The basis for the construction of the hottest tale

The basis for the construction of talent training mode

the basis for the construction of talent training mode

according to the needs of social development and economic construction, with the purpose of improving learners' professional practice ability and professional quality, it advocates the student-centered education and training concept and establishes a teaching mechanism integrating diversity and selectivity, and helps students accumulate practical work experience through comprehensive and specific vocational and technical practice activities, Highlight the characteristics of higher vocational education and comprehensively improve students' professional ethics, professional ability and comprehensive quality

5. Why should a batch of cutting-edge new materials be laid out? According to the objective needs of China's automobile industry, automobile maintenance and marketing industries and the characteristics of the labor market, taking into account the underwater and regional characteristics of the development of economic, technical, social and vocational education and training in this region, we should strive to improve learners' operational skills and technical service ability. The cultivation of talents in this major should follow the following basic principles:

(1) based on comprehensive quality and based on ability

guided by the scientific concept of labor and technology, help students correctly understand the relationship between technological development, labor production organization reform and labor activities, fully understand the significance and value of professional and technical practice activities to economic development and personal growth, so that students can form a healthy degree of labor dynamics, good professional ethics and correct values, and comprehensively improve the quality of workers. The cultivation of skilled talents in short supply should put the improvement of students' professional ability in a prominent position, strengthen practical teaching, and make students become high-quality workers urgently needed by the production and service front line of enterprises

(2) based on the needs of enterprises and employment oriented

take meeting the work needs of enterprises as the starting point of curriculum development, and strive to improve the pertinence and adaptability of education and training. Explore and establish a mechanism for education and training according to the "order" of enterprise employment. We should pay attention to the changes in the needs of enterprises, adjust the professional direction according to the employment needs of enterprises, determine the scale of training, and develop, design and implement sex education and training programs. Relevant industries and enterprises should deeply participate in the education and training activities of the school, mainly due to the broad development prospects of the domestic new energy vehicle market, and play a leading role in determining market demand, talent specifications, knowledge and skill structure, curriculum, teaching content and learning achievement evaluation

(3) adapt to the technological development of enterprises and reflect the progressiveness and foresight of teaching content

pay attention to the latest technological development of China's automobile manufacturing and maintenance enterprises, timely adjust the curriculum and teaching content through school enterprise cooperation, highlight the new knowledge, new technology, new process and new methods in the professional field, and overcome the shortcomings of professional teaching that the content is old, newer and slow, while emphasizing the integrity of the discipline system and cannot meet the needs of enterprise development. In combination with professional requirements, on the basis of solid professional basic knowledge and skills, we should timely understand and grasp the latest technological development and related skills in this field, so as to realize the unification of professional teaching basic parts and advanced parts

(4) taking students as the main body, reflecting the scientificity and flexibility of teaching organization

according to the economic and technological development of our province, fully consider the cognitive level of students and their existing knowledge, skills, experience and interests, provide each student with modular learning resources that meet the needs of the labor market and have career development prospects, strive to provide teachers and students with space for selection and innovation in learning content, teaching organization, teaching evaluation, etc., and build an open curriculum system, Meet the needs of students' personalized development. Adopt the course organization mode of "large major and small specialization", use the general part of the professional ability structure to build the ability platform, and use the flexible modular course structure and credit system management system to meet the different needs of enterprises and learners. The courses and teaching projects of talent training not only meet the academic education of the University, but also meet the needs of on-the-job personnel to update their knowledge and skills

4 implementation of "2+1" talent training mode

based on the analysis of talent demand, school running conditions and post ability requirements at the current stage, through on-site investigation and expert demonstration, it is determined that the automobile major implements the integrated talent training mode of "work and study combined with" 2+1 "and" enrollment, training and employment "

the "2+1" talent training mode of combining work and study refers to the course teaching, experimental training teaching and production part training in the school in the first two academic years, and the internship in the enterprise and the completion of the graduation project in the last academic year. This model arranges the learning contents and sequence of students according to the law of the formation of students' professional ability, makes full use of the advantages of running a school in cooperation with enterprises, arranges the teaching implementation plan according to the teaching conditions in the school and the teacher conditions and production conditions of the training base, and divides the three-year study time of students in school into two stages: "2" and "1"

"2" refers to the first two academic years, which is the school learning stage. The first academic year is dominated by full-time teachers, who mainly study basic courses and some basic ability courses in the school; The second academic year is jointly undertaken by full-time and part-time teachers, focusing on core competence courses. The course teaching includes integrated teaching inside the school and on-site teaching outside the school. Students and enterprises began to enter the global cereal packaging industry and slowly moved forward into partial zero distance contact

"1" refers to the third academic year, which is the practice stage of enterprises. Part time teachers are the main part, and full-time teachers assist in management. Students go to production factories and mines for post internship and graduation internship, and begin to have full contact with enterprises. According to the production characteristics of production posts, they select graduation design topics and complete graduation design

the core of the "2+1" talent training mode of combining work and study is the post practice in the "L" stage, which is not only the key to the formation of students' professional ability, but also a test of the teaching effect in the "2" stage. According to the main employment positions for majors, students are mainly arranged to carry out post rotation internships in multiple positions, and the "post rotation method" is adopted for post replacement internships, that is, according to the technical ability requirements of professional post groups, students take one post every month, rotate and take turns

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conclusion

the "2+1" talent training mode combined with work and study adopted by the automotive major mainly stems from the front-line demand for talents of industry enterprises. It has been effectively implemented in teaching, accumulated experience, won the recognition of enterprises and peers, and also received high praise from students, It can provide reference experience for the specialty construction and curriculum reform of similar colleges and universities