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ПРОБЛЕМЫ И ПРЕДЛОЖЕНИЯ ПО НА ЧЕСТВУ ПРЕПОДАВАНИЯ КИТАЙСКОГО ПРОФЕССИОНАЛЬНОГО ОБРА-ЗОВАНИЯ
Гу Жун, аспирантка. Алтайский государственный университет, Барнаул
Цель исследования - выявить факторы, влияющие на качество преподавания, через актуализацию проблем, связанных с качеством преподавания в профессиональном образовании. Научная новизна заключается В ТОМ, что теория и практика объединены для решения задач, поставленных перед исследованием. В результате выдвинут практический перечень предложений по содействию повышения качества подготовки педагогов в области профессионального образования и повышения привлекательности профессионального образования В Целом.
Ключевые слова: профессиональное образование; качество обучения.
DOI 10.24923/2222-243Х.2022-42.40 ^
PROBLEMS AND SUGGESTIONS ON THE TEACHING QUALITY удк 376 H?
OF CHINESE I/OCA T/ONAL EDUCA TiON ВАК РФ 5.8.7/13.00.08 <
The purpose of the study is to identify factors affecting the quality of teaching © GuRong, 2022
through the actualization of problems related to the quality of teaching in qj"
vocational education. The scientific novelty ties in the fact that theory andpractice X,
are combined to solve the tasks assigned to the study. Asa result, a practical list of —«
proposals was put forward to promote the improvement of the quality of teacher 2
training in the field of vocational education and to increase the attractiveness of
vocational education in general.
Keywords: vocational education; teaching quality. ^
Introduction
After entering the new century, China's vocational education has achieved rapid development under the attention and vigorous promotion of the government. Secondary vocational education and higher vocational education have greatly improved in terms of school scale, campus hardware facilities, training venues and equipment. However, the attractiveness of vocational education has not increased correspondingly, which is mainly manifested in two aspects: the company's evaluation of vocational school graduates has changed, but the "professional quality", 1'post ability" and "learning ability" of graduates are still improved. The evaluation is not high. It is believed that vocational schools should focus on reforms to vigorously improve the quality of teaching; in recent years, major reform measures for vocational education, such as the National Skills Competition and the funding policies for key specialties of secondary vocational education, have been improved to a certain extent
Bring in the introduction:
Through the research, the problems existing in China's vocational education are reflected, and it is hoped that this article can provide a new exploration path for China's vocational education
The purpose of the study structured the following tasks: 1) to study the common problems in China's teaching quality; 2) to explore the impact of completing the education evaluation system on the teaching quality; 3) to put forward relevant rectification suggestions for the teaching quality of vocational education in China,
Practical significance:To provide constructive advice for secondary vocational education and higher vocational education in China, and to study whether teaching quality can be changed by improving the quality of teachers.
Research results
The social status of vocational education has been improved, but GU Rong, Postgraduate the recognition of vocational education by students and parents is still student, Altai State not high. There are many reasons for this situation, but the root cause University, Barnaul
I is that vocational education cannot provide students with high-quality educational services and cannot help students achieve upward mobility of social classes, which makes vocational education less attractive. This article analyzes the source of the lack of attractiveness of vocational education from the inside, analyzes the current problems in the teaching quality of vocational ^ education and explores the reasons, and then y puts forward corresponding suggestions to ^ promote the improvement of the quality of < vocational education talenttraining and enhance X the attractiveness of vocational education, i j | 1. Some outstanding problems in the quality ^T of vocational education and teaching
China's vocational education is "entering a
0 period of transition from focusing on scale ^ expansion to comprehensively improving quality."
It is necessary to grasp the main contradictions in
1 this period to achieve an improvement and leap Q in the quality of vocational education. Only a deep U- analysis of the problem can prescribe the right
medicine. There are many reasons for the poor d teaching quality of vocational education. This article mainly analyzes from three aspects: understanding, internal and guarantee. 12 A) Inadequate understanding of the
importance of teaching quality
In the process of running vocational colleges, there is a general tendency to "lean to one side" in the understanding of the development of vocational education: excessive attention is paid to the improvement of external conditions such as scale expansion and hardware construction, and the improvement of connotation such as teaching quality is neglected. This makes the importance and urgency of vocational education teaching quality inadequate and lacks effective and substantive reform measures.
Teaching quality is the embodiment of the entire vocational education talent training results, so the improvement of teaching quality is a systematic project involving all aspects of Vocational education talent training. However, when analyzing the quality of vocational education and teaching, it often overemphasizes a certain link in the talent training process and lacks systematic thinking. Reform measures aimed at some areas can only play a limited role and often lack effectiveness in the overall improvement of teaching quality.
B) The main problems existing in some vocational colleges in the process of talent training
The problem with teaching quality lies in the talent training system. It is precisely because of
problems in various links within the vocational education talent training system that the overall teaching quality is not high,
(i) Target positioning is unscientific.The training goal positioning determines the end point and goal of vocational education talent training, and at the same time is the logical starting point for talent training. Only when the goal positioning is scientific and reasonable, the entire talent training work will not deviate from the track. Many schools have problems at this starting point. It is mainly manifested in: First, the determination of talent training goals has not been researched and scientifically proven by talent needs, resulting in a disconnect between the goals and the real needs of the enterprise; second, the target positioning of higher vocational education is "undergraduate" or "secondary vocational education". The ambiguity of positioning is plaguing the healthy development of colleges and universities; thirdly, the "employment-oriented" vocational education is mistakenly equated with "employment education", the career development of students is not fully considered, and vocational school students are artificially restricted from continuing The demand for learning restricts students' enthusiasm for learning and the attractiveness of vocational education.
(ii) The professional settings are blurred. In 2014, the Ministry of Education newly revised the "Professional Catalogue of Secondary Vocational Schools", which fully considered the needs of education departments and schools, the needs of students and parents, and the needs of social employers, so as to better support industrial construction and serve economic and social development. ,To promote the establishment of professional secondary vocational education to more consistent with the needs of vocational positions, and guide secondary vocational schools to scientifically and rationally set up majors. This is an important measure to scientifically guide the reform of vocational education and effectively improve the quality of talent training. However, in the process of running a school, some vocational colleges unilaterally pursue the scale of enrollment and blindly expand the enrollment of good majors, resulting in blurring of professional boundaries and random increase or decrease of specialization in the professional setting, which dilutes the existing teaching resources and reduces the quality of teaching.
(iii) The curriculum reform lacks guidance-Curriculum is a key link in talent training, and the quality of teaching rests on the improvement of
curriculum quality. Educational administrative departments at all levels actively advocate and encourage vocational colleges to carry out curriculum reforms, and have made great progress in changing the subject matter of the curriculum system and the theoretical tendency of curriculum content. However, the lack of effective leadership and coordination for curriculum reform has also caused problems such as low-level duplication of reforms and lack of resource sharing. Mainly manifested in: the curriculum standards are not uniform, many colleges and universities customize the curriculum standards, resulting in the "standard" of the curriculum standards is not high; the publication of teaching materials is disorderly, where there are curriculum reforms, there must be self-edited teaching materials, resulting in low-level repetition of the compilation of teaching materials.
(iv)The teaching mode is relatively backward. The teaching linkisthelinkthat has direct contact with students and is also the key to the realization of teaching quality. Discussing the teaching mode and teaching method suitable for the law of vocational education has aroused widespread concern day by day. However, the current teaching mode of many vocational colleges is still conservative and lacks effective training of students' professional ability. It is mainly manifested in two aspects: first, the teaching method follows "classroom teaching", and the teaching method is still the mainstream teaching method in these schools; second, the teaching mode relies on "school education", and there isa gap between the school and the workplace. Talent training is still confined to the school, and the talent training model is seriously out of touch with the actual workplace.
(v) The evaluation mechanism is not sound. The quality evaluation of vocational education has the problems of incomplete evaluation mechanism and insufficient quality control. The most intuitive manifestation of the incomplete evaluation mechanism isto follow the"paperand pencil test". The evaluation of students still stays in the examination, ignoring the effective evaluation of the students' professional ability; due to the lack of scientific analysis of the talent training goals, there is also a lack of evaluation Effective evaluation basis; there is excessive subjectivity in the evaluation method, and the reliability and validity of the evaluation need to be improved; the evaluation is result-oriented, and the score becomes the purpose of the evaluation, and there is a lack of effective
monitoring of teaching quality and effective teaching links Feedback.
C) The guarantee of teaching quality is not strong enough. The improvement of teaching quality also requires good guarantees. As far as vocational education is concerned, it includes teachers' abilities, teaching conditions, school-enterprise cooperation, and teaching management systems.
(i) In terms of teachers. Teachers are the specificimplementers of talenttraining, and their professional level has a great influence on the quality of teaching. In terms of improving the quality of teaching, the current problems that need to be solved are: some teachers' vocational education concepts need to be updated urgently; teachers' professional practice ability is insufficient, and it is difficult to undertake the task of cultivating students' vocational ability.
(ii) In terms of teaching conditions. Teaching conditions are also an important factor to ensure the improvement of teaching quality. Backward teaching conditions will affect the improvement of teaching quality. In recent years, the state has invested a lot of funds to improve the teaching conditions of vocational education, but the demand for vocational colleges is still insufficient, and due to the large differences in the local economy, the teaching conditions of vocational colleges in different regions are even more different. In addition, some colleges and universities still have problems such as the mismatch of teaching equipment, curriculum reform, and teaching model innovation; the teaching equipment does not meet the teaching requirements in terms of operation and management
(iii) School-enterprise cooperation. School-enterprise cooperation is an important condition for reforming the talent training model of vocational education and reflecting the rules of vocational education. Through various levels of cooperation, it is possible to realize the docking of school talent training and enterprise employment in terms of professional ability. But at present, school-enterprise cooperation is not in-depth: first, the enterprise lacks the enthusiasm for cooperation, and the cooperation between schools and enterprises lacks the necessary link of interests; second, the school-enterprise cooperation mechanism is not sound and lacks effective mechanism guarantees.
(iv) Teaching management. The teaching management mechanism is an important support to ensure the orderly progress of teaching activities. However, the current teaching
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management mechanism of some vocational colleges still has the following problems: The teaching management system does not conform to the teaching rules of vocational education, is too rigid, and does not provide necessary for curriculum teaching reform Space; lack of effective guidance and standardization of the teaching process.
2. Reform suggestions to improve the teaching quality of vocational education
At present, it coincides with a period of good opportunities for the country and the government to vigorously develop vocational education. In order to promote the sustainable and healthy development of vocational education, we must Seriously answer two questions: How can vocational education increase its attractiveness? How to achieve sustainable development in vocational education? I think the answer is: strengthen connotation construction and improve teaching quality.
A) Strengthen content construction
(i) Reasonably position the training target of vocational education talents. Highlight the "educational value" of vocational education. In terms of the orientation of talent training goals, it highlights the goals of vocational competence training, and at the same time strengthens the development of basic literacy, the acquisition of professional literacy, and the mastery of professional knowledge. Distinguish and rationally position the training objectives of all levels of vocational education. Including the training objectives of secondary vocational education, higher vocational and technical education, and technical undergraduate training objectives, all need to be accurately defined. Establish the linkage relationship between goals at various levels, and handle the cohesion of vocational preparatory education, pre-employment education (secondary vocational education, higher vocational education), and post-employment continuing education in terms of training goals; vocational education and general education in terms of talent training goals Accommodative aspects.
(¡i) Adjust and optimize the professional structure of vocational education. Establish a dynamic mechanism for professional setting, and set up majors in accordance with the needs of the talent market, the needs of enterprises and the professional posts promulgated by the state. Authoritative departments have fully demonstrated the professional structure of vocational education, and issued scientific professional catalogs and guidance; vocational
colleges shall fully demonstrate the establishment of majors based on the specific conditions of the region and the school, and clarify the professional positioning and school characteristics; the education administrative department shall provide for the vocational colleges Provide effective guidance on the school's professional settings and coordinate the regional professional layout.
(iii) Reform and improve the vocational education curriculum system. Establish a national or regional-based professional curriculum reform leadership or coordination mechanism, and standardize the current low-level repetitive curriculum reforms based on institutions. Authoritative departments have issued curriculum standards based on professional competence standards to provide authoritative guidance for curriculum reform in vocational colleges; vocational colleges carry out curriculum implementation reforms based on actual conditions; establish a curriculum resource database to promote the sharing of curriculum
resources.
(iv) Explore and innovate vocational education and teaching models. Encourage teachers in vocational colleges to explore innovative teaching models, summarize and promote valuable teaching models. Explore new teaching methods based on students' learning characteristics, course content, and implementation conditions; explore teaching organization forms and teaching management systems based on new teaching methods.
(v) Scientifically design the quality management system of vocational education. Design a scientificand comprehensive evaluation system that conforms to the rules of vocational education personnel training, including evaluation content, evaluation standards, evaluation methods, etc. Establish school teaching steering committeesand education and teaching quality monitoring institutions with the participation of industries, enterprises and social organizations. Reasonably use total quality management standards and establish a scientific feedback mechanism to promote quality improvement through evaluation.
B) Improve guarantee conditions
(Í) Improve the professional level of the teaching staff. By absorbing personnel with strong practical ability into the professional teaching team, build a "dual-teacher" teaching team; by encouraging and regulating the enterprise practice and learning under teachers, promote the improvement of teachers'
professional practical ability; by encouraging school-based teaching and research, improve teachers' professional teaching ability. In addition, the team building of teachers should be strengthened, and the overall improvement of the team should be promoted through team learning and discussion.
(ii) Improve teaching conditions. Ensure continuous investment in teaching and training conditions to ensure the renewal and maintenance of equipment, so that teaching and training conditions are in line with social production conditions. In addition, it is more important to establish a scientific and efficient operating mechanism to improve the use of teaching and training equipment.
(iii) Deepen school-enterprise cooperation. Establish a closer school-enterprise cooperation relationship through various forms. Encourage enterprises to participate in the whole process of formulation, implementation and evaluation of talent training programs; provide enterprises with staff training and technological innovation services.
(iv) Standardize teaching management. Establish a teaching management mechanism that matches the curriculum reform. Through standardized teaching management, provide scientific guidance and norms for the whole process of vocational education talent training.
3. Suggestions on policies and regulations to improve the quality of vocational education and teaching
A) Strengthen the construction of teaching staff
Establish a more flexible and efficient teacher personnel management system, set admission standards and requirements for professional teachers, and relax the introduction of professional courses and internship instructors. Establish a long-term mechanism for enterprise practice under teachers. Establish a school-based research operation mechanism for teachers. Establish an incentive mechanism to promote the professional growth of teachers, and establish a separate professional and technical title system for teachers in vocational schools.
B) Improve the operation mechanism of school-enterprise cooperation
Ensure the legitimate rights and interests of enterprises in school-enterprise cooperation; at the same time, it is necessary to clarify the obligations and responsibilities that enterprises should undertake in the training of vocational education talents, and resolutely implement the provisions of enterprises withdrawing education
and training funds at 1.5% of the total wages of employees. On this basis, provide targeted tax incentives and financial compensation, such as the introduction and implementation of preferential policies for enterprises to accept student internships and teacher practice to encourage enterprises to participate in school enterprise cooperation.
C) Improve the funding mechanism
Implement the government's funding
guarantee responsibilities, clarify the input responsibilities of the central, provincial, and county governments, and implement the eastern, central, and western categorized guidance; each region should refer to the average funding standard for general education in the region to formulate the average funding Standard for vocational colleges, which is generally not low Based on general education funding standards. On this basis, it is emphasized to guide multi-party fund-raising and give full play to the roie of industry enterprises in vocational education.
D) Guarantee the autonomy of vocational colleges
At present, vocational colleges have no autonomy in professional settings, teacher recruitment, enrollment indicators, etc., and cannot adjust their majors in time to meet the needs of economic development and industrial restructuring for talents.Therefore, the autonomy of vocational colleges in these areas should be a ppropriate ly increa sed. The im provement of the teaching quality of vocational education is an important systematic project. Through strengthening the connotation construction, improving the external guarantee conditions, especially by taking advantage of the good opportunity of the construction of vocational education laws and regulations currently under way, through legislation to realize the norms and guarantees, vocational education. The quality of teaching will surely be improved steadily.
Conclusion
Thus, based on the results of the study, the following conclusions are formulated.
1. Strengthening the improvement of the teaching evaluation system is conducive to improving the teaching quality of teachers and quickly finding problems in the teaching system.
2. By optimizing the professional structure of vocational education and improving the education system, students, teachers and schools can have a clearer understanding of the composition of vocational education, and improve the enthusiasm of the three parties, thereby improving the quality of teaching.
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3. In the continuous improvement of the talent training model, it is necessary to pay attention to the problems that have been accumulated over the years, which can be improved by means of teaching monitoring and education quality testing.
References:
1. Ministry of Education, Several Opinions on Comprehensively improving the Teaching Quality of HigherVocational Education [J], China Vocational and Technical Education, 2017, (01).
2. Shi Wei ping. The characteristics of the times and the reform and innovation of vocational education [Wl|. Shanghai: Shanghai Education Press, 2019.
3. Zhao Zhiqun. Vocational education and training learning new concept [M]. Beijing: Science Press, 2018.
4. UNESCO. Revised Recommendations onTechnical and Vocational Education: 2011 [A], Liu laiquan. An overview of the world's technical and vocational education [C], Beijing: Higher Education Press, 2012.
5, Lu Xin, Vocational education serving the economy and society must keep up with the pace of the industry [N], China Education News, 2019-12-14,6. Гузеев M.C. Оценивание качества педагогической деятельности преподавателей как фактор воздействия на уровень их профессионализма / М.С. Гузеев, Э.Р. Куликова // Вопросы педагогики. - 2020. -№10-1.-С 68-71.
7, Гутник Т.Н. Влияние профессиональных и личностных качеств педагога на эффективность педагоги ческой деятельности/Т.Н. Гутник, Л.И. Крас-ноплахтова // Институциональные тренды трансформации социально-экономической системы в условиях глобальной нестабильности : материалы V Международной научно-практической конференции. - Краснодар : Краснодарский ЦНТИ-фил иал ФГБУ "РЭА Минэнерго России", 2021:. -С 146-150.
8. Белькова И.А. Походы к профессионально-лич-ностным качествам педагога и профессиональному стандарту педагогической деятельности / И.Л. Белькова // Молодой ученый. - 2020. - № 4 (294),-С 277-280.
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AN INTEGRATED APPROACH TO THE PREPARATION AND CONDUCT OF A SINGLE ONLINE LECTURE
Guzno va A lena Vyachesla vo vna, PhD of Philological sciences, A ssocia te Pi ofessor
Pavlova O/ga Anatolyevna, PhD of Historical sciences, Associate Professor
Litvinchuk Vladimir Hyich, PhD of Political sciences, Associate Professor
Nizhny Novgorod State Enginearing and Economic University, Nizhny Novgorod
The purpose of the study is to present the methodology of organizing and conducting a single online lecture as part of educational work for students of a technical university. The scientific novelty consists in the description of an in tegra ted approach to the methodology ofde veloping a single online lecture within the frame work ofeduca tional work and the presentation of material to an extensive remote audience. As a result, the problem of insufficient coverage of the issue of the implementation of educational work of the university in the format of distance learning was identified; the possibility of implementing the concept of education in the conditions of remote learning through working with a large remote audience, which requires huge training from the teacher as the organizer of the event; the need for an integrated approach in understanding and presenting the material, as well as the choice of forms and methods of interaction with a remote audience when organizing and conducting an educational event in a remote format was noted.
Keywords: online lectui e; in tegra tedapproach; in tegra tion; distance learning; dis tance technologies; meth odologicai techniques; interaction; dialogue.
DOI 10.24923/2222-243X.2022-42.41
УДК 378.14
ВАК РФ 5.8.2/13.00.02
КОМПЛЕКСНЫЙ ПОДХОД В ПОДГОТОВКЕ И ПРОВЕДЕНИИ ЕДИНОЙ ОНЛАЙН-ЛЕКЦИИ
© Гузнова А.В., 2022 Ф Павлова О.А.,2022 0ЛитвинчукВ.И.2022
Цель исследования - представить ме тодику организации и проведения единой онлайн-лекции в рамках воспитательной работы для студентов технического вуза. Научная новизна состоит в описании комплексного подхода к методике разработки единой онлайн-лекции в рамках воспитательной работы и подаче материала обширной удалённой аудитории. В результате выявлена проблема недостаточной освещённости вопроса реализации вое пита тельной работы вуза в формате дистанционного обучения; отмечена возможность реализации концепции воспитания в условиях удалённого обучения через работу с большой удалённой аудиторией, что требует огромной подготовки от преподавателя как организатора мероприятия; обоснована необходимость комплексного подход в осмыслении и подаче материала, а также выборе форм проведения и методов взаимодействия с удалённой аудиторией при организации и проведения воспитательного мероприятия в дистанционном формате.
