientific and technical personnel and engineering technicians with high academic qualifications and titles from different industries as part-time teachers to improve the structure of teaching staff. In addition, these part-time teachers from the front line of scientific research and production have also brought new knowledge and technology, which is very beneficial to the growth of teachers and the development of students' comprehensive professional ability.
3. Reform the teacher management system, and strengthen the construction of teaching staff for practice guidance.
Maintain the series of professional titles of teachers in technical schools, strengthen the construction of internship instructors, and establish an appointment system for internship instructors. Dredging the channels for industry personnel to work in schools and introducing professional technicians with rich practical experience and strong hands-on ability to switch from industry to teacher series are conducive to bringing advanced technology, technology, management methods and means into the classroom and promoting the cultivation of students' practical ability.
4. Improve the practical teaching level of professional teachers and attach importance to the cultivation of "double-qualified" teachers.
"Double-qualified" teachers refer to professional teachers who have both teacher qualification certificate and industrial operation technical grade certificate. "Double-qualified" teachers are the key to achieve the goal of talent training in secondary vocational schools and the basis for vocational schools to achieve the goal of comprehensive vocational ability training. Schools can not only improve the proportion of "double-qualified" teachers among professional teachers, but more importantly, really improve the professional ability of "double-qualified" teachers. The cultivation of "double-qualified" teachers, on the one hand, should create a working environment for the professional development of "double-qualified" teachers, on the other hand, it should strengthen the establishment of multi-party contacts with enterprises and enhance the practical ability of "double-qualified" teachers.
5. Multi-channel training of in-service teachers to improve teachers' comprehensive professional ability.
The construction of teaching staff is an important part of school work, and the quality of teachers directly affects the development of students' professional ability. Teachers are not only "candles" that deplete life energy for students' growth, but also "ever-burning lamps" that indicate students' growth path. Only teachers with high comprehensive professional ability can cultivate students with strong comprehensive professional ability. On the one hand, with the development of the times, the idea of vocational education needs to be constantly updated, keep pace with the times, and its connotation is richer and more scientific; On the other hand, with the development of modern economy, new knowledge and new technology are constantly emerging, and teachers can no longer meet the requirements of the industry only by relying on the knowledge learned in the original school. Therefore, teachers in secondary vocational schools need to constantly learn new knowledge, new skills and new ideas, and constantly improve their own ability system to meet the requirements of cultivating students' comprehensive professional ability.
(3) Strengthen practical teaching aimed at cultivating students' comprehensive vocational ability.
The practical teaching in secondary vocational schools, which aims at "comprehensive vocational ability", should break the traditional thinking of attaching importance to theory and neglecting practice, change the present situation that practical teaching relies too much on theoretical teaching, and build an open environment of "big experimental training". Practice teaching should be matched with theoretical teaching and run through the whole teaching process, intersecting, infiltrating, supplementing and promoting each other, realizing organic integration and serving the training goal of technical applied talents. In practice teaching, we should strengthen the cultivation of comprehensive vocational ability as the center, reform the teaching methods and assessment methods in practice teaching around the construction of software and hardware of practical teaching equipment, and improve students' comprehensive vocational ability.
1. Establish a practical teaching concept with comprehensive vocational ability training as the core.
Secondary vocational education is not to cultivate academic elites, but to cultivate high-quality workers who meet the needs of the front line of production, construction, management and service. Laborers are the terminals of the whole social labor chain and the direct creators of social wealth. Therefore, students in secondary vocational schools should not only master the necessary basic theoretical knowledge, but also have strong vocational comprehensive ability. "Say a thousand words, say 10,000 words, and you can't do it without practice." Comprehensive professional ability is not taught, but cultivated, and the cultivation of comprehensive professional ability must go through practical training. Therefore, in the process of training, we must attach importance to the cultivation of practical ability and the acquisition of professional experience and skills. Practice teaching is the most important way and means for students to acquire practical ability and comprehensive professional ability during their school days. Specifically, we should clearly take the cultivation of students' comprehensive professional ability as the center of practical teaching, design and implement the practical teaching system around the various elements of practical teaching of students' comprehensive professional ability cultivation, and connect with the post to realize the overall optimization of comprehensive benefits.
2. Strengthen the construction of both soft and hard aspects of practical teaching.
It is necessary to build the hardware and software of practical teaching around the cultivation of comprehensive professional ability, and really play the role of practical teaching in improving students' comprehensive professional ability. In the aspect of practical teaching hardware construction, through the investigation and interview results of practical equipment construction in Yibin Commercial Vocational School, this study holds that the practical teaching hardware construction in secondary vocational schools should be divided into three platforms: public basic experimental field, professional training base inside and outside the school and graduation practice unit around the cultivation of comprehensive vocational ability. In the construction framework of practical teaching software, we should do a good job in the establishment of practical management institutions, the management of practical bases and personnel, and the establishment of practical teaching management rules and regulations inside and outside the school.
3. Reform practical teaching methods
In order to cultivate ability, the "action-oriented" teaching method should be introduced into practice teaching. "Action-oriented" teaching is to create a social communication situation in which learning and teaching, students and teachers interact in the whole teaching process of the school. It is committed to building knowledge and forming ability through students' learning activities, so that the educated can not only adapt to the requirements of corresponding professional posts, but also apply this ability to build knowledge to other occupations. Action-oriented teaching is a teaching method based on action-oriented teaching mode. Action-oriented teaching mode is a teaching form which is employment-oriented, ability-oriented, based on national vocational skill appraisal standards, taking the learning field of vocational activities as the content, organizing teaching with action-oriented teaching method, and cultivating skilled talents with comprehensive professional quality. Commonly used teaching organization forms include project teaching method, simulation teaching method, guiding teaching method, case teaching method, role-playing method and so on.
(D) Establish a comprehensive curriculum view based on professional ability
Curriculum view is people's curriculum concept or curriculum value orientation, and what kind of curriculum value orientation it has also determines what kind of curriculum scheme to set up. Therefore, this study believes that secondary vocational schools should establish a comprehensive curriculum view based on professional ability. Under the guidance of the comprehensive vocational competence-based curriculum view, the method of curriculum design is to determine the major to be set according to the needs of the country, society and labor market, determine the required ability according to the analysis of the work and tasks of professional posts, and then develop the curriculum and decide the teaching methods accordingly. Under this guiding ideology, the curriculum goal will point to the ability required by the job, and the teaching process and the final training effect will be measured by the ability, so that the curriculum of vocational education is closely related to the actual production technology. The main characteristics of the curriculum view based on comprehensive vocational ability are: the curriculum setting has changed from the construction of knowledge system to the construction of comprehensive vocational ability, the curriculum content has changed from the mastery of theoretical knowledge to the completion of professional post tasks, the student evaluation has changed from the evaluation of knowledge to the evaluation of comprehensive vocational ability, and the curriculum development has changed from the orientation of educational experts to the orientation of enterprise experts.