In recent years, the rapid development of higher vocational colleges has received more and more government support. A number of higher vocational colleges with different school-running characteristics and management concepts have emerged one after another, and the mode of combining school with enterprise and combining work with study has become the main direction of higher vocational education reform. But simple slogans can't change the problems existing in domestic higher vocational education at present. How to combine the domestic social reality and implement practical school-enterprise cooperation and work-study combination is an unavoidable challenge. Let's take a look at this article with me.

Research on Higher Vocational Talents Training Scheme Based on School-enterprise Cooperation

First, the research status of talent training mode of school-enterprise cooperation at home and abroad

1. Research on foreign school-enterprise cooperation personnel training. Due to the differences in economic and educational levels, school-enterprise cooperation in different countries has its own characteristics, different emphases and different functions, which makes school-enterprise cooperation education present roughly different modes. For example, Germany's dual system model adheres to the principle of giving priority to enterprise training, supplemented by school teaching, and enterprises play a more important role in specific vocational training. Schools should start from the needs of enterprises and offer professional skills and learning courses for their own enterprises; The cooperative education program in the United States insists on highlighting the characteristics based on school planning and organization, and adopts the principle of combining work with study. Canadian CBE model, a teaching system based on professional comprehensive ability and starting from the requirements of qualified posts; And the alternating cultivation of work and study in Britain, the cooperation between industry and study in Japan, the teaching factory in Singapore, and so on. China's school-enterprise cooperation draws on the experience of German dual system model to a great extent. However, the dual system in Germany has a profound social background. On the one hand, the government has substantial encouragement policies for enterprises involved in school-enterprise cooperation. On the other hand, the gap between the rich and the poor in German society is very small, and the social division of labor is not very high or low. Even skilled workers can have higher income and a decent life. These two characteristics are not available in China at present. These training modes in foreign countries mainly focus on training skilled workers, while few domestic higher vocational graduates enter the positions of skilled workers, and they are generally engaged in management or technician work in the production line. Therefore, foreign experience cannot be copied, but should be absorbed in principle.

2. Research on domestic school-enterprise cooperation mode. China's higher vocational education started late. Since the 1990s, with the theoretical and practical research on the combination of education and practice and the introduction of other concepts and methods related to vocational education, the exploration of the training mode of vocational education in China has gradually deepened from Industry-University-Research cooperation and combination of production and education to school-enterprise cooperation and combination of work and study. At present, China's school-enterprise cooperation model, in general, also belongs to the school-based school-enterprise cooperation education model, mainly including:

(1) Order-based talent training mode. Enterprises actively participate in the process of talent training, work out talent training plans and organize teaching together with schools. After graduation, students are given priority in employment in enterprises. The order-based model emphasizes that schools tailor the talents needed by enterprises to meet the individual needs of enterprises, and at the same time means that once students become the objects of order training, they can give priority to becoming employees of enterprises after graduation.

(2)2+ 1 mode. Students study internships in schools for the first two years, and then go to enterprises to complete internships and comprehensive post training in the second year. Through two stages of study, students can have higher quality and vocational skills, and realize zero-distance integration with employment. 2+ 1 education mode Due to the limitation of objective conditions, it is often difficult for both schools and enterprises to cooperate closely, which leads to the lack of timely and smooth exchange of opinions and information, which easily leads to the disconnection between the two stages and makes it difficult to achieve the ideal educational effect.

(3) The mode of alternating study and work. That is to say, schools and enterprises * * * jointly formulate talent training programs, and students alternate production practice and school study in enterprises, combining learning with doing. Although this kind of school-enterprise cooperation is simple, it is difficult to compare prices in implementation, which is suitable for labor-intensive majors.

Second, the necessity analysis of school-enterprise cooperation. School-enterprise cooperation is a new school-running mode that is compatible with China's current economic development and coordinated with the reform of higher vocational education. To do a good job of school-enterprise cooperation, we must first make clear what is the necessity of higher vocational education reform.

1. Market demand. In recent years, the labor cost in China has risen rapidly. With the continuous development of the western region, a large number of migrant workers have moved back to the central and western regions from the east. On the other hand, the trend of population aging in China is increasingly obvious, and the annual increment of labor force is declining. Therefore, the demand of construction industry for talents from all walks of life, especially for high-quality skilled talents, is extremely urgent. According to the statistics of the United Nations Industrial Development Organization, China's labor skill index ranks only 59th in the world. Technicians and senior technicians in China only account for 1.5% of skilled workers, among which senior workers only account for 3.5%, intermediate workers account for 35% and junior workers account for 60%. The new talent demand puts forward new requirements for the talent training mode of higher vocational colleges. Only by strengthening communication and cooperation with industrial enterprises, reforming teaching contents and methods, and forming a cooperative teaching mode in which schools and enterprises participate in the whole process of talent training, can higher vocational students have comprehensive professional quality, strong practical ability and good professional ethics that meet the requirements of enterprises.

2. Personnel training requirements. The goal of talent training in higher vocational colleges is to face the front line of production, operation, management and service. Therefore, the curriculum system of higher vocational education has obvious professional characteristics, and the concept of sufficient theory and practice has been recognized. Through cooperation with enterprises, higher vocational colleges can better determine the content of teaching and practice and provide students with a real practical environment. Therefore, school-enterprise cooperation is of great practical significance to higher vocational education, and it is also the development direction of vocational education in China.

3. Integrate the teaching content and define the professional orientation requirements. Since the development of higher vocational education in China, there are still some problems in some colleges, such as unreasonable specialty setting, unsuitable teaching content and inaccurate talent positioning, which are related to the lack of close contact and communication between schools and enterprises. Through school-enterprise cooperation, higher vocational colleges can set talent training objectives according to market demand and positions set by enterprises, adjust teaching plans, specialty settings and course contents, and train talents suitable for enterprises.

4. The needs of the development of higher vocational colleges and enterprises. In the school-enterprise cooperation, higher vocational colleges can use teachers to provide training, technical consultation, joint development of scientific research projects and other services for employees, which not only prepares a large number of applied and technical talents for enterprises, but also enhances the scientific research ability within enterprises, and enterprises benefit a lot. In the process of talent training, schools can make use of the' two-way flow' of school-enterprise teachers, that is, enterprises regularly send technicians with rich practical experience to teach students, and school teachers can regularly participate in training organized by enterprises, or they can go to enterprises for temporary training. This can not only improve the practical experience of young teachers, but more importantly, let teachers go deep into the production line and understand the application of new technologies, new materials and new equipment in engineering, so as to promote teachers to update their professional knowledge and better combine theory with practice, thus improving the quality of personnel training.

Third, the successful case of school-enterprise cooperation in construction equipment specialty of our college

From the above analysis of school-enterprise cooperation at home and abroad, we can see that China Knowledge Network has some problems and shortcomings in the process of school-enterprise cooperation. How to cultivate high-quality skilled professionals to meet the front-line needs of production, construction, management and service; How to reform and put forward the combination of school and enterprise with China characteristics in line with China's national conditions is an urgent problem to be solved in today's vocational education. The concrete solution can be to establish various platforms for school-enterprise cooperation and work-study combination through various channels, instead of the simple order class or independent mode like 2+ 1, so as to truly integrate teaching with learning. Therefore, higher vocational colleges are required to implement all-round school-enterprise combination in specialty construction, curriculum setting, training base construction and employment, so as to cultivate marketable high-quality and high-skilled talents. The following is an example of school-enterprise cooperation of building equipment engineering technology specialty in our college. Construction equipment engineering technology major is a minor major in architecture. In recent years, with the development of social economy, people put forward higher requirements for buildings in terms of safety, comfort, efficiency and convenience, including the promotion of green buildings and energy-saving buildings as new national development strategies, which are inseparable from the support of construction equipment specialty. The demand for construction equipment talents is increasing, which also puts forward new requirements for the cultivation of construction equipment professionals.

1. School-enterprise alliance, * * * training enterprise-specific talents. In the process of school-enterprise cooperation, our college gives full play to the respective advantages and enthusiasm of schools and enterprises, and complements each other's advantages, and has embarked on a unique and effective road of * * * training. According to the needs of enterprises, the specialty of construction equipment engineering technology in our college offers enterprise title classes in the form of special orders and carries out education and training. At present, we have cooperated with Yungang Modern Engineering Co., Ltd. and Zhejiang Wuzhou Engineering Project Management Co., Ltd. to set up Yungang Installation Special Order Class and Wuzhou Installation Special Order Class. The so-called characteristic order class is characterized by the talent demand of cooperative enterprises, based on the talent demand of the industry, and reasonably combines the individual talent demand of enterprises with the talent demand of the industry to form a talent training program characterized by comprehensive quality+professional ability+characteristic post skills. In the process of cooperation with enterprises, teachers work closely with enterprise technicians, determine training objectives, teaching plans and teaching standards according to many factors such as the demand for knowledge and ability of enterprise posts and the general demand of industry and society, * * * select professional teaching content, and * * * compile teaching materials. The courses set in this way not only meet the needs of enterprises, but also meet the general talent requirements of professional society; According to the characteristics of enterprise engineering, develop training courses with enterprise characteristics. Enterprise scholarship is one of the landmark projects of deep cooperation between schools and enterprises. China periodical special subscription class is funded by enterprises, which rewards students who have outstanding performance in all aspects and subsidizes students with excellent academic performance. For enterprises, this part of the funds can not only generate a kind of trust in the strength of the enterprise among students, but also generate a sense of belonging, which is conducive to outstanding students staying in the enterprise, and at the same time, it can also expand the visibility of the enterprise through joint venture scholarships. In a word, there are three characteristics in the talent training program of the characteristic order class of construction equipment engineering technology specialty: ① specialty orientation characteristics. The order class revised the main training direction of students, strengthened the construction management and cost direction of building equipment, and weakened the design direction in the original major. ② Regional economic characteristics. According to the nature of the enterprise, the order class reformed the students' curriculum system, strengthened the installation of water supply and drainage, electrical installation and ventilation engineering, and weakened the installation of heating engineering and central air conditioning engineering. ③ Characteristics of corporate culture. The order class reformed the students' enterprise practice, and designed the practice link into three stages: production practice+comprehensive practice+post practice. Starting with enterprise management, students are required to start from the grassroots level, understand the enterprise and specialty, and then enter technical management. College graduates and enterprises have the right to choose from each other. Order classes do not mean that all students are employed in cooperative enterprises. Therefore, our characteristic order class avoids the problem that the ordinary order class is only aimed at cooperative enterprises and the employment scope is narrow, finds the greatest common denominator between the interests of enterprises and students, and protects the interests of enterprises and students to the maximum extent.

2. School-enterprise cooperation, * * * to build on-campus training. According to the training objectives of skilled personnel, post requirements and the connection between the previous courses, the course training must be based on the analysis of post requirements and working process, and the content must emphasize the combination of work and study, highlight skills training, and reflect the post requirements of technical fields or professional post groups, which requires that the training content should be selected with reference to the relevant enterprise employment standards and skilled personnel training programs; These teaching contents of work-study combination are not only completed in classrooms and off-campus training bases, but also in real or simulated practice teaching places such as laboratories and training rooms. Therefore, the construction of campus training base is an extremely important link in the specialty construction of higher vocational colleges. Diversified investment, attracting enterprises to enter the school, and building a training base between schools and enterprises are new ways to build a training base in higher vocational colleges, and also another mode of training talents through cooperation between schools and enterprises. For example, in 2005, Geboli cooperated with Shanghai Geboli Housing Sanitation Equipment Co., Ltd. (hereinafter referred to as Geboli) to build a water supply and drainage training room, and Geboli provided equipment at the cost price to train college teachers. So far, this training room has trained thousands of students in related majors for our college. Another example is that our institute is cooperating with Zhejiang Wei Xing New Building Materials Co., Ltd. to build a floor radiant heating training room and a ground source heat pump system display platform. Our institute will provide relevant venues and meet the needs of space, water, electricity and other basic conditions, and Wei Xing Group will be responsible for the technical design, material configuration and installation of the display device. This training room will display new technologies, new processes and new materials in water supply and drainage, heating and ventilation, pipeline installation and other professional fields, which will be used not only for the training of students, but also for the training of enterprise employees and social personnel, so as to truly play the positive role of our institute in serving society, economy and industry.

3. School-enterprise joint promotion of professional reform. In the process of cooperation with enterprises, we fully realize the shortcomings of the original construction equipment engineering technology specialty. Driven by cooperative enterprises, the paper test of China HowNet analyzes the current professional forms of construction equipment, the demand of conventional enterprises for construction equipment talents, the professional quality, professional ability and professional skills that students should have, and cultivates high-quality skilled equipment talents who can work at zero distance and meet the demand of production line. We have carried out drastic reforms on the original specialty of building equipment engineering technology, and formulated the curriculum system and curriculum. We integrate the knowledge points of the course according to the work content of the enterprise, and integrate different course contents according to the actual work needs. It not only emphasizes the effective and reasonable mutual penetration of water, heating, electricity and other similar professional contents, but also pays attention to interdisciplinary cross-penetration (such as the mutual cooperation of installation, civil engineering and decoration). In terms of teacher training, we regularly organize teachers to visit relevant enterprises to keep abreast of the latest technology and talent needs of enterprises, and urge teachers to reform teaching methods and contents, train students' skills more pertinently in the teaching process, and cultivate students' professional awareness. In the aspect of student performance evaluation system, it is considered that enterprises pay more attention to students' comprehensive abilities such as professionalism and labor attitude while paying attention to their performance. Teachers no longer simply evaluate students' learning quality by their academic achievements, but re-create an evaluation system, which not only evaluates students' academic achievements, but also evaluates students' learning attitude, autonomous learning ability, practical ability and teamwork ability. Not only pay attention to students' learning results, but also pay attention to students' performance in the learning process.

abstract

Based on the working experience of the combination of school and enterprise in the major of construction equipment in our college, we believe that this unique order-based talent training mode has achieved a win-win situation among enterprises, colleges and professional students. The progress of vocational education is inseparable from the participation, support and promotion of enterprises. School-enterprise cooperation is the clear direction of the development of higher vocational education, but how to carry out effective school-enterprise cooperation and make enterprises really participate in the central field of talent training in higher vocational colleges will be an arduous task for higher vocational colleges.

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